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This article advances a dialogue for understanding curriculum integration as a form of radical pedagogy, starting from science education in times of climate crisis. The paper weaves Paulo Freire's work about a radical form of emancipatory pedagogy, bell hooks's proposal to transgress boundaries in teaching, and the landscape of identities for science persons in order to embrace a radical pedagogy for facing the climate crisis: an anti-oppressive curriculum integration practice. The issue of climate change education is discussed in its challenges as we present some findings about the role of policy in incorporating climate change in education in Chile and the experience of a teacher, Nataly, coauthor in this work, integrating curriculum as an action-research project. We propose that an anti-oppressive curriculum integration emerges from converging two approaches: curriculum design intended for sustaining democratic societies and thematic investigations proposed for liberatory practices of the oppressed.

Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile's teacher preparation policies between 2008-2015. It also analyzes the narrative stories implicit in these policy documents. Analysis of the documents shows that national policies emphasize a content knowledge for teaching and teacher education and conceptualize justice as an issue of access to quality teachers. These approaches to teaching, teacher education, and justice are similar to predominant discourses in countries like the US. However, Chilean national policies are promoted using a narrative of development instead of the narrative of decline or crisis usually used in developed countries. These findings contribute to the understanding of national teacher education policies and their connection to the process of policy borrowing. The paper shows both the particularities of frames and narratives used in teacher education policies in developing countries like Chile and their similarities to those in countries that implement neoliberal policies in teacher education.

In keeping with the theme of the 40th anniversary issue of "EJTE," this article looks back and forward at US teacher education accountability. It argues that "holding teacher education accountable" has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher education quality depends on vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. This article looks back at the "era of accountability" by examining five policy, political, and professional developments that contributed to its emergence and strong hold on US teacher education. Looking forward to the future of teacher education accountability in the US, the article argues that we need a new approach--democratic accountability in teacher education--which is based on intelligent professional responsibility for students' learning including democratic knowledge and skills, strong equity, and genuine collaboration with multiple stakeholders.

In Latin America, informal support from adult children to their older parents ("upward support") is crucial with an aging population and insufficient coverage of social protection systems. This article examines variables associated with upward support, distinguishing by gender of parents and their children. The research design is quantitative, correlational, and cross-sectional. It is based on primary survey data collected by the authors for the study. The authors hypothesized that upward support depends on children's opportunities to provide support and on the needs of parents. The results show that upward support depends more on children's opportunities than on parents' needs, although upward support is higher for parents with poorer health. Daughters are more supportive than sons, but sibling characteristics do not moderate associations between children's gender and receipt of support. Cohabiting with the parent, receiving support from the parent, and having a good relationship were also associated with greater upward support. Therefore, policies should consider the gender of adult children when allocating resources to older people. [ABSTRACT FROM AUTHOR]

Background: Care required by dependent older people is mostly provided by close family members. Caregiving is a demanding task, negatively affecting the physical and mental health of the caregiver., Aim: To describe the sociodemographic characteristics of informal caregivers of dependent elderly people in Chile and to evaluate the effect of providing care on the health of caregivers., Material and Methods: Data from the Economic Characterization Survey (CASEN) done in 2015 was used. Using as index cases older people who were receiving care from a family member, 4,313 informal caregivers were identified, whose characteristics were analyzed. Descriptive statistics and matching through propensity score were estimated, based on a logistic model, which included covariates such as sex, age, marital status, education, occupation, and income. Finally, the effect of being an informal caregiver versus not being a caregiver on the perception of health was calculated., Results: Forty four percent of the caregivers were offspring and 33.6% couples. Sixty seven percent were women, with a mean age of 56.5 years. Half of them had a partner, 43% had basic education or less, and 61% were inactive. Being a caregiver had a significant effect of health perception., Conclusions: People belonging to certain more vulnerable groups are more likely to assume caregiving. Providing care to a dependent older person has a negative effect on health perception.