Ppt; Democratic Citizenship Education in EU Countries & Classroom discussions
22 important questions on Ppt; Democratic Citizenship Education in EU Countries & Classroom discussions
What's the difference between Biesta and Eidhof?
Biesta: against product approach (measuring outcomes); a-political understanding of citizenship education.
Eidhof: Vague & a-political understanding of citizenship (education)
Democratic Vaules
Biesta: Plurality fact & assumption
Democratic principles / values: Freedom, equality & Solidarity
Eidhof: Consensus goals (norms & values): Tolerance of diversity; equal rights; nonviolence; voluntary work; intention to vote...
Aim Democratic Citizenship Education
Biesta: Transformation current social/political order
Proces approach: Engage in experiment of democracy
Eidhof: Introduction in democratic community
Output approach: school need to be effective in 'teaching' consensus goals.
Biesta on the 'project' of teaching common values
TEACHING? COMMON? VALUES?
• Europe as a community of values? Nation states as communities of values?
• Democracy as a community of values? And civic education as ‘strong socialisation’? inserting ‘newcomers’ into ‘our’ community?
THE QUESTION OF COMMUNITY COM-MUNIS - THE WALLED CITY
• in order to contain (keep in); to protect (keep out); a common ground?
• Is democracy such a community? Should it be such a community?
• Is citizenship education the gatekeeper of this community?
Citizenship Education Policy and Practice in the EU
The Union is founded on the values of respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including the rights of persons belonging to minorities.
These values are common to the Member States in a society in which pluralism, non-discrimination, tolerance, justice, solidarity
and equality between women and men prevail”.
(Article 2, Lisbon Treaty , Dec. 2007)
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What does the council of Europe (De Raad van Europa) do?
• Common European Reference Framework for Languages (CEFR)
• Education for Democratic Citizenship (e.g., Teacher manuals Living Democracy)
• Human Rights Education
• Intercultural education (e.g., White Paper on Intercultural Dialogue)
• Charter on Education for Democratic Citizenship
• Reference Framework of Competences for Democratic Culture
(www.coe.int; www.coe.int/edc; link2)
What is the Current ‘EU policy’ on common values and citizenship?
• Facilitate exchange of best practices (e.g., Erasmus+);
• Collect information by research (e.g. Eurydice; ICCS study; NESET);
• Provide advice and support.
What are the TCV (= Teaching Common Values) CHARACTERISTICS OF THE VALUE DEMOCRACY?
e.g., knowledge about politics and political institutions and
active participation in the community
Democratic politics (participation explicitly within democratic framework)
e.g., democratic attitude, knowledge & skills to critically analyse politics and participation
Democratic society (deepening democracy)
e.g., commitment to make society more democratic, just, and inclusive
What are the TCV (= Teaching Common Values): CHARACTERISTICS OF THE VALUE ‘TOLERANCE’?
e.g., social competences; empathy
Tolerance towards different cultural groups (living together)
e.g., respecting the rights of minorities; getting involved with other social and cultural groups
Inclusive society (overcome inequality)
e.g., commitment towards reducing inequality, discrimination, and social injustice
TCV (= Teaching Common Values): WHOLE SCHOOL APPROACH
• Value oriented subjects
• Value related subjects
• Cross curricular activities
- Dialogical teaching methodology
- Democratic School culture
- Diverse school population
• students
• teachers
Curriculum Study (Case-studies)
RQ (Research Question): What is the curriculum practice on TC in 12 Member States?
practices
• Presence of democratic school culture
• NGOs: consultation & use of educational materials in
schools
• Limiting conditions
RESEARCH ACTIVITIES CASE STUDIES
• Analyses research (national and international comparative studies like ICCS)
• Analyses of semi structured interviews:
- A policy officer
- An education expert from an NGO
- Four teachers
Analysis TCV (= Teaching Common Values) practice in 12 EU member states
- Strong practice/Strong policy:
Germany, Finland
- Strong practice/Policy that requires attention:
Spain
- Practice that requires attention/Strong policy:
Estonia, Romania, Slovenia, UK
- Practice that requires attention/Policy that requires attention:
Czech Republic, Greece, France, Netherlands, Poland.
