Education for Citizenship
Code: 101661 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500260 Social Education | OT | 3 | 2 |
| 2500260 Social Education | OT | 4 | 0 |
| 2500261 Education Studies | OT | 4 | 0 |
Contact
- Name:
- Jordi Nomen Recio
- Email:
- Jordi.Nomen@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Teachers
- Jordi Nomen Recio
Prerequisites
There is not
Objectives and Contextualisation
- To assess political movements for new democracy from social studies education.
- To analyze citizenship democratic education in most of European countries and the world.
- To interpret the role of mass media in citizenship democratic and critical thinking education.
- To evaluate digital technologies and social networks from social studies and democracy.
- To appreciate different democratic citizenship and human rights websites from international organisms, NGO, from EU, UNESCO, Amnesty International, etc.
- To characterize criteria for content selection and development of social competence and the rest of competences.
- To comprehend different theoretical frameworks and practical proposals from a political, juridical and economical education, for social inclusions, in contexts of formal and non formal education.
- Visibilisation of sexism and inequalities, awareness-raising and creation of opinions.
- To stimulate the creation of didactic proposals of Education for the Citizenship of cooperative form, as much in formal contexts as in nonformal contexts.
Competences
- Social Education
- Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
- Design and develop processes for citizen participation and socio-community action.
- Maintain a respectful attitude to the environment (natural, social and cultural) to promote values, behaviour and sustainable practices that address gender equality, equity and respect for human rights.
- Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
- Respect the diversity and plurality of ideas, people and situations.
- Education Studies
- Apply and coordinate personal, social and cultural development programs of an educational and training nature in face-to-face and virtual form.
- Maintain a respectful attitude for the environment (natural, social and cultural) to promote values, behaviours and practices that address gender equality, equity and respect for human rights.
- Respect the diversity and plurality of ideas, people and situations.
Learning Outcomes
- Analyse and apply critical reasoning to the understanding of representative versus participatory democracy. Understand power, government and governance.
- Analyse and apply the contributions of history, geography and social science to the teaching of human rights.
- Identifying, describing and analysing didactic models, strategies and curricular material on political culture and civic culture.
- Produce models for teaching programs for the promotion of democratic freedom, gender equality, social justice and solidarity.
- Reflecting on, evaluating and applying the changes required in educational practice regarding the Concept of participation. Participation as an end and as a means for change.
- Reflecting on, evaluating and applying the changes required in educational practice with regard to the Social Participation from the perspective of social players: social movements and associations.
Content
Block 1
- Citizenship in a global world. Citizenship Education: evolution and actuality. Situation in Europe and in the world.
- Social and political movements and democratic social studies education. Gender perspective.
- Digital technologies and social networks for democratic participation and social studies education.
Block 2
- Citizenship Education: plurality, power, conflict, politics, civics.
- Critical Media Literacy: TV, cinema, Internet, music, etc.
- Citizenship Competences to comprehend XXI Century society and to intervene socially.
Block 3
- Methods and strategies of teaching and learning Citizenship. Socio-affective methods and new ways of social interaction.
- Political, juridical and economical proposals for social inclusions, in formal and non formal contexts.
- Assessment of different citizenship and human rights websites from international organisms, NGO, from EU, UNESCO, Amnesty International, etc.
Methodology
The protagonist in the teaching-learning process is always the student. It is under this premise that this subject methodology has been planned.
Teachers are going to present the theoretical framework and give the students the responsibility to build their knowledge from the references, curricular materials, and didactic proposals.
It is highly important to use digital tools, virtual contexts, human rights websites about democratic education.
The teaching staff will allocate approximately 15 minutes of some class to allow their students to answer the assessment surveys of the teaching performance and of evaluation of the asignatura or module.
Our teaching approach and assessment procedures may be altered if public Health authorities impose new restrictions on public gatherings for COVED-19.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Case study from mass media and digital tools | 45 | 1.8 | 2, 4, 3 |
| Type: Supervised | |||
| Attendance and virtual activities | 7.5 | 0.3 | 4, 3 |
| Tutorials | 22.5 | 0.9 | 4, 3 |
| Type: Autonomous | |||
| Reference comments, websites, practical activities, and oral presentation. | 75 | 3 | 2, 3 |
Assessment
Assessment
To obtain a pass in the final mark for this module it is essential to pass (minimum mark of 5 out of 10) each of the assessment blocks: group work, written exam and individual work.
