New York, NY: Routledge. 4. Some of them even argued in favour of keeping it this size. Nussbaum, M. (1997). There is a gap between theory and practice in social studies education: while social studies researchers call for teachers to nurture skills of analysis, decision-making, and London: IOE Press. These presentations will be analysed jointly using national, European, and global perspectives. -fXc-% `
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By integrating more critical elements of democratic citizenship in mock-related education, and by contributing to a democratic school culture by increasing student involvement in the organisation of mock elections. South Hadley, MA: Bergin & Garvey. Compare, 46(5), 832853. Teachers in our past research projects often mentioned a lack of professionalism regarding citizenship education, particularly in diverse classrooms and with controversial issues. Education Research International. However, even within such a democratic framework, different ideological articulations are possible, and the specific articulation depends on the embedded configuration of moral values like adaptation, individualisation, and social concern. De Groot, I. Subtitle Theory and Practice. At the same time, human rights scholars (Osler & Starkey, 2010) have focused attention on individual rights and common human values. Critical global citizenship in theory and practice: rationales and approaches for an emerging agenda. Freedom and equality together form part of a political vision on democracy. Princeton, NJ: Princeton University Press. With the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. By continuing you agree to the use of cookies, the University of Groningen research portal data protection policy, With the rise of Global Citizenship Education (GCE) in education systems. This reduces opportunities to learn about social and cultural differences. wG xR^[ochg`>b$*~ :Eb~,m,-,Y*6X[F=3Y~d tizf6~`{v.Ng#{}}jc1X6fm;'_9 r:8q:O:8uJqnv=MmR 4 The identity development of a person is not left to the autonomy of the free individual, but is made the target of a direct socialisation effort by schools, coordinated by the national government. The best thing was: meeting everyone and sharing ideas. WebLanguage Classroom: Theory and Practice Elizabeth Jeanne Norman1,* 1 Gyeonggi-do Institute For Language Education * Email: Elizabeth.gifle@gmail.com Global Citizenship Education in South Korea: The Roles of NGOs in Cultivating Global Citizens, The Palgrave Handbook of Citizenship and Education, pp. The social, in its positive sense of collaboration and social justice, seems to be less embedded in the practice of Western educational systems. This performativity becomes even more important in an ideology and policy of accountability. This became apparent as we discussed citizenship education in a variety of different countries through the participant presentations, readings and guest lectures. Students were very positive about these lessons, and in a lesson that we attended they learned about moral, social and political dilemmas. It has been entrusted to lead the Global Education 2030 Agenda through Sustainable Development Goal 4. Each cluster expresses a clear and different political articulation. Bourdieu, P. (1984). (2005). Key words: Anti-oppression; Global Citizenship Education; Pre-service Education; Constitutive Subjectivities; Theory and Practice. In our own theoretical and empirical research on The visits to the multicultural school and the Fortress of Democracy showed them critical practices. We were impressed by the creativity in the activities involved and the many different topics addressed. The Al-Fakhoora approach includes both theory and actualization, based on the belief that knowledge without practice leads to unfulfilled potential. 2 Globalization has been defined as the intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring Netherlands 2016: Foundations for the future. They realise that it is much more difficult to develop strong autonomy, where students take real responsibility for their own actions and deliberate on alternatives in a grounded manner. The social orientation depends largely on cultural and political traditions. Students appreciated this diversity and the opportunity to have many dialogues with the teachers and among themselves. Books from Oxford Scholarship Online, Oxford Handbooks Online, Oxford Medicine Online, Oxford Clinical Psychology, and Very Short Introductions, as well as the AMA Manual of Style, have all migrated to Oxford Academic.. Read more about books migrating to Oxford Academic.. You can now search across all these OUP Educate A Child (EAC), launched in 2012 with the initial goal of enrolling 10 million out of school children (OOSC), works with partners in different contexts to reach the OOSC in marginalized communities. Moreover, the EU Member States differ in the extent to which they steer TCV policy. London: Routledge. Cultivating humanity. Scholars on multicultural education have argued that learning about, through and for diversity and plurality is at the very heart of citizenship education (e.g. Schooling for democracy. Education and Society, 35(1), 2742. There are, however, Request PDF | Anti-oppressive global citizenship theory and practice in pre-service teacher education (Policy and Practice: A Development Education Review, Vol. Teachers views on citizenship in secondary education in the Netherlands. Students offered written feedback at the end of the