European Identity in Slovenian Education System through Geographical Perspective (original) (raw)
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European dimension and European identity through the perspective of geography teaching in Slovenia
Dela, 2012
The author aims to identify to what extent the 'European dimension' and 'European identity' exist within school geography curricula, and how they are represented and constructed. Surveys discussed in the paper cover a 15 year period and dealing with the three most important elements of (geography) education: teachers, content and pupils/students. Using the results of the surveys, the author suggests possibilities for the development of geography teaching, particularly with regard to subject areas concerning the implementation of European identity issues within the framework of European dimension.
2006
This thesis explores some of the issues concerning the concept of European identity. In particular, the aim is to assess how far school education is a suitable method to foster a European identity and support for European integration. In this context, the thesis aims to investigate whether the historic and more recent political and national developments in England and Germany have resulted in different attitudes to European integration, European identity and subsequently to a European dimension in education. The analysis also compares the general attitude towards national and European identity and European integration in England and Germany and assesses if different attitudes have resulted in a different implementation of a European dimension in education. To facilitate this analysis, the political and national development in England and Germany as well as the emergence of the European idea and the history of European integration will be discussed. The assessment of a European dimension in secondary education in England and Germany includes an analysis of documentary material and selected curricula. In addition, a survey has been carried out among a sample of German and English head and subject teachers to explore aspects of the practical implementation of a European dimension. The findings show that there are significant differences between the two countries concerning their understanding and implementation of a European dimension in education. Many of these differences can be attributed to different attitudes to national and European identity and European integration. 3 CONTENTS List of Tables and Graphs P. 9 List of Abbreviations P. 1 1 Acknowledgments p. 13 Author's Declaration p. 14 Aims of the thesis p. 17 Structure of the thesis p. 1. State structure and development in Western Europe p. Nationalism p. 53 2.2 Nations and nationalism p. 2.3 The origin of nations: modernism versus perennialism p. 2.4 The nature of nations: primordialist or instrumentalist? p. 62 2.5 The development of nationalism and the nation state in Germany p. 66 " The Kultumation p. 66 " National unity and nation state formation p. " The rise and decline of the national idea in the twentieth century p. 76 " The Third Reich p. 77 " Postwar partition and unification p. 77 2.6 The development of nationalism and the nation state in England and Britain P. 80 " The early nation p. 81 " Tudor Protestantism and national sentiment p. 83 " Englishness and Britishness p. 85 " Redefining the nation p. 88 " The twentieth century P. 90 2.7 Conclusions p. 92 3. The development of the European idea until the Second Worl d War P. 95 3.1 0 Mitteleuropa P. 1 11 3.6 Conclusion p. 1 12 4. Euro pean integration after 1945 p. 114 4.1 Introduction p. 1 14 4.2 General assumptions and limitations p. 1 15 4.3 Functional Federalism or federal Functionalism: European Integration from 1945 to 1960 p. 16 " The federalist idea ad postwar Europe p. 1 " Functionalism and neo-functionalism P. 1 " The Council of Europe p. 121 " The functionalist approach at work: the foundation of the ECSC p. 123 " From the ECSC to the EEC p. 125 4.4 The era of I nte rgovern mentalism: European integration from the 1960s to the mid 1980s p. 127 " Enlargement, Gaullism and the turn to "I ntergove m mentalism p. 127 " The Council of Europe and global Interdependence p. 131 4.5 European integration revival in the 1980s and 1990s: European Union and the Single Currency p. 134 " The Single European Act and the Single Market Programme p. 134 " The Maastricht Treaty and the foundation of the 6 European Union p. 138 The EU and the nation state p. 139 4.6 The future of the EU p. 140 4.7 Conclusions p. 142 5. Euro pean identity p. 145 * Nation and sovereignty in England p. 162 5.6 Conclusions p. 164 6. The European dimension in the school curriculum p. 166 6.1 Introduction: European citizenship, identity and education p. 166 6.2 Education and young people's attitudes to Europe p. 168 6.3 EU policy and the European dimension in education p-173 6.4 The European dimension in education in Germany and England p. 178 " Government guidelines in relation to the " European dimension in education in Germany p. 178 " Government guidelines regarding the European dimension in education in England p. 183 6.5 The German school system p. 189 6.6 The English school system p. 192 6.7 The European dimension in the curriculum in Germany and England p. 194 9 The European dimension in the German 7 curriculum p. 197 41 The European dimension in the English curriculum p. 6.8 Defining the European Dimension p. 6.9 Conclusions p. 21 0 7. Implementing a European dimension in education p. 213
Economic Annals-ХХI, 2018
The European economic crisis, the migratory crisis and the Brexit in the UK are the main causes of the increasing negative moods of the European Union citizens. The research offers a comparative analysis of pupils' and teachers' viewpoints on European citizenship and European identity in selected two Visegrad Group countries. The research held in the Czech Republic and the Slovak Republic in the fourth quarter of 2017 on the research sample of 1,973 respondents shows that the Slovak pupils and their teachers have in most cases more positive attitudes towards European citizenship and European identity than Czech pupils and their teachers. The responding Slovak pupils are more proud of being citizens of the European Union, less skeptic of the EU's activities and believe in the future of the European Union. On the other hand, the Czech pupils and teachers are more proud of the membership of the Czech Republic in the EU, as well as of the Czech activities in the European Union. In this context, the authors point out that a more intensive education relating to the European citizenship and Europeanism could increase positive attitudes towards European identity and membership in the European Union. The European dimension of education is still up to date not only in the old member states of the European Union but also in the new ones or future member states. Citizenship education unifies several social fields and disciplines including education to Europeanism, environmental, global, media, multicultural, personal and social education, and education relating to democracy and constitutionality.