The delivery of the three works will be one week after the completion of each of the three blocks. The first work, an individual critical reflection on a reading, will be delivered on October 8, 2021 and can be recovered, if it is redone, before the end of the term. The second work, the critical assessment of a didactic proposal of Education for Citizenship, will have to be delivered on November 19, 2021 and can be recovered, if it is redone before the end of the term. The third work, the design of a didactic unit of Education for Citizenship and its presentation in class, will have to be delivered on January 14, 2022 and can be recovered, if it is redone and delivered on January 21, 2022 .
In case of failing the exam, a re-sit exam will be made available on a date and time set by the teacher. This exam will result in a capped mark of 5.
Attendance to field trips is compulsory. Students must attend a minimum of 80% of seminars; otherwise, they will be deemed as "absent".
Equally, evaluation criteria are active participation in class dynamics and dialogues.
In accordance with UAB regulations, plagiarism or copying of any individual or group paper will be penalised with a mark of 0 for that paper, without any possibility of a re-sit. During the completion of a paper or the individual exam in class, if the teacher has reason to believe that a student is trying to copy or s/he discovers any kind of non-authorised document or device, the student involved will obtain a mark of 0, without any possibility to re-sit.
In order to get a pass mark in this course, students should prove, through their oral presentations and their written assignments, they have superior communicative skills and an excellent command of the vehicular language or languages listed in the course syllabus. Assessmentof all course individual and group work tasks include criteria based on the quality, in terms of accuracy and fluency, of the assignments submitted by the learners. Learners are expected to display academic skills, which include the abilities of expressing themselves fluently and accurately and comprehending written academic texts. All potential primary and early years teachers should prove they have a very good command of Catalan (C1 Level for first and second year students and C2 Level for third year students, as described here:
http://www.uab.cat/web/informacio-academica/avaluacio /normativa-1292571269103.html
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Journal of thematic ideas on formal and non formal education (individual work) | 20 | 0 | 0 | 1, 2, 3, 6 |
| Journal on readings and reflection on materials, websites and digital tools (individual work) | 30% | 0 | 0 | 2, 3, 5, 6 |
| Lesson Plan Design (team work) | 50 | 0 | 0 | 1, 2, 4 |
Bibliography
References
- Albacete, C. et al. (2000). Enseñar y aprender la democracia. Síntesis.
-Alvermann, D.E., Hagood, M.C. (2000). Critical Media Literacy: Research, Theory, and Practice in “New Times.” The Journal of Educational Research, 93(April 2010), 193–205. doi:10.1080/00220670009598707
- Apple M.W.; Beane, J.A. (comps.) (1997). Escuelas democráticas. Morata.
-Ball, O.,Gready, P. (2007). Los derechos humanos. Intermón Oxfam.
-Bolivar, A. (2007). Educación para la ciudadanía. Algo más que una asignatura.Graó
-Camps, V,Giner, S. (1998). Manual de civisme. Ariel
-Casas, M., Botella, J. (2003). La democracia y sus retos en el siglo XXI. Elementos para la formación democrática de los jóvenes. Praxis.
- Cortés, C. (2005). The “information” media. En Smith Crocco, M. (coord.). Social Studies and the Press. Keeping the beast at bay?. (pp. 25-35). Connecticut: Information age publishings.
-Cortina, A. (1998).Ciudadanos del Mundo. Hacía una teoría de la ciudadanía. Alianza.
-Debray, R. (2000). El civisme explicat a la meva filla. Barcelona. Empúries.
- Díaz Matarranz, J.J.,Santisteban, A.; Cascajero, A. (eds.) (2013). Medios de comunicación y pensamiento crítico. Nuevas formas de interacción social. Universidad de Alcalá/AUPDCS, 253-267.
- Heater, D. (2007).Ciudadanía. Una breve historia. Alianza Editorial.
-López, F., Arànega, S. (comp.). El mundo en guerra. La educación para la paz (3-12 años). Graó.