EDIC+ week, and they also formulated experiences and suggestions to improve the programme in their essay afterwards. International comparative studies like the International Civic and Citizenship Education Study (2010, 2017) reveal how adolescents think and act in the area of citizenship. E-Book Collections Title Lists and MARC Records, Latest Financial Press Releases and Reports. Analyses and comparisons of these non-Western concepts and practices are made. Chicago, IL: University of Chicago Press. In some East Asian countries, there is a social orientation as part of a more collective culture, often infused by Confucianism (Kennedy, Lee, & Grossman, 2010; Sim, 2015). Isolde de Groot argues that In many democratic societies, schools are expected to prepare their students for participation in democratic societies. In social studies research, for example, scholars have focused on curriculum content (Kerr, 1999), on classroom activities like deliberation (Parker, 2003), and on teaching about controversial issues (Hess, 2009). : a comparative analysis of GC education discourses in Scotland and Alberta, Charismatic, competent or transformative? Journal of Moral Education, 21(3), 235250. Prepare some input for the discussion. Many students and parents in the Netherlands choose a school that is not diverse but similar to their own milieu. Wepropose that the reflections of practitioners and pupils presented in thisstudy should be used to further develop (Dutch) GCE. Studies in Philosophy of Education, 30, 141153. In modern teaching methods with a focus on self-regulating learning and in child-centred pedagogical perspectives, the individual citizenship is more central. In his theoretical study he formulated five rationales for including a student voice in curriculum design: normative, developmental, political, educational, relevance. Google Scholar Siaya, L. M., & Hayward, F. M. (2003). Noddings, N. (2002). Further, a distinction was made between a national and an international orientation. Favorite Snow and Snowmen Stories to Celebrate the Joys of Winter. Second, socio-emotional learning that encourages a sense of belonging to a common humanity, sharing values and responsibilities, as well as empathy, solidarity and a respect for diversity. Gutman, A. A geographic information system (GIS) is a type of database containing geographic data (that is, descriptions of phenomena for which location is relevant), combined with software tools for managing, analyzing, and visualizing those data. Compare, 37(1), 105119. I found this week immensely enriching and enjoyed exploring complexities of moral philosophy, citizenship and the role of the citizen. Globalisation, Societies and Education, 9(34), 473485. Research for cult committee Teaching common values in Europe. Friedrich Wilhelm Nietzsche (/ n i t ,-t i /; German: [fid vlhlm nit] or [nits]; 15 October 1844 25 August 1900) was a German philosopher, prose poet, cultural critic, and philologist whose work has exerted a profound influence on contemporary philosophy.He began his career as a classical philologist before turning to philosophy. Since modern nation-states are the repositories and main expression of citizenship, discussion of global citizenship necessarily dictates an existence outside the body politic as we know it. He developed a method to include all students in curriculum design and explored the method in six case studies. 193213). Parker, W. (2003). The ignorant citizen: Mouffe, Ranciere, and the subject of democratic education. Giroux, H. (1989). Benilde argues for a better inclusion of emotions in citizenship education. New York, NY: Columbia University Press. Goren, H., & Yemini, M. (2016). It is important to show in educational research and in teaching that different political and ideological articulations of citizenship are possible. This results in practices that do not always devote real attention to TCV. Osler, A., & Starkey, H. (2010). It made me realise that, if we want more emphasis on a European/global citizenship education, we may have to fight for it! Introduction and context Although I have been committed I would like to introduce some of the concepts explored at the Fortress in a gentle way. Presentations of each participant: Moral and Citizenship Education in own country and/or in own research/study. Boulder, CO: Westview Press. Each participant has maximum 15 minutes (if possible with some time for questions). It really made me want to go back into the classroom myself. This programme was implemented with UNICEF. Schools in Dutch education are required to pay attention to citizenship education, but it are the schools themselves (or even a specific department) that makes the actual programme. Together it should be 12 weeks (20 ECTS). Commuters, tourists, and other short-term stays in a destination country do not fall under the definition of immigration or migration; seasonal labour immigration is In the second half, students evaluate educational practices and policies of schools and NGOs in light of key theoretical concepts, and develop an educational activity. Education for critical-democratic citizenship. However, human beings still have a long way to go to really live with tolerance and to change tolerance into appreciation. London: Routledge. Cambridge Journal of Education, 38(2), 155170. (2017). Language English. Education should challenge youngsters to study different perspectives and to develop their own position in response. In the module we focus on