2010 Conference Proceedings (Barcelona, ES)
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Proceedings
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Europe’s Future: Citizenship in a Changing World Proceedings of the twelvth Conference of the Children’s Identity and Citizenship in Europe Academic Network
Alistair Ross & Peter Cunningham (eds.); Barcelona, ES
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Ross, A. – The Seven Ages of Life-Long Learninng for Citizenship
Krzywosz-Rynkiewicz, B. and Zalewska, A. M. – Poverty: Polish young people’s concerns about their social future
Minty, S., Hollingworth, S., Allen, K. and Holden, C. - British Young People’s Understanding of Crime and Violence in the Local Context: Reality or Myth?
Besnard, M. – Challenges of Biodiversity
Mattu, K. – Linguistic and Social Cohesion
Craviotto, O. – “Working with Religious Diversity in Urban Contexts” Source of conflict or an opportunity for social cohesion and active citizenship?
Nordzell, A. – Creating School Leadership: Categorization and identity work in interaction
Rönnström, N. – Cosmopolitan Leadership
Koutselini, M. and Agathangelou, S. – The Gap between Teacher’s Understanding of their Teaching and Students’ Experiences in Secondary Schools of Cyprus
Sousa, F. and Pratas, M. H. – The dilemma of teachers’ competences: A Portuguese survey
Wagner, B. – Competences of teachers and experiences of students in German secondary school
Gonçalves, S. and Verkest, H. – Lifelong learning and active citizenship
Kratsborn, W. and Akkaya, D. – ‘Learning step by step’: The youth of today, ‘the multiple society’, the project ‘To-Gather’, and the film ‘It’s hard to become who you are’
Tone, S. and Akkaya, B. – Learn how learners are learning to learn
Kovalciková, I. and Ropovik, I. – How cognition could help us to want “To-Be-Together”: How can we teach concepts?
Bhargava, M. and Smith, R. – Language, culture and identity: Using rights as a theme for cross-curricular collaboration between Citizenship and Modern Languages teachers
Jerome, L. – From children’s rights to teachers’ responsibilities – identifying an agenda for teacher education
McCallum, A. – From Article 12 to Student Voice and beyond – making children’s rights real in the English classroom
Bogdan, D., Secui, M. and Danciu, M. – The relation between the ethnic attitudes of Romanian children and their parents towards the Roma minority group
Maldonado, A. et al. – Judgements of Teacher Training students from three European countries on the efforts of social institutions for the integration of immigrants
Ross, A. – Border crossings: Young people’s identities in a time of change 1 – the Baltic States and Turkey
Winstead, L. – Immigrant perceptions of their adjustment to France: A phenomenology
Spinthourakis, J., Atkan, E. and Korhonen, R. – Primary and early childhood teacher education and multicultural efficacy
Chehlov, M. et al. – Intercultural education in Latvia
Kincal, R. Y., Sahin, C. and Yilmaz Kartal, O. – A comparative evaluation of German, Italian and Turkish university students’ perceptions on democracy
Chistolini, S. – A glimpse of secondary school: Competences and performance from a sample of teachers and students in Italy
Fülöp, M. et al. – What is citizenship? A comparison of representatives from Turkey and old and new EU countries
Harsányi, S. G. and Sang-Ah Park, M. – Cross-Cultural investigation of political thinking and need to closure
Tanaka, N. – The relationship between citizenship and educational practices in Japan: In the educational practice of “law related education”
Bademci, O. – Inclusion or exclusion: Service provision for street children
Olson, M. – Swedish education policy on active citizenship: Fulfillment of self
Pratas, M. H. – Intercultural education in Portugal: Policies and practices
Straume, I. S. – Inclusion, power and participation: Critical perspectives
Gril, A. – Doe school support the adolescent participation in society
Kõiv, K. – Expected political participation: Differences between adolescents with and without behavioural problems
Navarro, A. et al. – Adolescent’s views on immigration in Spain
Petigrew, A. et al. – Learning the lessons of the Holocaust? A critical consideration of the antiracist and citizenship potential of Holocaust education in English secondary schools
Solé, M. G. – Students’ conceptions of history and history teaching in lifelong learning
Bombardelli, O. – Education for responsible citizenship and sustainable development
