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1.
This article reviews 1) the establishment and functioning of EU citizenship, 2) the resulting perception of education for European active citizenship and 3) the question of its adequacy for enhancing democratic values and practices within the Union. Key policy documents produced by the EU help to unfold the basic assumptions on which democratic principles and values are being promoted through education; while the literature produced primarily in political and social science challenges these assumptions.
By doing so, the author argues that citizenship of the Union is creating new mechanisms of exclusion rather than promoting social equality and a strong sense of belonging to a bonding multicultural community, which are at the very core of democratic participation processes. Thus, the rhetoric embedded in the integrative process of the Union — based on the recognition of equal opportunities, access and democratic participation of all EU citizens — is founded on a limited interpretation of democratic citizenship rather than its concretisation as a multiple citizenship.
As a result, the mechanisms in place at European level are creating specific patterns of social exclusion supported by educational reforms. Most citizens are therefore being excluded, due to the distinction between active and non-active citizens, which results from institutional demand on individual's conduct, whereas little, if any, attention is paid to actual institutional practices. On the contrary, this shift in paradigm — i.e. from the institutional demand on citizens to the recognition of citizens as performing subjects — challenges the 'activism' embedded in recent debate on citizenship. Therefore it needs to be properly addressed, from a multicultural perspective, if education and learning processes are to sustain full democratic participation of all citizens and the construction of a multicultural Europe.  相似文献   

2.
ABSTRACT

This paper draws upon learning from three action research projects conducted as part of a Europe-wide project exploring young people’s social and political participation. Challenging dominant discourses about what ‘counts’ as participation and what does not, the paper explores how, through the action research projects, young people engaged in knowledge democracy in ‘new democratic arenas’. Building upon experiential knowing and creating knowledge and learning through practice, the young people explored their own democratic knowledge production, communication and engagement within a context of shifting discourses of participation, democratic engagement and active citizenship. The increasing preference of young people for more informal forms of participation as lived practice reflects a shift to young people constructing their own modes of participation and ‘remaking democracy’ in their own vision and according to their own needs. By working outside of the confines of normative assumptions of democratic practice and participation, young people exercised their own ‘political’ agency in response to their own priorities, interests and concerns and, in doing so, illustrated that new forms, understandings and practices of knowledge democracy can emerge that reflect the promise of inclusive democratic societies more meaningfully.  相似文献   

3.
In common with many other countries, the 1980s and early 1990s in New Zealand were years of considerable upheaval. The welfare state along with many democratic institutions was under attack from the forces of multinational capital. This article reports some findings from a largescale study investigating the impact of these changes on the provision of education and training opportunities for adults as well as possible effects of some of these programmes on wider policies and practices. It is hoped that the study will contribute to greater understanding of the complex relationships between the ‘curriculum’ of adult learning and education and wider social, economic and political forces. This article focuses exclusively on adult education programmes for active citizenship, i.e. programmes explicitly intended to promote, inform, analyse, critique, challenge, or raise public consciousness about public policies and issues. It investigates the nature and extent of the contributions of educational institutions and voluntary organizations to adult and community education for active citizenship. The findings suggest that from one perspective adult education for active citizenship was alive and well in the late 1980s and early 1990s. The period saw an increase in the number of social movements and ‘non-educational’ voluntary organizations and groups engaged in adult education for active citizenship. Much of this drew on progressive or radical democratic traditions. From another perspective the position was by no means as positive. Educational institutions varied widely in their commitment to adult education for active citizenship. Most institutions, drawing on conservative and pragmatic traditions, demonstrated little commitment, while those that were involved drew on liberal traditions. These traditions, grounded in discourses that de-politicized education, reinforced the boundaries between adult education and political action and thus served to legitimate the neo-liberal ideologies.  相似文献   

