This version of the course guide is provisional until the period for editing the new course guides ends.

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2022/2023

Research in the Area of Education for Democratic Citizenship

Code: 43226 ECTS Credits: 6
Degree Type Year Semester
4313815 Research in Education OT 0 2

Contact

Name:
Gustavo Gonzalez Valencia
Email:
gustavo.gonzalez@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Teachers

Antoni Santisteban Fernandez
Neus Gonzalez Monfort
Francisco Gil Carmona

Prerequisites

No

Objectives and Contextualisation

-       Establishing the basis for citizenship education research, political education, the study of second generation rights, visibilisation of sexism and inequalities...

-       Analyzing research on teaching and the study of heritage from digital resources.

-       Interpreting relevant social issues to develop citizenship and communication skills.

Competences

  • Analyse data according to its nature and present results in accorance with the research proposals.
  • Analyse the origin and development of social, geographical, and historical knowledge and look more closely at different teaching models for social science as a suport for innovation.
  • Collect research data coherently in accordance with the chosen method.
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Communicate the research results, knowledge acquired and the implications for practice, and adapt the register to the public and formal protocols.
  • Continue the learning process, to a large extent autonomously.
  • Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Plan research according to practice-related problems, taking into account theoretical advances in the field of knowledge.
  • Recognise and relate the theoretical, empirical and social aspecys of the specific field of research.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.

Learning Outcomes

  1. Analyse theoretical reference frameworks to establish which ones orientate research.
  2. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  3. Construct and validate instruments.
  4. Continue the learning process, to a large extent autonomously.
  5. Defend the research carried out orally, using the appropriate technology.
  6. Design research on the teaching of heritage and studying it using digital resources.
  7. Design strategies for collecting information.
  8. Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  9. Find and analyse theoretical references for the study of social problems.
  10. Identify the epistemological principles of teaching social science, geography and history and describe the specific structure of the content taught.
  11. Identify the practical problems related to education for democratic citizenship.
  12. Identify theoretical references and evaluate their appropriateness for problems related to education for a democratic society.
  13. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  14. Interpret the different aspects being researched in the process of teaching and learning social, geographical and historical information in different teaching models.
  15. Judge the importance and theoretical and social pertinence of a research problem related to education for a democratic society.
  16. Prepare the research report according to the structure of formal protocols.
  17. Produce conclusions taking into reference the research objectives and questions and the theoretical references.
  18. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  19. Understand the bases for research into education for citizenship, from political education to the study of second generation rights.
  20. Understand the main aspects in research into education for a democratic society and analyse them as objects of research.
  21. Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  22. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  23. Write scientific summaries to be presented to different audiences.

Content

-       Citizenship education: democratic culture, global citizenship, political, legal and civic education.

-       Economic citizenship and second generation rights.

-       Education for natural, cultural and artistic heritage. Heritage and museums. The role of the image and simulation.

-       Social problems or controversial issues.

-       Citizenship, social thinking and communication skills. The gender perspective

Methodology

- Lectures by the teacher.
- Reading articles and documentaries.
- Analysis and discussion of articles and documentary sources.
- Classroom practice: solving problems/cases/exercises.
- Oral presentation of work.
- Tutorials.

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      
Analysis and discussion of articles and documentary sources 16 0.64 1, 9, 20, 19, 7, 10, 12, 14, 15
Lectures by the teacher 20 0.8 1, 9, 20, 19, 17, 10, 12, 14, 15
Type: Supervised      
Classroom practice: solving problems/cases/exercises. 20 0.8 1, 9, 3, 5, 8, 7, 6, 17, 16, 11, 12, 21, 15, 23
Oral presentation of work 10 0.4 3, 5, 8, 6, 17, 16, 11, 21, 15, 23
Tutorials 6 0.24 1, 5, 6, 10, 11, 12, 15
Type: Autonomous      
Reading articles and documentaries. 78 3.12 1, 9, 20, 19, 7, 10, 11, 12, 21, 14, 15

Assessment

ASSESSMENT

- Attendance and participation in all sessions
- Activities during the development of the module
- Report/individual work of the module

The final grade is the weighted average of the planned activities. In order to apply this criterion, you must obtain at least the grade of 4, out of 10, on all the activities, performed during the development of the report.
Class attendance is absolutely mandatory. To obtain a positive final evaluation, you must have attended a minimum of 80% of the classes.