Gendron, B. and Haenjohn, H. – The informal to formal learning development of emotional capital for sustainable citizenship development
Graeffe, L. – Seeking the goals – defining the work
Körössy, J., Csabai, M. and Kékesi, M. – Pursuing happiness: ideas of Hungarian students about life goals and determinants of happiness
Lindahl, I. – Sharing values and doing democracy: Children, educators, companies, and local municipality in collaboration for sustainable development – a narrative study
Bauer, T. and Kreuz, A. – Diversity in ERASMUS-student mobility: Obstacles to a new ERASMUS mobility era and future perspectives
Dýrfjörd, K. – Parents’ participation in a child’s beginning at playschools in Iceland: A democratic perspective
Michail, D. and Anastasiou, D. – Gender discrimination and learning disabilities as the main reasons of dropping-out of basic education: A retrospective study in the context of Second-Chance School in Greece
Szabó, E. – Semantic Selection Test: A new methodological approach towards the expression of children’s views on social issues
Nogueira, F. and Moreira, A. – The integration of ICT as a teaching and learning strategy for Civic Education
Rone, S. and Liduma, A. – Multilateral intelligence identity choice possibilities of education in Latvia
Torpsten, A.-C. – Langue skills, lingual identity and active citizenship
Vasek, P. and Lasek, J. – Respecting School Standards and Rules as the Foundations for Developing Responsible Citizen Attitudes
Welwert, G. and Svensson, I.-M. – Intercultural teaching
Acun, I., Demir, M., Akar, C. and Leman Goz, N. – The relationship between critical thinking skills and citizenship behaviours
Aksit, N. – Citizenship education in the social studies curriculum in Turkey
Chauvigné, C. and Étienne, R. – Globalised society and active citizenship education in upper secondary education in France today
Clough, N. and Tarr, J. – Developing frameworks for evaluating education and training approaches that encourage professional recognition of children’s participatory rights
Diamantopoulou, A. and Antonopoulou, P. – Assessment of textbooks for the Greek language as a second and/or foreign language used in Greek minority primary schools
Hartsmar, N. and Jönsson, K. – Who? Why? What? How?: Didactic questions and becoming an active citizen
Vamvakidou, I. et al. – Researching active citizenship and lifelong learning in CiCe conference publications (1998-2008)
Virta, A. – Assessment of and for active citizenship and lifelong learning
Kovalciková, I. and Kresila, J. – Mediated learning experience in early childhood as a base for lifelong learning
Lahti, L. K. – Using images of multicultural communities
Misiejuk, D. – Traditional culture in a new interpretation: processes of cultural awareness in a multicultural community
Muldoon, R. – Tertiary student leadership training: A case study
Jurgena, I. and Mikainis, Z. – Adult Education in Latvia within the system of Lifelong Learning: Issues and solutions in the context of citizenship education
Zalaskiené, I. and Gurskiené, O. – Lifelong learning and Civic Participation: The student’s perspective
Sadio Ramos, F. – Human Rights and Citizenship Education: A project
Fortlouis Wood, L. – Accountability and Ethics Education: Using friendships as models for broader social processes
Andersson, E. – Irony in the political: Young people’s use of irony in a political text conversation in a net community
Avenel, C. – Gender and higher education: Analysis of verbal interactions between male or female students and trainers of both genders in adult training
Calvaruso, F. P. – Rural school in Sicily as a laboratory of social inclusion for an active citizenship
Holz, V. – Meeting the challenges of global change: the significance of cultural questions to Education for Sustainable Development
Haenjohn, J. – The Effects of Acceptance and Commitment Therapy (ACT) on Emotional Capital Development
Karayianni, E. – The place of national and European identity in England’s history education: Enacting the politics of identity in history classrooms
Nunes, B. – Young people without family references in the migration contexts and creative expressions: Challenges and opportunities
Sang-Ah Park, M. – Family Perceptions across Cultures
Selymes, O. – Patterns of subjective well-being: From self-victimizing to social contribution
Szabó, E. – Investigating the Representations of Social Differences in the Function of Family Socalization
Vosahlikova, T. – Implementation of education for sustainable development at Pre-School Level