Building up European identity in primary education
Journal of Educational Sciences, 2019
Building up the personal identity is a lifelong process, as identity can change, according with the groups of belonging, with new knowledge and changes of beliefs and contexts. There are more stable components of identity, like the values and attitudes, but there are contexts and experiences that sharpen different aspects of the identity. The article argues that education systems in Europe have responsibilities in supporting learners to develop their competences to act as citizens at local, national and European levels and thus have also the legitimacy to contribute to the development of a European identity and of a sense of belonging to Europe. Furthermore, it argues that such a process can and should start already in early ages. Therefore, teachers in primary school need appropriate competences to foster a positive identification of children with Europe and European values. They need to master intercultural competence, appropriate pedagogical and methodological approaches, they need to reflect on how to design teaching and learning contexts meant to stimulate, in a joyful, playful, attractive and consistent manner the building up of a European identity. The article mirrors the training needs of primary school teachers of 3 rd and 4 th grade in Western Romania, to develop these competences and be able to foster such process. The assessment of the training needs of primary school teachers involved covered all aspects of the competence, including values, attitudes, as well as the knowledge about EU, and their reflection on their teaching practices. The conclusions of the analysis can be useful for further training programs and reconceptualization of (initial) teacher education.
Croatian Students’ Awareness, Understanding and Attitudes Regarding European Dimension in Education
Procedia - Social and Behavioral Sciences, 2015
This paper will present the results of a study that examined student teachers awareness, understanding and attitudes regarding the concept of the European dimension in education. The survey examined student's perception, level of awareness about the key documents, their attitudes about indicators and knowledge of the key terms of the concept.The results show that students associate the concept with the standardization of education systems at the EU level, they are not informed about it and have no awareness about the key documents. On the other hand, students stated positive attitudes about the integration of the concept in the national education system and future teacher education.
Slovenian national minorities and emigrants in selected primary school curricula and textbooks
2017
The article analyses the curriculum of the primary school subjects Geography, History and Civic and Homeland Education and Ethics, along with some textbooks for these subjects. The purpose of the paper is to determine whether these subjects include material on Slovenian national minorities and emigrants and objectives closely related to such material, which content and objectives are included and to what extent. Pupils in Slovenian primary school address real issues concerning Slovenian national minorities and emigrants, while the message and quantitative representation differ, depending on the basic definition and purpose of the subject. In addition to curricula and textbooks, the behaviour and attitude of pupils to Slovenians abroad is influenced primarily by teachers and their knowledge of their own subject and other subjects, their understanding of the processes of knowledge construction and knowledge of the school vertical and the horizontal.
Journal of Social Science Education, 2019
Fostering national and European identities can be compatible with education for tolerance. − Social relationships in school are important predictors of national and European identity. − Formal learning opportunities are especially important for fostering a European identity. Purpose: The aim of this article is to analyse the concepts of national and European identities through a multidisciplinary lens and to examine empirically how schools develop those identities in adolescents. Method: The study employs data from the International Civic and Citizenship Education Study 2016. Correlation and regression analyses are conducted with data from over 45,000 students from fourteen different European educational systems. Country-specific weighted statistical analyses are conducted. Findings: A combination of perspectives from the fields of psychology, political culture, and civic and citizenship education is useful to reflect upon the dimensions and desirability of overarching identities. Formal learning opportunities are shown to be particularly relevant for fostering a European identity. Positive relationships between students and teachers and between students statistically predict stronger identities. Practical implications: Good social relationships at school help to develop national and European identities. Moreover, the development of a European identity especially depends upon its explicit inclusion in the curriculum. Teachers should guide students to reflect on the meaning and content of tolerant and complex national and European identities.
The construction of European identity in fourth grade history handbooks
Journal of Educational Sciences, 2019
The fourth grade represents the first year of study of the discipline History for students in pre-university education. Before being a matter of civics, the European identity is a historically grounded construct; therefore, we naturally wondered whether the issue that we have not only an ethnic or national identity, but also a European one is, even incipiently, raised when teaching history. Our analysis started from the definition of the concept of European identity, to the general perception of Romanians regarding Europe according to Eurobarometer data, to reach the analysis of the school syllabus in the History discipline and then to the textbooks constructed starting from this syllabus. The conclusion we reached following our approach was that, as the school syllabus supports the formation of the national identity first and on a secondary place, the sketching of elements of European identity (through the elements related to the history of the national minorities in Romania, the location on the map of Europe of the events in the history of Romanians, discussing in different topics subjects such as the European Union or presenting some important personalities for the history of Europe), the three existing textbooks, available and at the decision of the teachers have an accordingly approach, that we consider to be correct. The European identity cannot be built before the national identity, historically speaking, and for the age category to which we refer (9-10 years), in the condition of one course hour per week, the simultaneous construction of the two types of identity (in other words teaching the history of Romanians and universal history at the same time) is difficult to achieve. Therefore, we believe that the choice for national history and identity before the European one is properly substantiated. The national and European identities cannot be constructed from the simple enumeration of historical names or data. The well-built explanation, accompanied by carefully chosen examples is essential in teaching history to this age category and, of course, in the solid construction of one's own identity (national and European).