Assessment activities

- Class attendance and participation in discussions.
- Critical analysis of bibliography or research.
- Case studies and oral presentation.
- Report/individual work module.

The works will be delivered one week after the end of each block

The marks for each paper or the exam will be available within 1 month after their submission.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Case studies and oral presentation. 20% 0 0 1, 9, 3, 5, 8, 7, 6, 17, 16, 11, 12, 21, 15, 13, 18, 2, 23
Class attendance and participation in discussions. 10% 0 0 9, 3, 5, 8, 7, 6, 17, 16, 21, 15, 23
Critical analysis of bibliography or research. 20% 0 0 1, 9, 20, 19, 5, 7, 17, 10, 12, 21, 14, 15, 23, 22
Report/individual work module. 50% 0 0 1, 9, 3, 20, 19, 7, 6, 17, 16, 10, 11, 12, 21, 14, 15, 4, 23

Bibliography

Bibliography Citizenship Education

Apple, M.W.; Beane, J.A. (comps.) (1997). Escuelas democráticas. Madrid: Morata.

Audigier, F. (1997). Histoire, Geographie et Education Civique a l’ecole: Identité collective et pluralisme. A Actes du Colloque “Defendre et transformer l’ecole pour tous”. Aix-Marseille: IUFM.

Audigier, F. (1999). L’éducation a la citoyenneté. París: INRP.

Audigier, F. (Coord.) (2000). Stratégies pour une éducation civique au niveau de l’enseignement primaire et secondaire. Strasbourg: Editions du Conseil de l’Europe.

Báxter Pérez, E. (2003). ¿Cuándo y cómo educar en valores?. La Habana: Pueblo y Educación.

Bolivar, A. (1995). La Evaluación de valores y actitudes. Madrid: Anaya.

COUNCIL OF EUROPE. (2018). Reference framework of competences for democratic culture. Volume 1. Context, concepts and model. Council of Europe. Council of Europe: Strasbourg

COUNCIL OF EUROPE. (2018). Reference framework of competences for democratic culture. Volume 2. Descriptors of Competences for Democratic Culture. Council of Europe: Strasbourg

COUNCIL OF EUROPE. (2018). Reference framework of competences for democratic culture. Volume 3. Guidance for Implementation. Council of Europe: Strasbourg

Davies, I., Ho, L.-C., Kiwan, D., Peck, C. L., Peterson, A., Sant, E.; Waghid, Y. (2018). The Palgrave handbook of global citizenship and education. London: Palgrave Macmillan.

Educació per a la ciutadania (2002). Monogràfic a Perspectiva Escolar, núm. 270 – desembre 2002.

Fraile, M.-Ferrer, M.- Martín, I. (2007). Jóvenes, conocimiento político y participación. Opiniones y Actitudes 58, Madrid: CIS.

GangulI, H. C.; Mehrotra, G.P.; Mehlinger, H.D. (1987). Valeurs, éducation morale et études sociales. A Mehlinger, H.D. (dir.). Manuel de l'UNESCO pour l'enseignement des programmes d'études sociales, 231-269. París: UNESCO.

Lawton, D. (1999). Values and the Curriculum: A Curriculum for the 21st century. London: Hodder and Stoughton.

Meirieu, Ph. (1998). Frankenstein educador. Barcelona: Laertes.

Oller, M. (1996). Ciències socials: educar i viure uns valors. A L’Avenç revista d’Història,204-71-73.

Oller, M. (1999). Trabajar problemassociales en el aula: una alternativa a la transversalidad. AAUPDCS (ed.): Un curriculum de Ciencias Sociales pera el siglo XXI. Qué contenidos y para qué. Universitat de La Rioja / Díada editora, 123-129. 

Oller, M.; Pagès, J. (2007). La visión de los adolescentes sobre el derecho, la justícia y la ley. A ÍberDidáctica de las Ciencias Sociales, Geografía e Historia 53, pp. 73-85.