theory, policy and practice of citizenship education. Based on a contentanalysis of 12 interviews and three focus groups with pupils, ourfindings indicate a clear dominance of a liberal orientation towards GCE,focusing on political and moral themes, but also evidence of a criticalorientation, as well as liberal-critical and neoliberal-liberal interfaces. Language English. The study can be downloaded at: http://bit.ly/2pm5Yh9. Support for a critical-democratic type was the same for both levels. New York, NY: Teachers College Press. Bridging theory and practice : conceptualisations of global citizenship education in Dutch secondary education. Kerr, D. (1999). Theory and practice of citizenship education: The case of policy, science and education in the Netherlands. Rotterdam, The Netherlands: Sense Publishers. Veugelers, W. (2007). Berkeley, CA: University of California Press. Citizenship education should develop critical thinking: to learn to think about how others view and from outside to inside. (2008). Welcome to books on Oxford Academic. All these researchers, with their own knowledge base, specific articulations of concepts and research methods, have contributed to what we can now call the academic sub-discipline of citizenship education studies. They learn to analyse national and local policies and practices of citizenship education. In the following section we focus on education practice: on Dutch teachers views on the extent to which they realise these goals. They explained that in China, moral education has traditionally been influenced strongly by Confucianism and that politically the focus was on responsibility and national identity. Veugelers, W. (in press). The moral and the political in global citizenship education. Gaudelli, W. (2016). title = "Bridging theory and practice: conceptualisations of global citizenship education in Dutch secondary education". The moral in Paulo Freires educational work. London: Sage Publications. 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oKN(15dtPEL%,nx]TF;~l ..c( ;q ), Civics and citizenship (pp. Isin, E., & Turner, B. Curriculum inquiry. A global citizen, a citizen of the world, so to speak, has been conceptualized in different ways to correspond the many ways that scholars can make sense of the reorientation Marshall, T. H. (1964). David McNally argues in the Marxist tradition that the logic of the market inherently produces inequitable outcomes and leads to unequal exchanges, arguing that Adam Smith's moral intent and moral philosophy espousing equal exchange was undermined by the practice of the free markets he championed. It encourages the acquisition of skills, values, attitudes and behaviours that empower learners to assume active roles to face and resolve global challenges, and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world. Hess, D. (2009). Higher education, educational policy and citizenship development. Citizenship is a concept that pertains to participation in a nation and society, without defining the type of participation. Within education studies, related disciplines started to use the term citizenship as well. A key lesson is that taking action is essential because it builds transformational leadership skills and provides opportunities for youth to deepen skills through multiple practice opportunities for learning, action, and reflection. And also, between the national and the local, and the national and the global. Webthe concept that would envelop global citizenship with the status and power (in an ideal world) currently associated with national citizenship. Lista przydatnych komend do Counter Strike Global Offensive. An analysis of the practice of TCV in 12 EU Member States shows that there are only a few Member States where the different components of teaching for democracy and tolerance receive systematic attention across schools. It is about what should have authority in our collective lives. This flexibility has enabled the programme to be adapted when applied in partnerships with UNDP and SPARK in the contexts of the West Bank, Turkey, Lebanon, Jordan and Iraq. The education policy of all 28 European Union Member States was analysed by national academic experts, and in-depth curriculum studies were performed in 12 Member States. A number of EAC projects in India (Educate Girls), Pakistan (ILMPOSSIBLE), and Uganda (Building Tomorrow), have promoted global citizenship through youth volunteers sensitizing and mobilizing local communities on the need for education for their children. Based on the outcomes of the research we formulate recommendations at the different levels: EU, nation states, curriculum, schools. Moral and democratic education in secondary schools. The Practice of Global Citizenship, Cabrera, Luis, Very Good condition, Book, The Practice of Global Citizenship Paperback Luis Cabrera, The Practice Of Global Citizenship: By Luis Cabrera, The Practice of Global Citizenship by Luis Cabrera: Used, - eBay Money Back Guarantee - opens in a new window or tab, The Practice of Global Citizenship - Paperback By Cabrera, Luis - GOOD, - for PayPal Credit, opens in a new window or tab, Report this item - opens in new window or tab. AU Release Date Use our site search. However, the students saw this as an advantage. 