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Active citizenship

Active citizenship. ΜΑΡΙΑ ΑΝΔΡΙΤΣΟΠΟΥΛΟΥ ΣΥΝΤΟΝΙΣΤΡΙΑ ΕΚΠΑΙΔΕΥΤΙΚΟΥ ΕΡΓΟΥ ΠΕ06 4 Ο ΠΕ.Κ.Ε.Σ. ΑΤΤΙΚΗΣ. Marshall , Η. Τ. (2000). Ιδιότητα του Πολίτη και Κοινωνική Τάξη. Στο: Τ. Η. Marshall , και T. Bottomore , Ιδιότητα του Πολίτη και Κοινωνική Τάξη.

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Active citizenship

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  1. Active citizenship ΜΑΡΙΑ ΑΝΔΡΙΤΣΟΠΟΥΛΟΥ ΣΥΝΤΟΝΙΣΤΡΙΑ ΕΚΠΑΙΔΕΥΤΙΚΟΥ ΕΡΓΟΥ ΠΕ06 4Ο ΠΕ.Κ.Ε.Σ. ΑΤΤΙΚΗΣ

  2. Marshall, Η. Τ. (2000). Ιδιότητα του Πολίτη και Κοινωνική Τάξη.Στο: Τ. Η. Marshall, και T. Bottomore, Ιδιότητα του Πολίτη και Κοινωνική Τάξη Ατομικά, Πολιτικά και Κοινωνικά Δικαιώματα Προτείνω τη διάκριση της ιδιότητας του πολίτη σε τρία μέρη: [...] ατομικό, πολιτικόκαι κοινωνικό. Το «ατομικό» στοιχείο συνθέτουν τα δικαιώματα που είναι απαραίτητα για την ελευθερία του ατόμου − προσωπική ελευθερία, ελευθερία της έκφρασης, της σκέψης και της πίστης, το δικαίωμα της ιδιοκτησίας και της ελεύθερης σύναψης συμβάσεων και της απονομής δικαιοσύνης [...] Με το «πολιτικό» στοιχείο εννοώ το δικαίωμα της συμμετοχής στην άσκηση πολιτικής εξουσίας [...] για το άτομο ως μέλος σώματος που του έχει δοθεί πολιτική εξουσία ή ως εκλογέα των μελών ενός τέτοιου σώματος. Οι αντίστοιχοι θεσμοί είναι το κοινοβούλιο και τα όργανα της τοπικής αυτοδιοίκησης. Με το «κοινωνικό» στοιχείο εννοώ όλο το φάσμα από το δικαίωμα σε ένα μέσο επίπεδο οικονομικής ευημερίας [...] μέχρι το δικαίωμα [...] να ζήσει κανείς τη ζωή πολιτισμένου όντος [...] Οι πλησιέστεροι θεσμοί είναι το εκπαιδευτικό σύστημα και οι κοινωνικές υπηρεσίες. (εισαγωγή-μετάφραση: Όλγα Στασινοπούλου). Αθήνα: Gutenberg. (έτος έκδοσης πρωτοτύπου 1950)

  3. Active Citizenship - Definition Citizenship is the state of being a member of a particular country and having legal rights and obligations because of it. Citizenship is a "broad bond" linking "a person with the state" and gives people a universal identity as a legal member of a specific nation. On the other hand the state exists for the benefit of citizens and has an obligation to respect and protect the rights of citizens, including civil rights and political rights.

  4. Active Citizenship-Definition Active Citizenship is the philosophy that citizens should work • towards the improvement of their community, • through economic participation, public, volunteer work, and other such efforts to improve life for all citizens. The importance of enhancing social, civic and intercultural competences, critical thinking and media literacy as well as fostering the education of disadvantaged children and young people were at the heart of the Paris Declaration of the European education ministers in March 2015.

  5. Active Citizenship - Purposes The purposes are: • to enable students to understand, discuss and judge the political and social present, • to connect what is happening in the world of their daily experience with the wider picture of the present social world, • to consolidate democratic principles behavior/human rights values, • to adopt attitudes and acquire mentalities that are compatible with the multicultural character of today's society • to develop skills related to active citizenship.

  6. Active Citizenship - Purposes Students should • have a sufficient level of social and political education, • become familiar with the organization and functioning of the democratic system • respect the principles of law, human dignity, freedom,equality, social justice and social solidarity Conclusion:The main goal is to help school students to gain the skills and knowledge needed for the formation of a common citizenship identity and to develop the values that ought to be common to all citizens of a modern pluralist democracy.

  7. Reinforcing active citizenship, inclusion and diversity through education The core values of our democratic and multicultural societies are: Equality, Peace, Justice, Non-discrimination, Non-violence, Tolerance Respect for human dignity

  8. EDUCATION OBJECTIVES FOR DEMOCRATIC CITIZENS The main objective of Education for Democratic Citizens is to encourage and support learners to become active, informed and responsible citizens. Such citizens are: • aware of their rights and responsibilities as citizens; • informed about the social and political world; • concerned about welfare of others; • articulated in their opinions and arguments; • capable of having an influence on the world; • active in their communities; • responsible in how they act as citizens.

