Educación Ciudadana e Identidad en Europa (original) (raw)
Related papers
The process of European integration is also a project of identity construction-for 'Europe' to be able to define its role and position in the world and for the 'European peoples' to identify with 'Europe' and its present political and social reality. As the foundations of an embryonic European state were laid down, the need to create a European demos arose more vividly than ever. The 'permissive consensus' was deemed no longer sufficient in achieving the objectives set out for the European Union. The construction and promotion of a new level of belonging, symbolised by the identity of the Union, was seen as a solution to the problems that it has been facing in terms of public support and loyalty. This study, by focusing on the education policy of the European Union, hopes to shed light on one dimension of this process of identity construction. It is argued here that education was seen as a key medium through which a common culture, shared values and aspirations were inculcated among the peoples of 'Europe'. Parallel to this, the policy discourse of the Union in this field contained clues as to how the institutions of the Union viewed its identity and that of its peoples. To explore these and their policy implications, this study applies a discourse analysis framework to analyse representations of the Union's identity in the official texts of the European Union in the sphere of education policy.
2016
The purpose of the special report « School, citizenship, ethnicity » is to address the sensitive issue of training and coexistence of identities in contemporary societies from the perspective of different disciplines (anthropology, sociology, education sciences, social psychology, and history) through a comparative study of spatial approaches. The very notion of ethnicity needs to be questioned: what does it refer to in different cultural settings? How does it help us apprehend the forging of national identities here and elsewhere? We wanted to understand what it meant for the young generations today to be French, Belgian, Mauritian ... by focusing on one of the main spaces where these identities are forged, i.e. the educational institution. We explore the extent to which the latter is still involved in the process of forging an identity, and how inclusive or dividing this process is. The collection of contributions in this issue demonstrates that we cannot? continue to define/analy...
Structures of identification in Curriculum – European examples
International Dialogues on Education Journal
The educational debate in Europe is marked by the assumption that international education can help to cope with the increasing interconnectedness of people, activities, places and events. At the same time, the protection and restoration of each nation’s economic and cultural base against globalization and multiculturalism also have an impact on educational policies and educational practice. The characters of those competing discourses are strongly framed by structures of identification that imply various kinds of in- and out-group relations with different emotional, cognitive, and evaluative connotations. Against this background, the paper focuses on agencies that are being set up by educational policies and teachers in reshaping contemporary complex society. It investigates different European cases: a) European identification in the individual curriculum of German, Czech, and Polish teachers and b) identification as a political issue of nations outside the EU through a Norwegian ex...
A SPANISH VIEW OF CITIZENSHIP, CULTURE, PLACE AND IDENTITY IN EUROPE. 2007
In the frame of the changing geographies of culture, identity and citizenship in all European countries, regions and localities, and with the aim to create a curriculum of European geography consistent to this new reality, the paper tries to explore how is developed in Spain this social, cultural and political dimension of Europe. As an ongoing research, we present here some findings on the part of what is taught in higher education nowadays.
The Identities Of Catalan And English Secondary Students
2015
This proposal is based on empirical work undertaken in England and Catalonia at a time when issues of national, European and other identities were prominently discussed in the media and elsewhere and when a new curriculum was introduced to both locations. Identity can be defined as the symbolic relationship between the individual and the social environment (Chryssochoou, 2003). This social environment could be understood as the concept of community, about which there are competing discourses (Davies, Hampden-Thompson, Calhoun, Bramley, Tsouroufli, Sundaram, Lord & Jeffes, 2013). Anderson (1983) argues that, 'all communities larger than primordial villages of face-to-face contact (and perhaps even these) are imagined' (p.6). Indeed, it could be suggested that identity is a symbolic relationship with other individuals who share a similar imaginary position regarding a community. The links between identity and citizenship education are strong and complex. Citizenship is here defined trough a dialectical process which involves an objective and usually legal identity which is assigned by an external entity as well as an identity which is subjectively assumed (Berger & Lukman, 1986; Kymlicka & Norman, 1994). The creation and reinforcement of national identities has traditionally been identified as a principal purpose of schooling (
European Identity in Slovenian Education System through Geographical Perspective
Hrvatski geografski glasnik/Croatian Geographical Bulletin, 2011
In order to achieve the European Union goals of effective integration in a wide range of economic and political domains, there is a need to reflect upon the common sense of European identity. The authors tried to identify to what extent content on "Europe", "European dimension" and "European identity and citizenship" exists in the Slovenian national secondary school curricula of social science subjects and how it is represented and constructed in official curricular documents. Upon the gathered data authors through geographical perspective discuss the connection between actual teaching of European issues in the classroom and syllabus goals, asking themselves if it is possible to achieve integration in terms of collective identity.