2003 Conference Proceedings (Braga,PT)

A Europe of Many Cultures
Proceedings of the fifth Conference of the Children’s Identity and Citizenship in Europe Thematic Network

Alistair Ross (ed.); Braga, PT

You can access the papers by clicking on the title of your choice

  1. Ross, A. – Introduction: Cultures, identity and education in Europe
  2. Korhonen, R. – Cultural education in the national curricula of pre-school education and the two first grades inn primary school in Finland
  3. Chehlova, Z. – Multicultural education in Latvia as a means of developing a child’s openness to cultural differences
  4. Tatkovic, N., Muradbegovic, A., and Morosini, S. – Multicultural education: present situation and prospects of the Italian minority in the Croatian region of Istria
  5. Liduma, A. – Music as a means of integration into a multicultural society
  6. Figueiral, L. and Gómez-Chacón, I. M. – Education in mathematics in a Europe of different cultures
  7. Vujović, A. – French culture in textbooks for French as a foreign language
  8. Alexandre, J. and Monteiro, M. B. – Roma children: the impact of cognitive-emotional variables and of single and multiple identities in acculturation attitudes toward Portuguese society
  9. Pacino, M. A. – A personal reflection on immigrant inquiry
  10. Adalbjarnardottir, S. and Rúnarsdóttir, E. M. – Educational aims in a changing society: equal opportunities in citizenship, culture, and identity
  11. Papoulia-Tzelepi, P., Spinthourakis, J., Kartergaris, A., Stefanidis, D., and Synesiou, C. – Representations and attitudes of Greek children toward immigrant children
  12. Villanueva, M. and Gonzalo, C. – Migrations and cultural change in the school: a perspective from the geography classroom
  13. Spinthourakis, J. A. and Katsillis, J. M. – Multiculturalism and teacher preparedness to deal with the new reality: the view from Greece
  14. Kjaerulff, H., Nielsen, K. S. and Froda, J. – The course for editors in social integration for migrants and refugees
  15. Nielsen, K. S. and Froda, J. – The double profit of an ethnic meeting between Danish and foreign cultures in an extraordinary Danish kindergarten
  16. Christense, L. and Masmussen, T. – Is it possible to talk about citizenship among young Serbs and Albanians in Kosovo
  17. Alonqueo, P. and del Barrio, C. – The incidence and meaning of peer bullying in a multi-ethnic school
  18. Maurício, I. and Monteiro, M. B. – Cape-Verdean adolescents living in Portugal: levels of national and ethnical identity and social integration
  19. Dinvaut, A. – The potentialities of children in a multi-cultural and multi-lingual context
  20. Blob, M. and Persson, H. T. R. – The multilingual school – how to establish spaces for negotiation
  21. Jurenga, I. – Students’ awareness of cultural identity and receptivity to other cultures: multilingual education in Latvian schools
  22. Simões, A. R. and Araújo e Sa, H. – Promoting linguistic and cultural awareness in Portugal: new challenges for educators
  23. Kroflič, R. – The ethical basis of education for tolerance and multi-cultural values in pre-school and primary education
  24. Rúnarsdóttir, E. M. and Adalbjarnardottir, S. – Towards equality and positive identity: the value of classroom discussion as a teaching method
  25. Tortenson-Ed, T. Lived not taught: life and values from a children’s perspective
  26. Nikolaou, G. – Learning to live together and to build a better world at school; Exploring the representations of pupils in a new didactic approach
  27. Mikser, R. – Equal opportunities: competing paradigms in Estonian education
  28. Welwert, G. and Svensson, I. M. – Using art in Swedish schools to understand the Convention of Children’s Rights
  29. Rone, S. and Ozola, L. – Teacher’s professionalism as a quality in the formation of the future personality
  30. Hartsmar, N. – ‘She told me to develop my reflections…’
  31. Ross, A. – Teachers as symbols of societal power: what cultural icon are we?
  32. Cajani, L. – Between Cosmopolitanism, Europeanism and Nationalism: the shifting focus in the teaching of history in Europe