  9. EDUCATION AND ACTIVE CITIZENSHIP Education nowadays should be an education against poverty, social exclusion, racism, discrimination. Citizenship is related to rights (civil, political & social) and participation. So active Citizenship concerns all of us and it is positively correlated with education. In the European context, Active Citizenship has been promoted within the education as a tool to support the continuation of democracy, human rights and greater social inclusion. So,it`s about education for peace, intercultural approach, concepts of democratization, participation.

  10. The dimensions of active citizenship: These three elements of EDC (Education for Democratic Citizens) learning apply to four dimensions of active citizenship: • political, • legal, • social, • economic Eachdimension requires distinctive knowledge and understanding; skills and aptitudes; Andattitudes and values.

  11. What must students learn in EDC Helping students to develop as active citizens involves practical and conceptual knowledge; a range of skills and aptitudes; and attitudes and values. So, the three elements of EDC learning, essentially inter-related, are: • Knowledge and understanding; • Skills and aptitudes; • Attitudes and values.

  12. Knowledge and understanding Understanding the institutional framework Politics – how does our democratic system work? Law – which bodies and institutions are involved passing laws and making decisions? Economy – how is public finance organised and what is the role of business? (to acquireentrepreneurial skills) Society – how is society made up?

  13. Knowledge and understanding Learning how to participate and engage in action • Citizenship – what are my legal rights and responsibilities? • Participation – how can I make a difference? (Having to balance between individual freedom and collective interest – role of participatory competences) • Human rights – what are our basic human rights and how are they applied in society?

  14. Knowledge and understanding • Understanding and forming an opinion on key issues Current affairs – what is in the news and who selects it? Interest groups – who is involved and how do they wield power? Values and ideologies – what beliefs and values come into play? Conflict resolution – how can disputes be resolved peacefully? Globalisation – how is globalization affecting my life and those of others abroad? Sustainable development – how can this be achieved?

  15. Skills and aptitudes required in EDC teaching include • Expression – how to express and justify a personal opinion; • Analytical and Critical thinking skills– how to make judgments; • Argumentation– how to form arguments; • Problem-solving skills– how to identify and define EDC problems and arrive at common conclusions; • Decision-making – how to negotiate collective decisions; • Intercultural skills – how to see issues from other people’s points of view; • Research – how to investigate and present EDC issues; •Political action – how to engage in forms of lobbying and campaigning; • Evaluation – how to reflect on personal and collective learning.

  16. Skills and aptitudes required in EDC teaching include • Empathy • Flexibility and adaptability • Linguistic, communicative and plurilingual skills • Cooperation skills • Skills of listening and observing

  17. Attitudes and dispositions It is perfectly legitimate for values and attitudes of this kind to be encouraged in schools: Openness to other`s beliefs, world`s views and practices; Respect for cultural and social differences; Readiness to share; Trust and honesty; Commitment to truth; Respect for self and others; Responsibility; Civil-mindendness; Tolerance of ambiguity and open, undecided situations; Democratic leadership – including others in decision-making; Teamwork and co-operation.

  18. Values for democratic citizenship Valuing Human dignity Human Rights; Cultural diversity; Democracy; Equality; Freedom; Fairness; Justice; Peace; Interdependence; Pluralism; Non-discrimination Sustainable development.

  19. Teachers in EDC should be: • active – emphasize learning by doing (because being a citizen is a practical activity). • task-based – structured around actual EDC teaching tasks • relevant – focus on real-life situations • collaborative – employ group-work and co-operative learning • interactive – use discussion and debate • critical – encourage students to think for themselves • participative – allow learners to contribute to the training process.

  20. TEACHERS SHOULD FOCUS ON: • Active citizenship is best learned by doing, not through preaching – individuals need to be given opportunities to explore issues of democratic citizenship and human rights for themselves, not to be told how they must think or behave •The medium is the message – students can learn as much about democratic citizenship by the example they are set by teachers and ways in which life in school is organised as they can through formal methods of instruction.

  21. THE ROLE OF EDUCATION The role of education is: • To promote equality • To impart fundamental values and intercultural understanding • To provide education for democratic citizenship and human rights All nations around the world can have a shared language of equality, non-discrimination, inclusion, respect, dignity and participation that is crucial for the goal of achieving a more peaceful and global society

  22. For further Information: • https://www.coe.int/en/web/education/competences-for-democratic-culture https://rm.coe.int/prems-008318-gbr-2508-reference-framework-of-competences-vol-1-8573-co/16807bc66c REFERENCE FRAMEWORKOF COMPETENCESFOR DEMOCRATIC CULTURE, Volume 1) https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802f7279A Tool on teacher training for education for democratic citizenship and human rights education) • https://www.schooleducationgateway.eu/en/pub/latest/practices/language-learning--a-skill-fo.htm • https://www.living-democracy.rs/en/textbooks/volume-2/teachers-background-information-2/ • https://www.britishcouncil.gr/en/life-skills/about/what-are-life-skills • https://www.youngcitizens.org/why-teach-citizenship

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