Education for Citizenship
Code: 101661 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500260 Social Education | OT | 3 | 2 |
| 2500260 Social Education | OT | 4 | 1 |
| 2500261 Education Studies | OT | 4 | 1 |
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
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- 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.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
- Education Studies
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- 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.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
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.
- Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
- Communicate using language that is not sexist or discriminatory.
- Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
- Identifying, describing and analysing didactic models, strategies and curricular material on political culture and civic culture.
- Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
- Propose projects and actions that incorporate the gender perspective.
- 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.
- Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
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, 6 |
| Type: Supervised | |||
| Attendance and virtual activities | 7.5 | 0.3 | 6 |
| Tutorials | 22.5 | 0.9 | 6 |
| Type: Autonomous | |||
| Reference comments, websites, practical activities, and oral presentation. | 75 | 3 | 2, 6 |
Assessment
Assessment
In order to pass the subject, the evaluation activities of the three blocks must be approved. The evaluation of the three blocks involves a follow-up of the work to be done, and a continuous presentation of what is requested at each time of the course, including involvement and participation in the classroom.
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 7, 2022 and can be retrieved, if redone, before 12/16/22. This work includes the following learning outcomes:
1. Analyze and apply critical reasoning to the understanding of representative versus participatory Democracy. Power, government and governability.
2. Analyze and apply the contributions of history, geography and social sciences to human rights education.
6. Identify, describe and analyze didactic, strategic models and curricular materials on political culture and civic culture.
11. Assess the impact of difficulties, prejudices and discrimination that may include actions or projects, in the short or long term, in relation to certain individuals or groups.
The second work, the individual critical assessment of a didactic proposal of Citizenship Education, will have to be delivered on November 18, 2022 and can be recovered, if it is redone before the end of 12/16/22. This work includes the following learning outcomes:
3. Analyze gender / gender inequalities and gender biases in the field of self-knowledge.
5. Identify the main inequalities and discriminations based on sex / gender present in society.
9. Reflect, assess and apply the necessary changes in educational practice on the concept of participation. Participation as a purpose and as a means for change.
The third work, the design in pairs or trio of a didactic unit of Education for Citizenship and its presentation in class, will have to deliver it the day 13 January 2023 And will be able to recover, if it remakes and delivers, no later than 3/02/23. This work includes the following learning outcomes:
4. Communicate using non-sexist or discriminatory use of language.
7. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for human rights and fundamental rights, diversity and democratic values.
8. Propose projects and actions that incorporate a gender perspective.
10. Reflect, assess and apply the necessary changes in educational practice on social participation from social actors: social movements and associations.
The correction by the teachers will be within the month following the delivery.
Class attendance is compulsory: the student must attend a minimum of 80% of classes, and the grade may be penalized by 10%, in case of exceeding this limit of unjustified absence.
Equally, evaluation criteria are active participation in class dynamics and dialogues.
In accordance with UAB regulations, plagiarism or copying of any individual or group document will be penalized with a mark of 0 for this document, without any possibility of replacement. During the performance of a work or individual examination in class, if the teacher has reason to believe that a student is trying to copy or discover any kind of unauthorized document or device, the student involved will get a grade of 0, without no chance of sitting down again.
To achieve a pass mark in this course, students should demonstrate, through their oral presentations and written assignments, that they have superior communicative skills and that they are fluent in the vehicular language and languages listed in the course syllabus. , being competent in articulating a critical and argued discourse on the reality studied. The evaluation of all the individual and group work tasks of the course includes criteria based on the quality, in terms of accuracy and fluency, of the tasks presented by the learners. Students are expected to demonstrate academic skills, which include the ability to express themselves fluently and accurately and to understand written academic texts. All potential primary school teachers should demonstrate a good command of Catalan (level C1 for first and second year students and level C2 for third year students, as described here:
It should be noted that students' attitudes of respect and coexistence are intrinsic to the learning of citizenship education, and therefore the inclusive perspective is essential, referring to gender or any other condition. An attitude that can break the rules of coexistence will be penalized in the same subject for being inconsistent with the same competencies that are pursued.
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, 6, 11 |
| Journal on readings and reflection on materials, websites and digital tools (individual work) | 30% | 0 | 0 | 3, 5, 9, 10 |
| Lesson Plan Design (team work) | 50 | 0 | 0 | 4, 7, 8, 9, 10 |
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.