  33. Johansson, R. and Berggren, L. – What part does the story of the past play in the struggle for the future? The construction of the Swedish nation in the 20th century in school history books
  34. Henriques, M. E. R. M. – The ‘Good Memory’ Club
  35. Cowan, P. – The contribution of Scottish holocaust teaching materials to citizenship education
  36. Näsman, E., and von Gerber, C. – Money morals as equal opportunity – a cross professional issue
  37. Gocsál, Á. and Huszár, Á. – Values in advertisements for children
  38. Fülöp, M. and Berkics, M. – Socialisation for coping with competition, winning and losing in two societies: Hungary and the UK
  39. Kusčer, M. P. – Compulsory education, equal opportunities and inequality due to a child’s background
  40. Bezenšek, J. – Some social aspects of children’s rights after divorce or separation in Slovenia
  41. Krull, E. – The development of peer relations in students
  42. Stevick, D. and Koopman, K. – Can citizens captain the ship of state? Saving the Titanic, or going down with the ship
  43. Kovalčiková, I. and Kresila, J. – Drama as active-social learning in the School Club: impact on changes in social preferences in the class
  44. Éttiene, R. – Can ‘money’ help teach citizenship to our children?
  45. Monsen, L. – Can schools educate for democracy? Towards a participative pupil role in Norwegian schools
  46. Fredriksson, G. – The democratic leader – an invitation to create contacts between student teachers
  47. Bergström, M. and Holm, I. – Democracy and participation: looking at the daily experience of young people in Swedish schools
  48. Elmeroth, E. – Dialogue for democracy
  49. Ferrerira, P. D., Ribeiro, L. M. and Menenez, I. – The political development of adolescents: the impact of family background, opportunities for participation in and out of school, and the implication for citizenship education project
  50. Krzywosz-Rynkiewicz, B. – Self-responsibility as a social competence determining active participation in the life of a social group – presentation of the results and a workshop
  51. Lastrucci, E. – Current educational opportunities for a European citizenship
  52. Holden, C. – Education for global citizenship: the knowledge, understanding and motivation of trainee teachers
  53. Stevick, E. D. – Civic education as transformation? Studying teachers within international networks
  54. Mašek, J. – Civic education on the Web: what sources are mediated by the ‘virtual space’ for teaching practice?
  55. Petrucijová, J. and Meciar, M. – Cultural zitizenship in the context of the EU: the attitudes and views of the teachers of civic education in the region of North Moravia and Silesia in the Czech Republic
  56. Rutter, J. – The first big test: citizenship education in England and how it responded to the Second Gulf War
  57. Trigo-Santos, F., Pintassilgo, J. and Carvalho, C. – Walking the path towards citizenship education: three experiences in Portuguese schools
  58. Nikolakaki, M. – Citizenship education as identity formation in Greek primary schools
  59. Ivrideli, M., Papadakis, N. and Fragkoulis, I. – European integration, multiculturalism, and the intended curriculum of primary education in Greece: myths and realities
  60. Berg, W. – Identity Policy
  61. Fumat, Y. – Welcoming a two year old to the nursery: the viewpoint of the nursery worker/teacher
  62. Hardarðórrit, G. A. – Early childhood education in Reggio Emilia and philosophy for children
  63. Bjerås, L. and Emilson, A. – The encounter between the adult and the child in pedagogical practice
  64. Hoyos, O., del Barrio, C., and Corral, A. – The meaning of national identity amongst Spanish and Columbian children and adolescents
  65. Folkesson, A.-M. – Children’s identity in a school culture of computers and multiple voices
  66. Misiejuk, D. – Approaching Europe: needs and barriers of children and adolescents
  67. Mulachy, C. – Values, identity and intercultural learning: adult educators reflect on the meaning of inclusive citizenship
  68. Niemczyñski, A. – Romantic and pragmatic – is it European identity