3. There are at least three theoretical models or approaches attempt to define global citizenship: 1) political theory of global citizenship 2) educational theory of global citizenship and 3) the In the previous section, we reported insights from empirical studies on the goals that Dutch teachers pursue. The ignorant citizen: Mouffe, Ranciere, and the subject of democratic education. There are, however, limited insights into how differenteducation stakeholders perceive and implement GCE in pedagogicalpractice. After that, each student gives a critical presentation of citizenship and citizenship education in their own country (this presentation has to include small, personally-made video recordings). Democracy is the condition of possibility for the existence of a plurality of values. Based on a contentanalysis of 12 interviews and three focus groups with pupils, ourfindings indicate a clear dominance of a liberal orientation towards GCE,focusing on political and moral themes, but also evidence of a criticalorientation, as well as liberal-critical and neoliberal-liberal interfaces. In this comparative part of the module, links are made with citizenship education outside Europe and the Western world: in Asia (Beijing, Singapore and Indonesia/Yogyakarta) and Latin America (Mexico and Argentina). The politics of educating for democracy, Education for Democratic Intercultural Citizenship, https://doi.org/10.1163/9789004411944_002, Veugelers, De Groot, Llovomate, & Naidorf, 2017, Conde-Flores, S., Garcia-Cabrera, B., & Alba-Meraz, A. But these three types of citizenship and citizenship education clearly demonstrate that citizenship is not a matter of bad or good citizenship, and that different orientations in the political nature of citizenship and citizenship education are possible. We spoke with the vice-principal, a teacher of citizenship education and students. 2 A locked padlock) or https:// means youve safely connected to the .gov website. A specific Asian perspective has been examined by scholars like Kennedy, Lee and Grossman (2010) and Sim (2011). It is a paradox that in an era dominated by neo-liberal policy with a strong market orientation and limited government interference, education policy now focuses so strongly on citizenship education. 932 and pp. 1 - Global citizenship as individual cosmopolitanism pp 13-33 Get access Export citation 2 - Rights, duties, and global institutions pp 34-65 Get access Export citation 3 - Defining and Political psychologists like Torney-Purta (2002) initiated attention for the cognitive and affective processes involved in youngsters social and political development. Corresponding author: Thomas Nygren, Department of Education, Uppsala University, Box 2136, 750 02 Uppsala, Sweden, E-Mail: thomas.nygren@edu.uu.se Learning democracy and tolerance can be strengthened by cultivating social and cultural diversity in schools and classrooms. Pattens in the civic knowledge, engagement, and attitudes of European Adolescents. (2016). The students analyse the Teaching Common Values report, paying particular attention to their own country, and how the recommendations in the report can improve teaching democracy and tolerance in educational policy, the curriculum, the schools, and the classroom in their country. The IEA Civic Education Study, Theoretical and empirical foundations of critical global citizenship education, Creating critical-democratic citizenship education: Empowering humanity and democracy in Dutch education, Theory and practice of citizenship education: The case of policy, science and education in the Netherlands, The moral and the political in global citizenship education: Appreciating differences in education, The moral in Paulo Freires educational work, Education for critical-democratic citizenship. We first present the main conclusions and then the recommendations. New York, NY: Free Press. This also applies for some Latin American countries, as the result of strong social movements focusing on empowerment (Teodoro & Guilherme, 2014; Veugelers, De Groot, Llovomate, & Naidorf, 2017; Veugelers, 2017a). Crick, B. During this period, the focus in the sociology of education was on the reproduction of society, that is, on social and political power relations and positions. (1984). Veugelers, W. (2017b). Annually about 6000 students visit the Fortress. Figure 1: Conceptual framework: Theories of global citizenship. There are at least three theoretical models or approaches attempt to define global citizenship: 1) political theory of global citizenship 2) educational theory of global citizenship and 3) the social theory of global citizenship. This section defines each of the theoretical approaches. (Eds.). Other scholars similarly make distinctions in types of citizenship (see for a review Johnson & Morris, 2010). Further analysing our data (with person-centred factor analyses), we could construct three types of citizenship, expressing different orientations: In a survey of Dutch teachers in secondary education, with a representative sample, we could conclude that 53% of teachers pursue a critical-democratic citizenship, 29% an adaptive type, and 18% an individualising type. In his PhD thesis, Bron (2018) focused on student participation in curriculum development. Leenders, H., Veugelers, W., & De Kat, E. (2012). Intercultural aspects such as unity and diversity, psychological elements like engagement and emotions, and sociological variables such as social class, gender, religion and ethnicity will be included in the presented theories and analyses. ICCS 2010 International Report. CDP, 2005; ICCS, 2009) shows some evidence that students value development is stimulated by a whole school approach that incorporates the teaching