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Transcript of VOICES_EUGEO_2013
Stefano Malatesta, Jesús Granados http://www.european-teachers.eu/
Building a Socio-Pedagogical Agenda
"civic competences can enable individuals to participate fully in civic life but they must be based on sound knowledge of social values and political concepts and structures, as well as a commitment to active democratic participation in society” (A. Vassilou 2012)
Aims and targets
• Reflecting on the new horizons of Citizenship Education across Europe
• Defining common theoretical and methodological frameworks on Citizenship Education
• Developing a Citizenship Education Toolkit for Primary and Secondary School Teachers
• Developing a teachers-oriented approach to Citizenship Education across Europe
Theoretical and methodological glances
New Teacher Education
(e.g Digital Competences)
Citizenship Education (CE)
CE as a subject
Should we "refresh" CE across Europe?
"Citizenship education is part of the curriculum in all countries and is implemented through a subject based stand-alone or integrated) and/or cross-curricular approach. In the vast majority of countries, it is included at all levels of education. However, in a couple of cases, elements related to citizenship education are embedded in the general objectives and values of the education system but there are no requirements for subject-based citizenship teaching nor introducing it through a cross-curricular approach"
(Eurydice Report, 2012, p. 18)
Theory on CE
Common Values vs Social Contexts (Banks 2004, Osler 2011)
CE: a matter of scales (Feinberg, McNonough 2004, Osler 2011)
Plurality? (Habermas 1996, Morin 2000, Parker 2004)
Methods: a common CE Portfolio (EACEA, 2012)
1. Social, political and civic institutions
2. Respect for and safeguarding the environment
3. Defending one's own point of view
4. Conflict resolution
5. Citizens' rights and responsibilities
6. Participation in the local community
7. Critical and independent thinking
8. Participation in school life
9. Future political engagement
School as a Socio-Political Actor
70 Universities, Schools and Institutions
in 10 European Countries
working on (and with) European Teachers'
values, skills and competences
Starting from social contexts
and local practices
CE across Europe
Source: Eurydice Report 2012
The Voice of European Teachers
The meaning of "being European Teachers"
To find a common theoretical structure
Working on oppositions and commonalities within CE
Comparing National Curricula
To define our educational model
Workshops and pilot projects with primary and secondary school teachers in 5 European Countries
To project and to test a Citizenship Education Toolkit
Banks J.A., 2004, Democratic Citizenship Education in Multicultural Societies, in Diversity and Citizenship Education: Global Perspectives, J.A. Banks (ed), San Francisco: Jossey-Bass, 3-16.
EACEA/Eurydice, 2012, Citizenship education at school in Europe, Brussels: Eurydice
Feinberg W., McDonough k., 2005, Liberalism and the Dilemma of Public Education in Multicultural Societies, in Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities, K. McDonough, W. Feinberg (eds), Oxford: Oxford Press, 1-22.
Habermas J., 1996, Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy, Cambridge: Polity Press.
Morin E., 2000, Les sept savoirs necessaires a l’education du future, Paris: ed du Seuil.
Osler A., 2011, Teacher interpretations of citizenship education: national identity, cosmopolitan ideals and political realities, Journal of Curriculum Studies, 43(1), 1-24.
Parker W.C., 2004, Diversity, Globalization, Democratic Education, in Diversity and Citizenship Education: Global Perspectives, J.A. Banks (ed), San Francisco: Jossey-Bass, 433-458.
Vassilou A., 2012, Foreword, in EACEA/Eurydice, 2012, Citizenship education at school in Europe, Brussels: Eurydice