Identities and Citizenship Education: Controversy, crisis and challenges
Proceedings of the fifteenth Conference of the Children’s Identity and Citizenship in Europe Academic Network
Peter Cunningham and Fretwell, N. (eds.); Lisbon, PT
You can access the papers by clicking on the title of your choice:
- Jurgena, I. Mikainis, Z. and Kevisha, I. – Issues and Solutions in Citizenship Education – the Education of Values in Extracurricular Activities in the Crisis Situation in Latvia
- Fülöp, M., Takács, S. and Büki, N. – What does it take to promote cooperative competitive citizenship in a community?
- Salih, S. and Issa, T. – How Kurdish Sorani speaking children construct their identity/identities in the supplementary schools?
- Kovalcikova, I. and Petrucijova, J. – An international academic discussion platform as a means of identity building for university; students’ opinions about the advantages and disadvantages of EU membership
- Ross, A. – Intersecting identities: young people’s constructions of identity in south-east Europe
- Ryan, J. and Last, K. – Islam and Citizenship Education – Lessons learnt from pilot programmes delivered in Muslim schools and Madrassa in the UK
- Zoïa, G. and Etienne, R. – Citizenship crisis in France, education citizenship crisis
- Pratas, M. H. – Learning about ‘Education: The Human Rights dimension’
- Rogers, J. – Global Educational Partnerships and Community Cohesion. How can these initiatives inform one another?
- Diamantopoulou, A. – How gender and age affect the acceptance of foreign pupils in the school environment by their Greek classmates
- Kõiv, K, Zuzeviciute, V., Rone, S. and Liduma, A. – Estonian, Latvian, and Lithuanian students’ in higher education perspective towards experiences in other countries and migration
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- Oprescu, M. and Oprescu, F. – Developing Intercultural Awareness by Integrating Features of Englishness and Rmanianness
- Chehlova, Z., Kevisha, I. and Chehlov, M. – Pedagogical conditions for the development of citizenship for senior secondary school students in Latvia
- Lašek, J., Loudová, I. and Vace, P. – The Attitudes of Adolescents in the Czech Republic towards Contemporary Civic Virtues in Adults and Their Demands for Changes As the Grounds for a New Focus of Civic Education
- Zaleskiene, I. and Jasinauskas, L. – Lithuanian social science textbooks: do they encourage development of the national and civic values?
- Lobanoca-Shunina, T. and Shunin, Y. – Nanotechnologies: challenges and controversy on the way to scientific citizenship, new emerging identities and intellectual consumption
- Korzeniecka-Bondar, A. and Tołwińska, B. – Social capital as the basis for academic development of young pedagogues, illustrated with the example of the participants of the Young Pedagogues Summer School, operating at the Committee on Pedagogical Sciences of the Polish Academy of Sciences
- Nielsen, L. – Pass or Fail in the Swedish School? A historical perspective on citizenship, diversity and social justice
- Milijkovic, D., Rijavec, M. and Jurec, L. – Who volunteers, why and with what consequences? Life aspirations, motives and outcomes of volunteering and well-being
- Jeliazkova, M. – Views and Beliefs of Social Studies Teachers on Citizenship Education: a Comparative Study of the Netherlands, Bulgaria and Croatia
- Pintassilgo, J. – Values of teachers: a reflection between past and present (from the contribution of Portuguese educator Mário Gonçalves Viana)
- Karakatsani, D. and Pavlou, C. – School Leaders and Anti-racism. Political obstacles and pedagogical problems in Greece
- Szabó, É., Secui, M. and Kőrössy, J. – Structure and levels of young citizens’ responsibility
- Vidnere, M. and Rone, S. – Heart is the only teaching aid in addition to the class: Social-breeding, social-development and attitudes as a result of mobility
- Muldoon, R. and Wijeyewardene, I. – The barrier is down but the finishing line recedes from many: improving opportunities and outcomes in enabling education
- Parreiral, S. – Children’s voice and participation in all school contexts
- Rodrigues, A. – Time to pretend! A performative way in which youth negotiate their identities in their everyday life at schools
- Svensson, I. and Welwert, G. – My place in the world
- Wagner, B. – Early Childhood Education: Historical Learning-processes in Museums – Performative play stations for preschool children in the permanent exhibit German History in Images and Testimonies at the German Historical Museum
- Wagner, B. – Performative Interrelations of Children and Things – Ethnographic Research in the Museum der Dinge
- Lozic, V. – The Didactic Challenges of Teaching Students with Autism
- Raikes, B. – The Role of Schools in Assisting Children and Young People with a Parent in Prison
- Chistolini, S. – Solidarity and active citizenship learned from a natural disaster: the school experience after the May 2012 earthquake in Italy
- Pallotta, D. – Looking forward to childhood: training professionals working with children exposed to domestic violence
- Chauvigné, C. – Identity construction and social cohesion: the case of French high school students in boarding schools
- Leighton, R. – Citizenship Education for children of the elite in England
- Tota, P. M. – Education for democratic citizenship as whole-school activity: A case study
- Ross, A. – A History of the CiCe Academic Network – Part 2: Learning to Walk
- Kenig, N. and Spasovski, O. – Far away but close enough: Possibilities for developing European identity in youth before becoming a member of the European Union
- Kõiv, K. – University students’ attitudes towards characteristics of money before, after and during dual currency period in Estonia
- Rocha, C. and Ferreira, M. – Uncertainties and challenges in children’s education: changes in family education perceived by kindergarten teachers
- Fernández-Gonzáles, A., Jacott, L. and Maldonado, A. – Towards a developmental conceptualization of education of citizens as promoters of social justice
- García-Vélez, T., Maldonado, A. and Jacott, L. – Cosmopolitan citizenship in education: Representations of Spanish secondary students
- Juanes García, A. – Social Justice: An exploratory study of representations of Social Justice in Secondary Training teachers
- Juanes García, A., García, T. and Peréz-Manjarrez, E. – Citizenship Education and Social Justice. From Theory to Practice
- Juanes García, A., Peréz-Manjarrez, E., and Fernández-Gonzáles, A. – Social Justice Representations of primary students
- Sainz, V., García, T., Peréz-Manjarrez, E., Juanes, A., Fernández-Gonzáles, T., Seguro, V. and Augustin, S. – Validation of a social justice questionnaire
- Sainz, V., Juanes, A. and García-Vélez, T. – Social justice representations of training teachers
- Seguro, V. and Jacott, L. – Representation of primary students and their families about children’s rights and their participation in different social contexts
- White, R. and Jerome, L. – Self-segregating social groups in a super-diverse university
- Benson, A. – Becoming a teacher in a global city: superdiversity and workplace constraints
- Quinn, M. – Mainstreaming equality in the context of superdiversity: A school case study
- Büki, N. – The role of competition in the integration of immigrants to the host society
- Heldt, I. – Who cares? Students’ understanding of human rights
- Banks, J. W. R. – Sustainability, Citizenship, and Transformation
- Kmiec, R. and Roland-Lévy, C. – Social representations of risk and economics among young European citizens: a cross-cultural study
- Neves, M. – Teaching ancient national heroes in today’s Europe
- Bastaki, M. – Model United Nations and the perception of global citizenship, for Greek senior high school students
- Meszaros, N., Szabo, Z. P. and Laszlo, J. – Consensus and differences in the judgement of historical events
- Rojas-Bustos, K. – Dispositions towards languages/s in early years practice in England
- Henderson, S. – ‘Clogs, boots and shoes built into the sky’: Initial findings from a sociomaterial analysis of education at Auschwitz-Birkenau State Museum