4.
As Article 126 of the Treaty of Maastricht on European Union of 1992 calls for the enhancement of the quality of education at all levels, the Council of Ministers of the European Union established the SOCRATES programme in 1995 to take concrete measures in this direction. This article describes the work of one of the three chapters of SOCRATES, called COMENIUS, the three Actions of which enhance the creation of European Educational Projects, target efforts for the children of migrants of various kinds, and stimulate the creation of European transnational projects for the in‐service training and further training of teachers. Various kinds of transnational projects for pupils as well as for teachers are described focussing upon enhancement of the acquisition of new knowledge, of communication skills, of creativity and of problem solving skills, of the use of the new information technologies and open and distance learning skills, and of teamwork and interdisciplinary skills. The traditional school, by involving itself in the European programmes evoked and described, must inculcate the habit of lifelong learning both to its pupils and to its teaching staff. The habit and practice of lifelong learning leading to a realization of the ideals of the learning society will be a crucial contribution to European citizenship.  相似文献   

5.
ABSTRACT

The aim of this article is to identify the contexts and conditions that allow for successful education transitions and opportunities for the Roma minority in Europe. Thus far, transnational and national policies have failed to ensure Roma inclusion and education equality, even though some progress is visible. Using a combination of policy analysis and interviews with NGO and European Union actors, University academics and Roma students, the article examines the key contexts that frame education policies and create the necessary conditions for education transitions. It identifies the problems and challenges within the contemporary EU education policy frameworks and highlights the tensions between political rhetoric and policy commitments that are visible at national, transnational, and local levels. In addition, through a focus on individual student experiences, the article captures the lived reality of Roma students who have managed their education transitions with success.  相似文献   

6.
Towards Understanding of Social Capital and Citizenship Education   总被引：1，自引：0，他引：1  
Social capital is often seen as an indicator of the effectiveness of a society. Societies that are healthy and functioning are also well stocked with social capital. However, social capital is not necessarily 'good'. In the disturbingly troubled times facing western democracies since 2001 the concept of social capital appears all the more relevant. Societies which are significantly divided, it may be argued, demonstrate less trust, civic engagement, positive networking and mutual cooperation among members. In turn this can negatively affect the quality of life of members. This argument is examined from the perspective of school programmes of citizenship education in democratic and newly democratic states. What constitutes divided societies is discussed in other articles within this issue, but the emphasis is upon severe divisions, invariably involving violence. Some of the comments in this paper are speculative and potentially contentious. Nevertheless it is important to raise these issues at this time, particularly for the benefit of emergent and newly formed democracies who may see education and social capital formation as the panacea for their future. We suggest there are many 'lessons' for divided societies wishing to enhance their social capital, including an increase in student years of schooling, designing citizenship education based on inclusive democratic citizenship, and engaging students in active participation to build trust, cooperation and networking skills.  相似文献   

7.
ABSTRACT

This article examines a particular type of public–private partnership (PPP) that is rarely studied in comparative educational policy studies: one in which a government funds privately run international schools. The aim of this PPP is to enrich and thereby improve the regular curriculum or to the quality of education in public schools. As the exponential growth of International Baccalaureate (IB) illustrates, such forms of PPP have increased significantly over the past few years. The authors show that transnational accreditation holds a special appeal for the middle class that is committed to cosmopolitanism, international mobility, and global citizenship. However, international standards schools such as IB are not alone with advancing a transnational accreditation of their educational programmes. Symbolically, Programme in International Student Assessment also provides a transnational accreditation, albeit not on individual education programmes but rather on entire educational systems. The article examines the reasons for the popularity of this type of PPP, analyses the interaction between the private and public education sectors, and investigates how governments explain, and what they expect from, the close cooperation with private education providers.  相似文献   

8.
ABSTRACT

Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students’ practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students’ practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes.  相似文献   

9.
In this paper a critical feminist theoretical framework is used to explore the challenges of creating democratic learning spaces that will foster active and inclusive citizenship for women. Three democratic considerations are addressed to assess how adult educators can create more inclusive opportunities for lifelong education for women. The first consideration is the need for a careful examination of structural inequalities that create disadvantages for women in pursuing lifelong education. The second consideration is the need to create a broader and more gender inclusive understanding of the scope of lifelong learning possibilities, so that women’s learning experiences are not devalued. The third consideration explores how to take up gender as a complex variable within the broader discourse of inclusion. This paper is informed by preliminary results from a current SSHRC (Social Science and Humanities Research Council) study on lifelong learning trajectories for women in Canada and a CCL (Canadian Council on Learning) study on active citizenship for women in Nova Scotia.  相似文献   

