Journal of Social Science Education (JSSE - Universität Bielefeld)
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Interview with Vera Maria Ferrão Candau
Get PDFThis article is an interview on human rights education with one of Latin Americás most prominent human rights educators, Professor Vera Candau. The interview covers her trajectory in human rights education, the relationship between human rights education, liberalism and socialism, the question of interculturality and the role of human rights education inschools and informal educational contexts
Converging with World Trends: The Emergence of the Cosmopolitan Citizen in Post-Socialist Romanian Citizenship Education
Get PDFBased on thematic content analysis of textbooks, curricula, and an overview of educational legislation after the 1989 change of political regime in Romania, this paper presents empirical evidence to argue that that postsocialist citizenship education displays surprising similarities with converging post-war changes in the concept of the ‘good citizen’. The findings suggest a complex picture of change combining liberal, communitarian and cosmopolitan renditions of the new citizen, all having a common thread: the shift towards a post-national ethos delinking the citizen from the exclusive purchase of national belonging and decoupling citizen action from the absolute duty to the patria. Such significant changes are often overlooked due to the dominant focus on the failures to comply with an idealized Western liberal model. However, they invite us to reconsider current understandings of both the pitfalls and the opportunities of post-socialist citizenship education by considering them from a different angle: that of wider socio-cultural change that is gradually being institutionalised at the world level
How to Grow English Lawn in Moldova? Reflecting on the Reasons to establish and those to Participate in the Erasmus Mundus Programme of the European Union
Get PDFIn the framework of its Neighbourhood Policy (ENP), the EU opens up certain facets of its education policy for members of the educational systems of the direct neighbour countries. Bearing the important role of education for processes of nation building and the related formation of citizens in mind, I analyse the meanings of this extension because the reordering of the relations with the new neighbours after the last enlargement of the EU is one of the main aims of the ENP. In the paper I would like to address this issue from two perspectives: Firstly, I want to take a look at the rhetoric employed in EU documents on internal and external education policy. Drawing on the concept of citizenship and its double role for differentiating between insiders and outsiders of a community and realting individuals to a politcal community, the question arises what kind of integration the EU intends for formal non-EU citizens by offering them certain opportunities of participation. The thesis is that the attitude towards participants from non-member states remains without a clear “finalite”, reflecting thus one of the overall problems of the ENP. Secondly, I want to look at the level of individual participants in the programme Erasmus Mundus and the meanings their stays abroad have for them. I will show in how far their experiences abroad impact on their daily practices as citizens of their countries
The New Global Cycle of Protest and the Portuguese Case
Get PDFThis paper focuses on the recent cycle of collective action across countries and continents over the past few years. It seems to be evident that in the outset of 2011 began a new wave of global protests made of contagion and communication that spread in different contexts. Our argument is that, unlike other cycles marked by post-materialistic values, changes in labour and material issues have gained a new centrality. The labour and social basis of these mobilizations is particularly evident, though not exclusive, linking up with disaffection towards political institutions and a crisis of legitimacy of elites in power. We will take the example of the demonstration of 12th March in Portugal as an expression of some of the features in this emerging type of mobilization, where youth plays a leading role. It is from the empirical information concerning this public protest that we will build our analysis, identifying in the Portuguese reality parallels with the international context but also national peculiarities, dynamics of continuity and rupture in relation to the historical past
Continuing the Conversation on the Chilean Student Movement
Get PDFThis current article is an interview made with Francisco Figueroa. Francisco is a Chilean university student who was Vice-President of Student Federation from University of Chile between 2010 and 2011. He, like other students, was leading the mass student demonstrations in 2011 who demanded a radical reform of the Chilean education system. As a militant of Autonomous Left and director of Fundacion Nodo XXI, he gave in this interview his own political opinion about process of political construction of the student movement and what challenges the student movement is currently facing in order to create possibilities for a deep social and radical transformation of democracy and education in the Chilean society
Postcommunist Citizens in an Integrated Europe
Get PDFThe main aim of this paper is to demonstrate the limits of European citizenship and European collective identity in the context of the latest enlargements of the EU, i.e. the accession of postcommunist countries of Central and Eastern Europe in 2004 and 2007. The introduction of transitional periods for the free movement of persons with regard to the ‘new European citizens’, as well as the deportation of Roma from France in 2010, demonstrate that something is amiss with the concept of EU citizenship and the ‘European identity’ which would permit such practices. It is a fear of the Other as an essential element of European identity. The paper concludes by drawing on the work of Emmanuel Levinas and Jacques Derrida, examing the prospects that they open up for thinking differently about European identity
Editorial: Youth Civic and Political Participation and Citizenship Mediterranean: Lessons from the Arab Spring
No full textCitizenship Competencies and the Program of Education in Sexuality and Construction of Citizenship (PESCC): A Review of the Implementation of a Public Policy in Institutions of Primary and Secondary Education in Bucaramanga, Colombia
Get PDFCivic education is becoming increasingly important in the Colombian context and is part of the educational priorities of the national government. Therefore, it has launched the Program of Sex Education and Construction of Citizenship (PESCC) that integrates the standards in civic competencies with those of Social and Natural Sciences in the development of educational projects that promote the exercise, respect and promotion of human, sexual and reproductive rights. The aim of this paper is to analyze the use of these competencies in the creation of the pedagogical matrices of the educational institutions involved in the implementation process of the PESCC and the use standards set by the Ministry of National Education (MEN). This implementation was carried out in 24 public institutions in the city of Bucaramanga, Colombia, using the conceptual and methodological tools provided by the MEN. The conclusions suggest that educational innovations in citizenship must be accompanied by an evaluative process of the transformation of the institutions and the different actors of the educational community, in order to know the real impact of these initiatives on school life. Finally, some reflections are included for the implementation of this type of educational policies
Exploring the Limits and Potentials of Youth Participation in Public Policy at the State and Municipal Level: A Study in the State of Acre, Brazil
No full textIn the last decade, youth entered the agenda of public policies in Brazil, recognizing not only the problems that affect young people, but also the need for a proactive perspective that views youngsters as playing a central role in the design and implementation of policy. This is a tendency that is also noticeable in other countries, and there is clearly a “vogue of youth participation” (Bessant 2004, 401) in public policy across the world. Research in the field tends to show that these experiences can be effective in promoting young people civic and political knowledge, attitudes and competences and therefore can become a strategy of non-formal citizenship education. However, there are critiques that participation in these initiatives risks pamphleteering and tokenism. The goal of this paper is to enter this debate by considering the Brazilian experience in the State of Acre and to explore whether and how opportunities for participation that youth public policies appear to stimulate are, in fact, perceived and experienced by groups involved in the process, from decision-makers to young people. Results show that, as in other countries, policies are still not living up to expectations and much more systematic work is necessary to guarantee that participation in youth policies is, in fact, a relevant citizenship experience