Prof. Dr Léonce BekemansProf. Dr Léonce Bekemans Jean Monnet Chair ad personam and Jean Monnet Chair ad personam and Academic Coordinator, Jean Academic Coordinator, Jean Monnet Centre of Excellence “Intercultural dialogue and Multi-level Monnet Centre of Excellence “Intercultural dialogue and Multi-level governance”, University of Padua, Italy governance”, University of Padua, Italy Visiting professor Universities of Rome, Barcelona and OpoleVisiting professor Universities of Rome, Barcelona and Opole President Ryckevelde, Bruges, Belgium (President Ryckevelde, Bruges, Belgium (a non-profita non-profit organisation organisation promoting European citizenship) promoting European citizenship)

Second Alexandria Education ConventionSecond Alexandria Education Convention16-18 December16-18 December

Education for Intercultural Citizenship in the Euro-MediterraneanEducation for Intercultural Citizenship in the Euro-Mediterranean

Handbook Handbook

Intercultural Education CitizenshipIntercultural Education CitizenshipI. Introduction: purpose, principles and key I. Introduction: purpose, principles and key

conceptsconcepts

II. Pedagogical Approaches: teacher-orientedII. Pedagogical Approaches: teacher-oriented

III. Learning ComponentsIII. Learning Components1.1. Embracing DiversityEmbracing Diversity

2.2. Education through and for ChangeEducation through and for Change

3.3. Pro-active Citizenship BuildingPro-active Citizenship Building

IV. Examples of Practice IV. Examples of Practice

General PrefaceGeneral Preface

Various economic, political, social and cultural challenges in Various economic, political, social and cultural challenges in the age of globalisation have a drastic but diversified the age of globalisation have a drastic but diversified impact on societies, states, regions, peoples, communities impact on societies, states, regions, peoples, communities and persons across the globe, also in the EuroMed Region. and persons across the globe, also in the EuroMed Region.

New, innovative and peoples-oriented approaches are New, innovative and peoples-oriented approaches are needed to respond to the challenges of fragmented and needed to respond to the challenges of fragmented and disturbed societies also with a new culture for education disturbed societies also with a new culture for education and citizenship in respect of an integral human and citizenship in respect of an integral human development, regardless specific learning environments development, regardless specific learning environments (formal, informal, non formal). (formal, informal, non formal).

The substance and urgency of a revisited role and increased The substance and urgency of a revisited role and increased responsibility of education in multi-cultural and complex responsibility of education in multi-cultural and complex societiessocieties

Teacher driven/rooted learning as to competences and Teacher driven/rooted learning as to competences and challenges: the need for listening to practices, pedagogies, challenges: the need for listening to practices, pedagogies, case stories case stories

Pro-active Citizenship BuildingPro-active Citizenship BuildingObjectivesObjectives

to develop critical understanding of the to develop critical understanding of the underpinning principles of citizenship education underpinning principles of citizenship education in local and global contextsin local and global contexts

to explore contemporary citizenship education to explore contemporary citizenship education and challenges in diverse contexts, local and and challenges in diverse contexts, local and global; to present a theoretical and conceptual global; to present a theoretical and conceptual framework pertaining to citizenship educationframework pertaining to citizenship education

to apply principles of pro-active citizenship to apply principles of pro-active citizenship education to practice and pedagogy in a range education to practice and pedagogy in a range of educational settings; of educational settings;

to enable the users of the handbook to develop to enable the users of the handbook to develop leadership styles that are formed by leadership styles that are formed by intercultural, pro-active citizenship-based intercultural, pro-active citizenship-based approachesapproaches

Pro-active Citizenship BuildingPro-active Citizenship BuildingHaifa Sabag & Léonce BekemansHaifa Sabag & Léonce Bekemans

Conceptual framework for understanding the Conceptual framework for understanding the complexities of citizenship education in general and the complexities of citizenship education in general and the education for a pro-active citizenship in particular. education for a pro-active citizenship in particular.