10.
ABSTRACT

Chinese universities are actively pursuing cross-border collaborations in the form of transnational higher education programmes. Our study captures the experiences of Chinese students to illuminate how they navigate their learning journeys in a China-Australia articulation programme. To communicate the complexity of learning in modern transnational higher education programmes, we employed activity theory as the theoretical framework to explore cross-cultural contradictions shaping students’ experiences of learning. Assessment, programme rules, teaching strategies, and class and campus settings created contradictions that students had to negotiate as in-between learning spaces. We argue that cross-system contradictions play important roles in transnational higher education programmes. Therefore, instead of seeking to eliminate these contradictions or smooth cross-educational differences, these contradictions should be leveraged as learning opportunities to enrich transnational higher education programmes.  相似文献   

11.
《Africa Education Review》2013,10(2):189-204
Abstract

In 1999 the South African Department of Education issued guides for the Representative Councils for Learners established in terms of the South African Schools Act, 1996 (Act 84 of 1996). This article examines the usefulness of these guides in promoting democracy and education for citizenship in South African schools. The guides are located in the context of theories of participatory democracy, representation, and education for citizenship, and of the democratic strengths of the People's Education Movement of the 1980s. In this context, it is argued that the main tendency of the guides is to undermine democratic participation, and that their favoured conception of education for citizenship is minimalist. The article emphasises the need for a more maximalist approach to citizenship education, and for more scope for participatory democracy in schools.  相似文献   

12.
ABSTRACT

Teachers’ concerns have been regarded as one of the key variables closely associated with successful implementation of innovative educational changes. China has initiated educational reform toward inclusive education since 1980s. Research related to inclusive education is very limited and teachers’ concerns remain unclear and are seldom investigated. The purpose of this study is to investigate the levels of Chinese regular education teachers’ concerns towards inclusive education by utilising Concerns-Based Adoption Model as a framework. The Stages of Concern Questionnaire was refined to conform to the Chinese educational context and administered for data collection in Beijing from a sample of 425 regular education teachers. The result indicates that regular education teachers make decisions on whether or not to implement inclusive education based on what they know about inclusive education and how effective it is to be. Regular education teachers demonstrate a ‘Multiple Peak User Profile’ in the Stages of Concern model, and that their concerns vary according to a few demographic factors. The results inform educational leaders’ decision making in improving programmes for teachers’ professional development for inclusion.  相似文献   

13.

Education for citizenship is now recommended for all primary schools. Whilst primary teachers have long covered social and moral education, they have been less likely to cover teaching about community and political literacy (including the discussion of topical, controversial issues). This paper reports research findings on current practice and identifies key areas for discussion. It argues that there is great scope for enriching and enlivening the primary curriculum through the introduction of education for citizenship, by extending current practice in social and moral education and incorporating the newer themes of community and political literacy into existing teaching.  相似文献   

14.
The Belém Framework for Action underlines, among many other issues, that quality in adult learning and education must be holistic and multidimensional both as a concept and in practice, using various tools such as partnerships with higher education institutions. Bridging adult and higher education is difficult, but the lifelong learning paradigm may help European universities to meet the challenge. This paper argues that European higher education institutions should, on the one hand, educate adults to qualify them for their complex roles in society and economy either through academic programmes or in other, non-formal ways. On the other hand, higher education institutions should promote quality research on adult learning and education and develop active citizenship too. Emphasis was clearly given to the former task in the Budapest Statement in December 2008 as part of the European preparatory process for CONFINTEA VI, and the latter has been articulated by UNESCO for more than a decade. This paper suggests that a balanced position may help universities in setting themselves up as better and more effective learning organisations.  相似文献   

