1,720,991 research outputs found
Citizenship Education and the Curriculum in the European Schools System. A multidimensional history (1957-1994)
Full text linkThe present volume examines the European Schools system focusing on the citizenship education they promote and their curriculum from the late 1950s to the early 1990s.
A literature review is presented to understand how previous research has described these Schools and their sketched image, which - in the author’s view - is fairly static and accompanied by a value judgement. However, the work attempts to look at these Schools from a historical-educational, phenomenological and performative perspective. It considers citizenship education not so much as an a priori discipline or idea but rather as a constitutive and organisational element of school systems aimed to respond to
specific social demands and realised through the use of concepts, teaching methods and educational practices, thus realised through the school curriculum seen as a multi-layered element, not crystallised rigidly but dynamically formed due to the actors involved. The volume goes through the prescriptive and, in part, relational level of the curriculum of the European Schools in an attempt to disentangle the entanglements and retrace the national and international elements and influences that have contributed to its constitution. In particular, taking a diffractive and transnational view, some pedagogical influences underlying the curriculum are mapped, especially in primary school; contacts, albeit transient, with international organisations such as Unesco and Pax Christi are traced; the voices of some teachers emerge lastly, though in a
blurred manner. The work thereby provides an initial reconstruction – as well as an indication of potential further explorations - of the network of processes, actors and instances that contributed to shaping citizenship education and the curriculum in these Schools
The European Schools System and its early years: an example of multilingual and intercultural education? Origins, influences and problematisation
Full text linkIn the contemporary context of rising levels of diversity, many policy initiatives relating to intercultural understanding have been undertaken at national, international and supra-national levels. In the European Union context, intercultural education has estab-lished itself as one of the main policy tools to manage cultural diversity and promote integration. This paper aims to investigate, reconstruct and problematise the historical origins of this model and the concept of diversity associated to it by focusing on the Euro-pean School System, a peculiar education system born in 1953 in Luxembourg to meet the educational needs of children of EU officials. From the Sixties to the Nineties these Schools were considered to be a “prototype”(Janne Report, 1973, p. 10); previous research has partially shown their controversial nature due, especially, to the elitist character of those Schools and their encyclopedism. Through a plural methodological historical analysis the story of the early years of the ESs will be reconstructed, bringing also into evidence their possible connection to educational internationalism, peace education, and intercultural education
School and Nation: children’s literature as a mass educational technology in 19thcentury Italy
No full text"Ora ti domandi cosa voleva dire per te ascoltare una musica". Storie da ascoltare e fiabe musicali tra letteratura per l'infanzia, inclusione e creazione di comunità narrative
No full textIl contributo propone una riflessione sull’utilizzo a scuola delle Storie da ascoltare e le Fiabe musicali della casa edi-
trice Babalibri per investigarne le potenzialità in termini di inclusione, partecipazione e alfabetizzazione. All’inizio si
espone quanto raccolto da un’intervista con l’editore sulla genesi del progetto per chiarire come gli albi illustrati
siano stati tradotti in formato audio. Seguono alcune considerazioni tratte da studi esplorativi condotti con bambini
in età prescolare e della scuola primaria; emerge la capacità di tali storie di favorire il coinvolgimento emotivo e di
creare una comunità di narrazione condivisa grazie soprattutto ai processi di ricostruzione collettiva mediata dalle
insegnanti e educatrici coinvolte. Considerata la struttura dei protocolli di ricerca, non è stato però possibile valutare
appieno l’impatto in termini di inclusione e alfabetizzazione; per tale ragione ulteriori sperimentazioni in tal senso
saranno programmate.This article reflects on the use, at school, of Babalibri’s Storie da ascoltare and Fiabe musicali with the aim of under-
standing their potential in terms of inclusion, participation and literacy. Firstly, we present the information gathered
from an interview with the publisher on the genesis of the project, so to clarify how the picture books have been
translated into audio format. Then, drawing from exploratory studies conducted with preschool and primary school
children, some considerations are illustrated underlining the ability of these stories to promote emotional involvement
and create a shared narrative community. The importance of collective reconstruction processes mediated by teachers
and educators is especially stressed. However, given the structure of the research protocols, it was not possible to
fully assess the impact in terms of inclusion and literacy; for this reason, further experiments in this sense will be
planned
Regeneration through education? Citizenship education, Flemish teacher training and the legacy of the world wars, 1918–1950
No full textThis paper explores the interplay between citizenship education and the promotion of national consciousness in Belgium’s teacher training institutions from 1918 to 1950, with particular attention to the aftermaths of the First and Second World Wars. Analyzing archival materials from two Flemish teacher training colleges—the Episcopal Normal School Saint-Joseph in Torhout and the State Normal School in Lier—this study investigates how post-war educational discourses and practices in Belgium were shaped by —at times conflicting—impulses toward national patriotism, regional nationalism and international solidarity. Specifically, the paper examines the tensions in citizenship education arising from divergent historical perspectives, including patriotic fervor, regional Flemish identity, and post-war internationalism, which influenced the training of teachers as agents of civic and moral formation. Findings reveal that teacher training curricula were not only mechanisms for instilling patriotic values but also sites of ideological contestation, reflecting the ambiguities surrounding national consciousness and identity in a linguistically and ideologically divided country. The study contributes to international scholarship on the role of education in shaping national identity and post-conflict civic recovery, shedding light on the uniqueness of Belgium in the political project of nation-building through the mediation of its schooling system
Le Storie da Ascoltare di Babalibri: incontro tra letteratura per l’infanzia, musica classica e tecnologie per l’inclusione
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Stille Bücher im Klassenzimmer: Potenzial und Vorschläge für "stilles Lesen" im Kindergarten
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