of values in four ways: In this research, we investigated whether these elements are part of the education policies of the EU Member States, and whether schools and teachers are able to realise these elements in practice. Leenders, H., Veugelers, W., & De Kat, E. (2008b). Biesta, G. (2011a). To help you find what you are looking for: Check the URL (web address) for misspellings or errors. While definitional approaches provide much needed conceptual frameworks for what we mean by global citizens, it is equally important to understand some of the ways by which individuals go through their personal transformation to become global citizens. Democracy is not driven by individual desires but by what can collectively be considered desirable. A review of existing relevant studies (e.g. Students will talk with staff members of these organisations about their educational activities. More recently there is attention for human rights and critical thinking as well. Employment is a relationship between two parties regulating the provision of paid labour services. (1997). There is a permanent exposition with nearly 100 questions and dilemmas relating to society and democracy. It concerns both legal rights and obligations, and how people live together in communities, nations, and in the global world. Our research, with both quantitative and qualitative instruments, shows that these three clusters of discipline, autonomy and social involvement are important educational goals for teachers, students and parents. In Northern Uganda and South Sudan, the Protect Education in Insecurity and Conflict programme (PEIC) worked to provide art-based workshops in Bidi Bidi Refugee Settlement in Northern Uganda, and with the Whitaker Peace and Development Initiative to ensure that youth living in conflict-affected communities had knowledge of human rights, the rule of law and the importance of the right to education. The European Union has always stressed the relevance of the values of democracy and tolerance for Europe as a community as well as for its Member States. Experiences from both visits (schools and civil society) will be exchanged among students and analysed. It encourages the acquisition of skills, values, attitudes and behaviours that empower learners to assume active The long-term aim is to develop a module of 7.5 ECTS. The moral and the political in global citizenship education: Appreciating differences in education. journal = "Globalisation, Societies and Education ", the University of Groningen research portal Home, https://doi.org/10.1080/14767724.2022.2048800, conceptualisations of global citizenship education in Dutch secondary education. It is a means to identify differences and commonalities. One of the most important things I became especially aware of during this week is the importance of national/local history and context when it comes to the local implementation of citizenship education. Compare, 44(1), 5376. The programme also developed advocacy skills to give them a voice and to build peace. This EDIC+ module of the University of Humanistic Studies aims to provide students with knowledge of different theoretical approaches to citizenship education, an in-depth understanding of policies at the national and European level, and skills to design and evaluate practices of citizenship education. Alignment with other existing frameworks: What works best - explicit teaching; Australian Professional Standards for Teachers Standards 1.2 and 3.3. 4166). My favourite activity was visiting the MBO school, and it was so interesting to see Dutch students participating in citizenship education and hearing their own (extremely well-spoken) experiences and opinions. This EDIC+ module focuses strongly on citizenship and citizenship education, in particular in Europe. An intensive dialogue in society on what constitutes the common values and the role of education in promoting them is an expression of a lively democracy, and is a challenge for tolerance. Overall, I can say I undoubtedly learned a substantial amount about the manifestation of civic and moral education around the world, the best practices for this form of education, and the role of the state in civic and moral education. Digital Democracy and Global Citizenship Education: Mutually Compatible or Mutually Complicit? The module will be characterised by a research-oriented comparative approach (the place of citizenship education in schools and civil society in the different participating countries) and a linking of theory with practice. Jeroen Bron is the coordinator of citizenship education at SLO, the Netherlands Institute for Curriculum Development, and the secretary of the taskforce for citizenship education of curriculum.nu. With the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. New York, NY: Routledge. In the post-war period, Marshall (1964) in particular shaped the modern thinking about political systems, institutions and rights and duties. chb&rF4S5N a5yl=kI{>x@o236)ji\Sd Westheimer, J., & Kahne, J. The Zapatistas explicitly linked local struggles for freedom, justice, and democracy with a global structural analysis and critique of neoliberal capitalism, as reflected for example in their 1996 Encounter for Humanity and Against Neoliberalism, convened in the Lacandn Jungle of Chiapas. Global citizenship: theory and practice. The presuppositions of citizenship education. There is not only a gap between policy and practice, there is also a gap within policy: between general ideas and concrete measures. American Educational Research Journal, 41(2), 237269. It responds to ongoing critique that when it comes to practice, there is a lack of clarity and reflection on conceptual and theoretical issues, and their implications hTKQsukf`KM]KXVE1CVEdQ=XBk nQQQEx%Hsgvs{wsa!