Cultural Diversity and Alterity: Central Prerequisites and Issues of European Citizenship Education

2007 ◽  
pp. 100-118
Keyword(s):  
Cultural Diversity ◽  
Citizenship Education ◽  
European Citizenship

scholarly journals Learning from, through and about Differences: A Multiple Case Study on Schools as Practice Grounds for Citizenship

2021 ◽  
Vol 10 (6) ◽  
pp. 200
Author(s):  
Willemijn F. Rinnooy Kan ◽  
Virginie März ◽  
Monique Volman ◽  
Anne Bert Dijkstra
Keyword(s):  
Cultural Diversity ◽  
Citizenship Education ◽  
Multiple Case Study ◽  
Individual Characteristics ◽  
Societal Implications ◽  
Formal Curriculum ◽  
Teacher Student ◽  
Multiple Case ◽  
Support Students

Learning to relate to others that differ from you is one of the central aims of citizenship education. Schools can be understood as practice grounds for citizenship, where students’ citizenship is not only influenced by the formal curriculum, but also by their experiences in the context of teacher–student and student–student relations. In this article we therefore investigate how the practice of dealing with difference is enacted in schools. Data were collected through an exploratory multiple case study in four secondary schools, combining interviews and focus groups. Despite the differences between the schools in terms of population and location, in all schools the reflection on the enactment of ‘dealing with differences’ was limited in scope and depth. ‘Being different’ was understood primarily in terms of individual characteristics. Furthermore, in all schools there was limited reflection on being different in relation to teachers and the broader community. Finally, relevant differences for citizenship were confined to the category of ‘ethnic and cultural diversity’. This article calls for preparing teachers to consider a broader array of differences to practice dealing with differences with their students and to support students in reflecting on the societal implications of being different from each other.

scholarly journals Science popularization and European citizenship in Poland

2007 ◽  
Vol 06 (03) ◽  
pp. C03
Author(s):  
Jacek Piotr Szubiakowski
Keyword(s):  
School System ◽  
Citizenship Education ◽  
Scientific Community ◽  
School Curriculum ◽  
Good Choice ◽  
Grammar School ◽  
European Citizenship ◽  
Science Popularization ◽  
The Common ◽  
The Eu

The idea to link European citizenship and science education is surely new and uncommon in Poland, but we think, as SEDEC project, that can enrich both the panorama of science popularization outside and inside school system. I checked carefully curricula for every stage of school education looking for the topics concerning the developing of the European citizenship. I found that they are usually connected to the history, geography and some activities developing of the knowledge about generally defined citizenship. The spare topics connected directly to the science are present especially in grammar school curriculum. They may be divided into three groups: exploiting the common heritage, common object of interest and scientific community respectively. In that paper I would like to show how the activities in each of the group may influence the EU citizenship developing process. I am going to emphasize the good choice of science as a context or a medium for EU citizenship education. It may be an important point especially in Central Europe. Additionally I would like to present some auxiliary events that are enable through the external educational resources such as museum and planetarium.

Citizenship-as-competence, what else? Why European citizenship education policy threatens to fall short of its aims

2021 ◽  
pp. 147490412198947
Author(s):  
Margot Joris ◽  
Maarten Simons ◽  
Orhan Agirdag
Keyword(s):  
Educational Policy ◽  
Citizenship Education ◽  
Formal Education ◽  
Democratic Citizenship ◽  
Apparent Lack ◽  
The Past ◽  
Policy Context ◽  
European Citizenship ◽  
Education Centre ◽  
Policy Agendas

The topic of citizenship education and the promotion of democratic citizenship in schools has risen to the top of educational policy agendas in Europe over the past three decades. This rise in attention, however, appears to be accompanied by an apparent lack of attention to the specific manner in which citizenship, education and the assumed relationship between both are currently conceptualised and understood in this policy context. The currently dominant notions of citizenship education centre around a concept of citizenship-as-competence, illustrating a certain assumption of equivalence between citizenship and formal education in schools, without further elaborating on this assumption. By means of a critical re-reading of key European educational policy texts referring to citizenship education, and their use of the key concepts of citizenship and education, our analysis shows how the competence-based approach to citizenship education in European educational policymaking entails tensions with its own assumptions, therefore falling short of its own proclaimed purpose of emancipating young people in Europe to become autonomous, engaged and critical democratic citizens.

scholarly journals Citizenship-as-knowledge: How perspectives from Bildung-centred Didaktik can contribute to European Citizenship Education beyond competence

2021 ◽  
pp. 147490412110457
Author(s):  
Erik Ryen ◽  
Evy Jøsok
Keyword(s):  
Problem Solving ◽  
Theoretical Analysis ◽  
Citizenship Education ◽  
Human Beings ◽  
Individual Subject ◽  
Existing Structures ◽  
European Citizenship ◽  
The Individual ◽  
Development Of Students ◽  
Individual Human

How can the teaching of knowledge in schools contribute to the development of students as individual human beings, with the capacity not only for problem solving within the existing structures of society but also for developing ideas and solutions that go beyond the existing structures? The purpose of this article is to bring this question to the forefront within the context of citizenship education (CE) through a theoretical analysis of the epistemology underpinning two dominant conceptualisations of teaching CE. The analysis shows that both the model of teaching about, through and for democracy that underpins the understanding of CE in competence frameworks and the conceptualisation of CE as teaching directed towards qualification, socialisation and subjectification that is used to criticise citizenship-as-competence fall short in accounting for how knowledge can play a part in taking us beyond the existing. Turning to Bildung-centred Didaktik, which has dealt extensively with questions of knowledge in relation to the formation of the individual subject, the article explores how a renewed focus on knowledge can contribute to answering the question that Joris et al. pose in the title of their article ‘Citizenship -as-competence, what else?’

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