TCV (Teaching Common Values): What are 3 SETS OF CONSTRAINS IN TCV PRACTICE?
2. Value debates on the desirable influence of the EU on TCV policy and practice, tensions between social and cultural groups, and a lack of interest in advancing (education for) democracy amongst citizens.
3. The influence that different stakeholders can (and should) have in these procedures, and limitations in teacher education
Parker: Political Friendship, what does it consist of?
- Political trust > Cognitive and Emotional
OPPORTUNITIES TO DEVELOP A SENSE OF POLITICAL FRIENDSHIP?
• Willingness to sacrifice, and build trusting relationships (Allen, 2004; Hess & McAvoy)
• Willingness to listen (Parker, 2011)
• Willingness to “bear with strangers” (Lo, 2017)
What are Parker's thoughts? (2010)
• Democratic enlightenment & engagement
• Schools perfect sites: diversity ; social & academic problems + where strangers meet
• Seminar & deliberation
- SAC model: adapted from Johnson & Johnson; social studies & democratic education
- Democratic , scientific , collaboration & pluralism ethos
- 3 listener stances/habits: reciprocity; humility; caution
Structures Academic Controversy (SAC), Parker (2010)
2. Students are divided into pairs (Pro-& con the issue at hand)
3. Pairs study relevant materials, and develop arguments for their
position
4. Pairs present to each other
5. Pairs feed back what they have heard to the satisfaction of the other pair
6. Genuine discussion: drop position, try to reach consensus. If not:
clarify disagreement
(7. Write an essay on the topic)
Agonist conception of conflict
• P3: “conflict is not destructive; instead, it is an unavoidable necessity that provides opportunities for actionable solutions in a pluralistic society”
• Agonism: making conflict productive
• Inevitability of conflict & harm > forgiveness (Arendt)
AGONISTIC DELIBERATION (LO, 2017)
- Action oriented: to strive for actionable solutions: plan for the moment (vs consensus)
- Agonistic: identification with role (vs confine to logical positions & arguments)
- Rooted in political emotions: bring in own feelings and thoughts; requires conciliation.
REFERENCE FRAMEWORK OF COMPETENCES FOR DEMOCRATIC CULTURE (RFCDC), 2018
1. Context, concepts and the model of competence
2. Descriptors of competences for democratic culture
3. Guidelines covering various aspects of education
Available at www.coe.int/competences
REFERENCE FRAMEWORK OF COMPETENCES FOR DEMOCRATIC CULTURE (RFCDC), 2018
• 135 key descriptors scaled in three levels of proficiency
• Positive, brief and clear statements describing observable behavior
• Formulated in the language of learning outcomes
• A process of development, selection and piloting involving education practitioners from different countries
KEY DESCRIPTORS/LEARNING OUTCOMES FOR THE ATTITUDE OF TOLERANCE OF AMBIGUITY
• Engages well with other people who have a variety of different points of view
• Shows that he/she can suspend judgments about other people temporarily
Intermediate
• Is comfortable in unfamiliar situations
• Deals with uncertainty in a positive and constructive manner
Advanced
• Expresses a desire to have his/her own ideas and values challenged
• Enjoys the challenge of tackling ambiguous problems
STRENGTHS & WEAKNESSES RFCDC (reference framework of competences for democratic culture)
• Reference and a toolbox for educators in designing, implementing and evaluating educational interventions, in formal and non formal settings
• Guidance on curriculum, pedagogy, assessment (e.g., on individual/group level; whether or not to assess value development), teacher education, the whole school approach, and how to build learners’ resilience to radicalisation
Weaknesses:
• Is education about ‘interventions'? (Educational philosophy)
• Desirability of focus on (measuring) competence development?
• What about political issues related to CE?
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