Thematic overview of key issues facing education for Thematic overview of key issues facing education for pro-active citizenship pro-active citizenship – the current (changing) state of the concept of citizenshipthe current (changing) state of the concept of citizenship– the challenges and competences of citizenship educationthe challenges and competences of citizenship education– the possibility of educating/learning to citizenship in the possibility of educating/learning to citizenship in

multicultural societies in light of differences in class, culture, multicultural societies in light of differences in class, culture, nationality, ethnicity, gender, and religion, political and nationality, ethnicity, gender, and religion, political and economic ideologies; also in light of economic ideologies; also in light of globalisation and a world globalisation and a world that is more interdependent, culturally diverse and mobile.that is more interdependent, culturally diverse and mobile.

(Draft) Outline(Draft) Outline

1. 1. Citizenship: content and contextCitizenship: content and context

2. Citizenship Education 2. Citizenship Education

3. Education for pro-active citizenship3. Education for pro-active citizenship

4. Political and civic participation for promoting pro-active citizenship: 4. Political and civic participation for promoting pro-active citizenship: forms and conditionsforms and conditions

References (Relevant readings): References (Relevant readings): – Books & EssaysBooks & Essays– Policy DocumentsPolicy Documents– Declarations and RecommendationsDeclarations and Recommendations

Classical concept of Classical concept of CitizenshipCitizenship

It refers to a legal and political status It refers to a legal and political status which allows the citizen to acquire some which allows the citizen to acquire some (civil, economic, political, social and (civil, economic, political, social and cultural) rights as an individual and some cultural) rights as an individual and some duties (taxes, military service, loyalty...) duties (taxes, military service, loyalty...) in relation to a political community, as in relation to a political community, as well as the ability of intervening in the well as the ability of intervening in the collective life of a state. collective life of a state.

Two main approaches of citizenshipTwo main approaches of citizenship

Liberal approachLiberal approach: focuses on the freedom and rights : focuses on the freedom and rights of the individual. Hence, citizenship is a legal status of the individual. Hence, citizenship is a legal status of the individual’s rights and entitlements that are of the individual’s rights and entitlements that are designed to ensure his/her freedomdesigned to ensure his/her freedom

Civic republicanismCivic republicanism: focuses on the notion of civic : focuses on the notion of civic virtue. Hence, citizenship is not only a status, but virtue. Hence, citizenship is not only a status, but also a citizen practice, being a member of a also a citizen practice, being a member of a community and taking an active role within itcommunity and taking an active role within it

Wider concept: Responsible citizenshipWider concept: Responsible citizenship

broader understanding of Citizenship: a dynamic and broader understanding of Citizenship: a dynamic and fluid concept fluid concept Within the context of Education for Democratic Within the context of Education for Democratic citizenship the term citizen is broadly described as citizenship the term citizen is broadly described as ‘‘a a person who co-exists in a societyperson who co-exists in a society’’ “ “Good citizen”: Good citizen”: personally responsible, participatory and personally responsible, participatory and justice oriented > it concerns an awareness and justice oriented > it concerns an awareness and knowledge of rights and duties. knowledge of rights and duties. Closely related to civic values such as democracy and Closely related to civic values such as democracy and human rights, equality, participation, partnership, social human rights, equality, participation, partnership, social cohesion, social justice as well as the knowledge and cohesion, social justice as well as the knowledge and exercise of rights and responsibilities, beyond the legal exercise of rights and responsibilities, beyond the legal status and judicial relationship between the citizen and status and judicial relationship between the citizen and the Statethe State

2. Citizenship Education 2. Citizenship Education

Objectives: Objectives: – to form (young) people to become responsible citizens, providing them to form (young) people to become responsible citizens, providing them

with information, knowledge, competences, skills and an open behaviour, with information, knowledge, competences, skills and an open behaviour, in line with fundamental values such as peace, tolerance of diversity, etc. in line with fundamental values such as peace, tolerance of diversity, etc.

