Educating the European citizen in the global age: engaging with the post‐national and identifying a research agenda

Marshall, Harriet

doi:10.1080/00220270802642002

Cited by 54 publications

(37 citation statements)

References 19 publications

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“…The ecological imaginary represents a space for both a critical GCE approach and for a soft GCE approach that extends the celebratory approach to multiculturalism and which fails to engage or critique cultural hierarchies, embedded racism, and imperialist roots (Andreotti et al, 2010). Marshall's (2009) study of agendas of GCE in the UK context also refl ects the broader dualism of neoliberalism versus more critical approaches. Her research exemplifi es the usefulness of the soft versus critical GCE framework (Andreotti, 2006) for exposing unintended negative consequences of un-interrogated good intentions.…”

Section: Gce Overview Of Critical Analysesmentioning

confidence: 96%

Digital Democracy and Global Citizenship Education: Mutually Compatible or Mutually Complicit?

Andreotti

Pashby

2013

The Educational Forum

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Section: Gce Overview Of Critical Analysesmentioning

confidence: 96%

Digital Democracy and Global Citizenship Education: Mutually Compatible or Mutually Complicit?

Andreotti

Pashby

2013

The Educational Forum

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“…El Consejo de Europa ha enfatizado la importancia de la educación para el ejercicio de una ciudadanía "activa", "comprometida" y "participativa" (Marshall, 2009). La educación para el desarrollo de una ciudadanía plena ayudará a garantizar la estabilidad y la legitimidad de la UE y a responder al incremento de las formas no democráticas de activismo político (Milana, 2008).…”

Section: Antecedentesunclassified

Qué sabe el alumnado de secundaria sobre la Unión Europea? Implicaciones para el aprendizaje

Vega

García

2017

RELIEVE

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(2017). ¿Qué sabe el alumnado de secundaria sobre la Unión Europea? Implicaciones para el aprendizaje. RELIEVE, 23(2), art. 6. doi: http://doi.org/10.7203/relieve.23.2.9572 Autor de contacto / Corresponding author Lidia E. Santana Vega. Dpto. de Didáctica e Investigación Educativa. Universidad de La Laguna (España).lsantana@ull.es │1¿Qué sabe el alumnado de secundaria sobre la Unión Europea? Implicaciones para el aprendizajeWhat do secondary school pupils know about the European Union? Implications for learning Santana-Vega, Lidia E. & Feliciano-García, LuisUniversidad de La Laguna (España) AbstractThe development of a European Dimension in Education is an objective linked to the construction of European identity and the exercise of active, responsible and critical citizenship. The paper analyzes the knowledge of Spanish Compulsory Secondary School pupils on topics regarding the European Union. The research involved 705 pupils from five secondary education centres in four Spanish regions. Twenty four item test was designed to examine the pupils' knowledge about: a) the European institutions, b) history of European cooperation, c) European citizenship, d) Europe in daily life, e) social and cultural identity and f) human rights and responsibilities. The results show that: a) 80.3% of the pupils only answered 14 items or less correctly; b) there were significant differences among pupils according to the year of study and the region, but a small size effect; c) pupils lack knowledge regarding "Europe in everyday life", "European Citizenship", "History of European cooperation" and "The European institutions". There is a discussion of the need to define a cross-curricular approach. Keywords: ResumenEl desarrollo de la Dimensión Europea en la Educación es un objetivo vinculado a la construcción de la identidad europea y al ejercicio de una ciudadanía activa crítica y responsable. El artículo analiza el conocimiento de los estudiantes de Educación Secundaria Obligatoria sobre la Unión Europea. En el estudio participaron 705 alumnos de cinco centros de educación secundaria obligatoria de cuatro comunidades autónomas españolas. Se diseñó una prueba de veinticuatro ítems sobre: a) las instituciones europeas, b) la historia de la cooperación europea, c) la ciudadanía Europea, d) Europa en la vida cotidiana, e) la identidad social y cultural, y f) derechos humanos y responsabilidades. Los resultados muestran que: a) el 80.3% de los alumnos contestaron correctamente catorce o menos ítems; b) existen diferencias significativas entre los alumnos en función del curso y de la comunidad autónoma, pero el tamaño del efectos es pequeño; c) los alumnos carecen de conocimientos sobre "Europa en la vida cotidiana", "la Ciudadanía Europea", "la Historia de la cooperación europea" y "las Instituciones europeas". Se discute la necesidad de diseñar una propuesta curricular transversal. Palabras clave:Educación para la ciudadanía; Educación secundaria; Test de conocimiento; Evaluación del alumnado; Dimensión Europea en la educación. E...

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“…Although it is now futile to confine our concern for citizenship to within the nation state (Marshall 2009), the concept of the global citizen lacks meaning when no form of world government is universally recognised to which it can direct its allegiance. What is acknowledged is the transformative effect of globalisation, where the nature and impact of trans-national interaction and interdependence are of acute interest across a range of fields.…”

Section: Introductionmentioning

confidence: 99%

The transformative potential of international service-learning at a university with a Christian foundation in the UK

Bamber

2011

Journal of Beliefs & Values

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Purpose-This paper aims to explore student learning within a local service-learning initiative that forms part of an Education Studies undergraduate programme at an HEI in the UK with a history of international service-learning programmes.Design/methodology/approach-This paper outlines the context for this form of community engagement in the UK and reflects on the experiences of student participants and the nature of their learning. Ethnographic research into the student experience of international service-learning (ISL) provides a useful framework within which to frame this study.Findings-This research draws on transformational learning theory to describe how students experience a shifting of their world-view through service-learning locally. This study reveals that challenges to stereotypes and personal values, as well as other previously accepted presuppositions, in a domestic context, are not dissimilar from those experienced by students involved in international service-learning initiatives. Research limitations/implications-The framework presented here is a useful tool to explore the dynamic relationship between local and international volunteering and student learning. This particular case study has the potential to add to our understanding of critical pedagogy theory in practice.Originality/value-This article also presents evidence of the complexity of identifying transformative learning. In order to elevate the outcomes of service-learning towards their transformative potential, the opportunities for learning that are afforded by such ventures must be pursued with vigour. The authors advocate a model of community engagement that embeds local service-learning within the curriculum.

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Educating the European citizen in the global age: engaging with the post‐national and identifying a research agenda

Cited by 54 publications

References 19 publications

Digital Democracy and Global Citizenship Education: Mutually Compatible or Mutually Complicit?

Digital Democracy and Global Citizenship Education: Mutually Compatible or Mutually Complicit?

Qué sabe el alumnado de secundaria sobre la Unión Europea? Implicaciones para el aprendizaje

The transformative potential of international service-learning at a university with a Christian foundation in the UK

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