Pagès, J. (ed.) (2005). Nuevos enfoques de la educación cívica y de la educación política. A Íber. Didáctica de las Ciencias Sociales, Geografía e Historia, 44.

Pagès, J.; Oller, M. (2007). Las representaciones sociales del derecho, la justicia y la ley de un grupo de adolescentes catalanes de 4º de ESO. A Enseñanza de las Ciencias Sociales, 6, pp.3-17.

Pineda-Alfonso, J. A., Alba-Fernandez, N. De, Navarro-Medina, E., & IGI Global. (2019). Handbook of research on education for participative citizenship and global prosperity. Hershey PA: IGI global.

Rueff-Escoubes, C. (1997). La démocratie dans l’école. Una practique d’expression des élèves. París: Syros.

Sant, E. (2021). Political Education in Times of Populism: Towards a Radical Democratic Education. London: ‎ Palgrave Macmillan

Sant, E., Davies, I., Shultz, L., & Pashby, K. (2018). Global citizenship education : a critical introduction to key concepts and debates. London: Bloomsbury Academic.

Sant, E.; González-Valencia, G. (2018). Global Citizenship Education in Latin America. Davies, L. et al. (eds.). The Palgrave Handbook of GlobalCitizenship and Education (pp. 67-82). London: Palgrave Macmillan

Santisteban, A. (2004). Formación de la Ciudadanía y educación política. A Vera, M.I. y Pérez, D. La Formación de la ciudadanía: Las TICs y los nuevos problemas, 377-388. Alicante: AUPDCS.

Santisteban, A.; González-Monfort, N. (2019). Education for citizenship and identities. Pineda, J.A., De Alba, N. and Navarro, E. (eds.). Handbook of Research on Education for Participative Citizenship and Global Prosperity. pp. 551-567. Hershey, Pennsylvanie: IGI Global International.

Santisteban, A.; Pagès, J. (2007). La educación democrática de la ciutadania: una propuesta conceptual. A Ávila, R.M.; López Atxurra, R.; Fernández de Larrea, E. Las competencias profesionales para la enseñanza-aprendizaje de la Ciencias Sociales ante el reto europeo y la globalización. 353-367. Bilbao: Asociación Universitaria del Profesorado de Didáctica de las Ciencias Sociales / Universidad del País Vasco.

Santisteban, A.; Pagès, J. (2007) El marco teórico para el desarrollo conceptualde 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

Stephenson, J.; Ling, L.; Burman, E.; Cooper, M. (2001). Valores en educación. Barcelona: Gedisa

VV.AA. (1998). Actas del IX Simposium de Didáctica de las Ciencias Sociales: Los valores y la didáctica de las Ciencias Sociales. Lleida: Universitat de Lleida.

 

Bibliography cultural heritage education

Ávila Ruíz, R.M.- Borghi, B.- Mattozzi, I. (eds. 2009) La educación de la ciudadanía europea y la formación del profesorado. Un proyecto educativo para la "Estrategia de Lisboa".Bolonia: Didpast-AUPDCS.

Ballesteros, E.- Fernández, C.- Molina, J.A.- Moreno, P. (coord., 2003) El patrimonio y la Didáctica de las Ciencias Sociales. Cuenca: Universidad de Castilla la Mancha/AUPDCS.

Branchesi, L. (a cura di, 2006) Il patrimonio culturale e la sua pedagogia per l’Europa. Roma: Armando editore.

Carreras, C.-Munilla, G. (coord., 2001). Gestió del patrimoni històric. Barcelona: Edicions de la Universitat Oberta de Catalunya.

DD.AA. (1995) Le patrimoine culturel et sa pédagogie: un facteur de tolérance, de civisme et d’intégration sociale. Actes du seminaire. Bruxelles: Editions du Conseil de l’Europe, pàg. 119-124.

DD.AA. (2006) Introducción al patrimonio cultural. Gijón: Ed. Trea.

Prats, LL. (1997). Antropologia y patrimonio. Barcelona: Ariel.

 

Software

- None