– to act within the specific socio-cultural context responding to the to act within the specific socio-cultural context responding to the challenges of globality and complexity, cultural disintegration and the challenges of globality and complexity, cultural disintegration and the dispersion and fragmentation of knowledge > an integration of a dispersion and fragmentation of knowledge > an integration of a diversity of learning sources and levels as to formal and non formal diversity of learning sources and levels as to formal and non formal education as well as informal learning >> pro-active citizenship building education as well as informal learning >> pro-active citizenship building is a lifelong process. is a lifelong process.

Challenges: tChallenges: the increasingly diverse national, regional ethnic and cultural he increasingly diverse national, regional ethnic and cultural dimension of societies in nation-states throughout the world has forced dimension of societies in nation-states throughout the world has forced education policy makers and practitioners to re-examine the curriculum and education policy makers and practitioners to re-examine the curriculum and the role of citizenship educationthe role of citizenship education

3. Education for pro-active citizenship3. Education for pro-active citizenship

Approaches: "thin" (focus on the mechanics of government and Approaches: "thin" (focus on the mechanics of government and national focus approach) vs “thick” knowledge (transmission of national focus approach) vs “thick” knowledge (transmission of attitudes, values, skills and approaches to political participation attitudes, values, skills and approaches to political participation

Challenge: how formal and non-formal learning can instill Challenge: how formal and non-formal learning can instill aawareness, understanding and sensitivity to democratic civic wareness, understanding and sensitivity to democratic civic values, leadership skills, initiative and critical thinking and provide values, leadership skills, initiative and critical thinking and provide tools for active civic and political participationtools for active civic and political participation

Key objectives Key objectives 1) Political and (multi)cultural literacy, including human 1) Political and (multi)cultural literacy, including human

rights rights educationeducation2) Critical thinking and the development of certain attitudes 2) Critical thinking and the development of certain attitudes

and values and values 3) Active participation 3) Active participation

(See Education for Democratic Citizenship programme, Council of (See Education for Democratic Citizenship programme, Council of Europe)Europe)

Answer: the search for effective and successful practices of Answer: the search for effective and successful practices of encouraging active citizenship and improving the encouraging active citizenship and improving the ““broadbroad”” school school environmentenvironment

4. Political and civic participation for promoting 4. Political and civic participation for promoting pro-active citizenship: forms and conditionspro-active citizenship: forms and conditions

Political participationPolitical participation– Formal political participationFormal political participation– Extra-parliamentary forms of political participationExtra-parliamentary forms of political participation

Civic participationCivic participation– Social involvementSocial involvement– Civic engagement Civic engagement

Conditions for political and civic participation in pro-Conditions for political and civic participation in pro-active citizen buildingactive citizen building– 1) Knowledge and education1) Knowledge and education– 2) Information2) Information– 3) Curiosity and scepticism3) Curiosity and scepticism– 4) Sense of belonging and social responsibility4) Sense of belonging and social responsibility– 5) Social engagement and global solidarity5) Social engagement and global solidarity

Working Group 3Working Group 3Concept and DefinitionConcept and Definition

Working DefinitionWorking Definition: : “Intercultural citizenship education refers to “Intercultural citizenship education refers to various (formal, informal and non-formal) learning processes various (formal, informal and non-formal) learning processes which lead to knowledge of other cultures and develops behaviour which lead to knowledge of other cultures and develops behaviour patterns and life skills of availability, openness, respect and patterns and life skills of availability, openness, respect and dialogue for a constructive and convivial living together in and dialogue for a constructive and convivial living together in and among societies.”among societies.”

Additional relevant elementsAdditional relevant elements: : self-development, knowledge of self-development, knowledge of (own and mutual) history, respect, sharing empathy, (own and mutual) history, respect, sharing empathy, interdependence, the need of building mutual trust horizontally and interdependence, the need of building mutual trust horizontally and vertically through education, enabling learning, contributing to vertically through education, enabling learning, contributing to develop competences, increasing intercultural sensitivity, develop competences, increasing intercultural sensitivity, awareness and appreciation of diversity with its own culture awareness and appreciation of diversity with its own culture (diversity-conscious),values-based ICE.(diversity-conscious),values-based ICE.