-Nomen, J. (2007). ¿Quién soy? ¿Cómo me relaciono con los demás? Pagès, J.,Santisteban, J. (coords.). Educación para la ciudadanía y los derechos humanos. Guías para la enseñanza secundaria obligatoria. Wolters Kluwer. http://www.guiasensenanzasmedias.es/temaESO.asp?tema=5&materia=ciuda&dir=&nodo=3
-Nomen, J. (2008). Valores y juventud. Pagès, J.,Santisteban, J. (coords.). Educación para la ciudadanía y los derechos humanos. Guías para la enseñanza secundaria obligatoria. Wolters Kluwer. http://www.guiasensenanzasmedias.es/temaESO.asp?tema=12&materia=ciuda&dir=&nodo=6
-Nomen, J. (2009). En busca de la igualdad de genero. Pagès, J.,Santisteban, J. (coords.). Educación para la ciudadanía y los derechos humanos. Guías para la enseñanza secundaria obligatoria. Wolters Kluwer.
http://www.guiasensenanzasmedias.es/temaESO.asp?tema=13&materia=ciuda&dir=&nodo=7
- Oller, M.,Santisteban, A. (2011). Valores democráticos y educación para la ciudadanía. Santisteban, A., Pagès, J. (coords.).En Didáctica del Conocimiento del Medio Social y Cultural en la Educación Primaria.(pp.295-318).Síntesis
-Pagès, J., Santisteban, A. (1994). Democràcia i participació. Eumo.
-Puig, J. M. et al. (2006). Aprenentatge Servei. Educar per a la ciutadania. Octaedro.
- Ross, E.W. (2013). Spectacle, critical pedagogy and critical social studies education. En Díaz, J., Santisteban, A., Cascajero.A, (eds.) Medios de comunicación y pensamiento crítico. Nuevas formas de interacción social. (pp. 19-43). Servicio de publicaciones.
- Santisteban, A.(2004). Formación de la Ciudadanía y educación política, en Vera, M.I. y Pérez, D. La Formación de la ciudadanía: Las TICs y los nuevos problemas. AUPDCS. (pp.377-388). http://dialnet.unirioja.es/servlet/articulo?codigo=1454090
- Santisteban, A.,Pagès, J. (2007) El marco teórico para el desarrollo conceptual de la Educación para la Ciudadanía, en Pagès, J., Santisteban, A. (coord.). Educación para la ciudadanía. Madrid: Wolters Kluwer. Guías para Educación Secundaria Obligatoria. http://www.guiasensenanzasmedias.es/materiaESO.asp?materia=ciuda
- Santisteban, A. (2008). La participació democràtica i l’associacionisme. Una proposta de treball per al districte 2 de la ciutat de Terrassa. Cicle Superiord’Educació Primària. Ajuntament de Terrassa.
- Santiateban, A. (2009). Cómo trabajar en clase la competencia social y ciudadana.En Aula de Innovación Educativa, 189, (pp.12-15).
- Santisteban, A. (2012) La investigación sobre el desarrollo de la competencia social y ciudadana para una participación crítica. En De Alba, N.; García, F.; Santisteban, A. Educar para la participación ciudadana en la enseñanza de las ciencias sociales. Díada. (pp.277-286). http://dialnet.unirioja.es/servlet/articulo?codigo=3977777
- Smith Crocco, M. (ed.) (2005). Social Studies and the Press. Keeping the Beast at Bay? Greenwich-Connecticut.
Journals
- Perspectiva Escolar (1999), 234. Educació política
- Perspectiva Escolar, (2002), 270. Educació per a la ciutadania
- Íber. Didáctica de las Ciencias Sociales, geografía e historia, (2005), 44. Nuevos enfoques de la educación cívica y de la educación política.
- Íber. Didáctica de las Ciencias Sociales, geografía e historia, (2010), 64. Ciudadanía.
- Aula de Innovación educativa, (2009), 187. La competencia social y ciudadana.
- Cuadernos de Pedagogía, (2007), 366. Educación para la ciudadanía
Websites
- Senderi. Educació en valors (5 de juliol de 2021). http://www.senderi.org/
- Amnistia Internacional. Educació en drets humans (5 de juliol de 2021). http://www.amnistiacatalunya.org/edu/cat/index.html
- Unió Europea.(5 de juliol de 2021). http://www.oei.es/valores2/055ES.pdf
- UNESCO. (5 de juliol de 2021).
http://www.unesco.org/new/es/global-citizenship-education
- OXFAM Intermón. (5 de juliol de 2021). http://www.oxfamintermon.org/es/que-hacemos/campanas-educacion
Report
Comisión Europea/EACEA/Eurydice, (2017). La educación para la ciudadanía en el contexto escolar europeo. Informe de Eurydice. Oficina de Publicaciones de la Unión Europea.
Software
No specific software is required.