#d+E6DsH2Dq4!y$$/qqrDr^\hP&|c0:>^T&LsP-xKF-8 ofpC%6|l!Qp3\6 Thirty-five years of racist housing policy. Komenda na BH CS GO. The Fortress provided some answers to it. Between countries there can be commonalities and differences. And study three country case studies (1 North-Western Europe, 1 Eastern Europe, 1 South Europe): the case study reports of three countries and what is written about them in Chapters 4 and 6. New York, NY: McGraw-Hill. Freire, P. (1985). ), Teaching in moral and democratic education (pp. Social studies and citizenship for participation in Singapore: How one state seeks to influence its citizens. (2017). In several EU Member States, there is a strong tendency to separate students into different groups based on different learning capacities. In the theoretical framework of the study, three components of democracy were distinguished: participation, democratic politics, and democratic society; as well as three components of tolerance: interpersonal relations, tolerance towards different social and cultural groups, and an inclusive society. =Cc Therefore, their focus was more on how people can contribute to society and less on politics. FTI Consulting, Inc. is a global business advisory firm. Banks, 2004, 2017). Dependency theorists sought to explain persistent levels of under-development in Latin America by situating national economies within their global economic The youth have gained useful skills such as critical thinking and communication that empower them to serve their communities and look for solutions to local problems. Webhow, education for the values of global citizenship is possible. ), Beyond bystanders (pp. Within the field of educational studies and pedagogy, Westheimer and Kahne (2004) examined learning in in-service education activities and developed a typology of citizenship education. Democracy is not flourishing but limiting, not a common identity but political relationships; it is common world, not a common ground. Further, it covered how teachers, local communities and NGOs influence the teaching of common values. The Globalization of Citizenship. Greater attention to the teaching of values, including democracy and tolerance, is evident in the education policies of all EU Member States. It is striking that in the Netherlands, teachers as well as parents indicate that discipline in education still receives relatively a lot of attention and is also fairly well developed in students. Moral education. Goodlad, J. The social orientation, and especially the attitude in it, receives even less attention in educational practice and is also more difficult to achieve (Veugelers, 2011a, 2017a). The political economy of global citizenship. Building a definition of global citizenship education from the growing literature, and supplementing these ideas with world society theory and curriculum theory, I examine one example of global citizenship education in practice the United World Colleges (UWCs). New York, NY: Teachers College Press. Learning democracy in school and society. After receiving training in various leadership skills, Al Fakhoora students work with adolescents in Gaza to design and implement sustainable community initiatives. I greatly enjoyed the presentations of my classmates. Another school we attended was a school for secondary vocational education (ROC) in Utrecht. There are, however, limited insights into how different education stakeholders perceive and implement GCE in pedagogical practice. The regular format of a module at the University of Humanistic Studies is 10 weeks half time. Jak wczy auto bunnyhop? It should enforce the knowledge, skills, and attitudes of (future) teachers, researchers and curriculum designers. To bridge this gap between theory and practice, we apply asocial cartography of GCE types from a recent study to identifymanagement staff{\textquoteright}s, teachers{\textquoteright}, and pupils{\textquoteright} perceptions of GCE in thecontext of Dutch (bilingual) secondary education. De Groot, I. We visited a multicultural school in Amsterdam and talked with the vice-principal, a teacher and students. 2y.-;!KZ ^i"L0-
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Various leadership skills, Al Fakhoora students work with Adolescents in Gaza design! Engagement, and global perspectives with the vice-principal, a distinction was made between a national and an international.... Latest Financial Press Releases and Reports and comparisons of these non-Western concepts and practices are made beings still have long... Condition of possibility for the existence of a plurality of values they about. Influence the teaching of values, including democracy and tolerance, is evident in the world! And then the recommendations.gov website distinctions in types of citizenship and citizenship education, (. Defining the type of participation ( 1964 ) in Utrecht an ideology and policy of accountability and controversial... Education and students and education in the post-war period, Marshall ( 1964 in. On self-regulating learning and in a variety of different countries through the participant presentations, readings and guest lectures rights... 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