Components of citizenshipComponents of citizenship

Sense of belonging to a community (> Sense of belonging to a community (> identity building)identity building)

Respect of fundamental rights and Respect of fundamental rights and human dignityhuman dignity

Recognition of (civic) responsibilitiesRecognition of (civic) responsibilities Political and civil participationPolitical and civil participation Respect of (cultural) diversityRespect of (cultural) diversity Global dimension (N-S Centre)Global dimension (N-S Centre)

Education for democratic Education for democratic citizenshipcitizenship

““means education, training,awareness means education, training,awareness raising, information, practices and activities raising, information, practices and activities which aim, by equipping learners with which aim, by equipping learners with knowledge, skills and understanding and knowledge, skills and understanding and developing their attitudes and behaviour, developing their attitudes and behaviour, to empower them to exercise and defend to empower them to exercise and defend their democratic rights and responsibilities their democratic rights and responsibilities in society, to value diversity and to play an in society, to value diversity and to play an active part in democratic life, with a view active part in democratic life, with a view to the promotion and protection of to the promotion and protection of democracy and the rule of law”.democracy and the rule of law”.

Working Group 3Working Group 3Challenges and OpportunitiesChallenges and Opportunities

Challenges to education citizenship: tChallenges to education citizenship: the increasingly he increasingly diverse national, regional ethnic and cultural diverse national, regional ethnic and cultural dimension of societies in nation-states force dimension of societies in nation-states force education policy makers and practitioners to re-education policy makers and practitioners to re-examine the curriculum and the role of citizenship examine the curriculum and the role of citizenship educationeducation

Challenge to pro-active citizenship building: how Challenge to pro-active citizenship building: how formal and non-formal learning can instill aformal and non-formal learning can instill awareness, wareness, understanding and sensitivity to democratic civic understanding and sensitivity to democratic civic values, leadership skills, initiative and critical thinking values, leadership skills, initiative and critical thinking and provide tools for active civic and political and provide tools for active civic and political participationparticipation

Working Group 3Working Group 3Teaching challenges and learning methodologiesTeaching challenges and learning methodologies

Teaching challenges: Teaching challenges: – Context: role of the state in education Context: role of the state in education

policiespolicies– Role of teachersRole of teachers– EuroMed specificityEuroMed specificity

Methodological Approaches: Methodological Approaches: – Cooperative-based learningCooperative-based learning– Problem-based learningProblem-based learning– Dialogue-based learningDialogue-based learning

Practising Global EducationPractising Global Educationtranslated into EuroMed translated into EuroMed

educationeducation Historicity of knowledgeHistoricity of knowledge Dealing with controversyDealing with controversy Confronting the issues of of national or cultural Confronting the issues of of national or cultural

identityidentity Introducing the element of changeIntroducing the element of change Inspiring oprimism and enjoymentInspiring oprimism and enjoyment Building on personal experiences or simulationsBuilding on personal experiences or simulations Stimulating active involvementStimulating active involvement Networking among peoplesNetworking among peoples Using multiple resourcesUsing multiple resources Using the mediaUsing the media

Practising Global EducationPractising Global Educationtranslated in EuroMed educationtranslated in EuroMed education

Defining and understanding the learning Defining and understanding the learning groupgroup

Choosing the appropriate learning Choosing the appropriate learning environmentenvironment

Developing critical thinkingDeveloping critical thinking Stimulating curiosityStimulating curiosity Stimulating creativityStimulating creativity Micro-macro approachMicro-macro approach Interdisciplinary approachInterdisciplinary approach

Working Group 3Working Group 3Case Studies & ExercisesCase Studies & Exercises