15.
ABSTRACT This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a context of perceived disillusionment and political apathy amongst the young. Whilst citizenship education has traditionally aimed to prepare young people to take their place in adult society and a national community, today the notion of a single national identity is increasingly questioned. Using framing questions from the International Association for the Evaluation of Educational Achievement (IEA) survey of civic education, we examine programmes of study in each country to determine the extent to which they promote human rights as shared values, make positive references to cultural diversity, and conceptualise minorities. We consider the potential of citizenship education thus defined to contribute towards the development of justice and equality in society and challenge racism and xenophobia. We note the strengths and limitations of each approach to education for citizenship and suggest what each might gain from the other.  相似文献   

16.
ABSTRACT

The emerging paradigm of responsible research and innovation (RRI) in the European Commission policy discourse identifies science education as a key agenda for better equipping students with skills and knowledge to tackle complex societal challenges and foster active citizenship in democratic societies. The operationalisation of this broad approach in science education demands, however, the identification of assessment frameworks able to grasp the complexity of RRI process requirements and learning outcomes within science education practice. This article aims to shed light over the application of the RRI approach in science education by proposing a RRI-based analytical framework for science education assessment. We use such framework to review a sample of empirical studies of science education assessments and critically analyse it under the lenses of RRI criteria. As a result, we identify a set of 86 key RRI assessment indicators in science education related to RRI values, transversal competences and experiential and cognitive aspects of learning. We argue that looking at science education through the lenses of RRI can potentially contribute to the integration of metacognitive skills, emotional aspects and procedural dimensions within impact assessments so as to address the complexity of learning.  相似文献   

17.
Globalisation, transnational policies and adult education – This paper examines policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. Both these entities address adult education as an explicit object of policy. This paper investigates how globalisation processes are constructed as policy problems when these transnational political agents propose adult education as a response. The author’s main argument is that while UNESCO presents the provision of adult education as a means for governments worldwide to overcome disadvantages experienced by their own citizenry, the EU institutionalises learning experiences as a means for governments to sustain regional economic growth and political expansion. After reviewing the literature on globalisation to elucidate the theories that inform current understanding of contemporary economic, political, cultural and ecological changes as political problems, she presents the conceptual and methodological framework of her analysis. The author then examines the active role played by UNESCO and the EU in promoting adult education as a policy objective at transnational level, and unpacks the specific problem “representations” that are substantiated by these organisations. She argues that UNESCO and EU processes assign specific values and meanings to globalisation, and that these reflect a limited understanding of the complexity of globalisation. Finally, she considers two of the effects produced by these problem representations.  相似文献   

18.
Member states of the Council of Europe have acknowledged the importance of education for citizenship and have passed a number of resolutions concerning European citizenship and the need to promote democratic values, social justice and human rights. Yet there remains a degree of ambivalence over citizenship education and its relationship to the development of various identities, including personal and national identities. This paper examines the experiences of student teachers from a variety of European countries and the impact of a period of study abroad in another European country on their development of intercultural awareness, national identities and perceptions of how we might best educate young people for participation in democratic life. It considers the implications for teacher education.  相似文献   

19.
民主国家是现代化的政治前提。民主国家的建构离不开民主参与,即民主观念指导下的公民参与。其中,民主观念是民主国家建构的动力源,公民参与是民主国家建构的政治保障。而公民的民主观念和政治参与不是凭空出现的,二者与公民及其教育紧密相连,息息相关,并且需要公民教育的积极推动。可见,民主国家是考察现代化进程中公民教育功能的逻辑起点。  相似文献   

20.
ABSTRACT

This article discusses contested discourses of youth citizenship in Birmingham, UK, in the early twentieth century. It explores how socially committed Quakers and labour and co-operative activists in the city drew on transnational social and political critiques of the urban, and a powerful discourse of nature as facilitator of a morally and physically healthier citizen, to adopt pedagogic responses aimed at securing a more peaceful and egalitarian world. Taking the British Camp Fire Girls and a local fellowship of the Woodcraft Folk as case studies, the article considers the role of the natural world in the pedagogy of youth citizenship, and how organisational rhetoric at a national level was translated into practice locally. It analyses the political and religious motivations of the adults who developed these initiatives, and argues that suburban south Birmingham provided a very particular pedagogic landscape in which alternative conceptualisations of youth citizenship were possible.  相似文献   

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