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Democracy & Citizenship Education EU CONVINCE CHALLENGES AND GOOD PRACTICES RELATED TO PROMOTING CITIZENSHIP AND VALUES OF FREEDOM, TOLERANCE AND NON-DISCRIMINATION THROUGH EDUCATION EU CONVINCE PROJECT RESEARCH REPORT Co-funded by the Erasmus+ Programme In associated partnership with of the European Union CHALLENGES AND GOOD PRACTICES RELATED TO PROMOTING CITIZENSHIP AND VALUES OF FREEDOM, TOLERANCE AND NON-DISCRIMINATION THROUGH EDUCATION EU CONVINCE PROJECT RESEARCH REPORT DOMINIQUE DANAU (SAGO RESEARCH) FLORENCE PAULY (P& F CONSULTING) Published by the European Trade Union Committee for Education - Brussels , May 2019 Reproduction of all or part of this publication is permitted without authorisation. However, accreditation to ETUCE must be made and copies must be sent to the ETUCE secretariat. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Agreement N° 2017-3538 Project N° 592113-EPP-1-2017-1-BE-EPPKA3-IPI-SOC-IN Contents ABBREVIATIONS 5 1. INTRODUCTION AND BACKGROUND OF THE RESEARCH 6 2. THE RESEARCH 8 2.1. OBJECTIVES OF THE RESEARCH 8 2.2. THE APPROACH 9 3. THE REPORT: READING GUIDE 10 4. FINDINGS 11 4.1. INTRODUCTION ON CITIZENSHIP AND COMMON VALUES 11 4.2. CITIZENSHIP EDUCATION AND DEMOCRATIC SCHOOL CULTURE 14 4.2.1. ABOUT CIVIC AND CITIZENSHIP EDUCATION AND DEMOCRATIC SCHOOL CULTURE 14 4.2.2. CITIZENSHIP EDUCATION IN PRACTICE: FINDINGS FROM THE CONVINCE RESEARCH 16 4.2.3. MATCHING CHALLENGES AND GOOD/INNOVATIVE EXAMPLES/PRACTICES 19 4.3. TEACHING IN DIVERSE LEARNING CONTEXTS 25 4.3.1. ABOUT DIVERSE LEARNING CONTEXTS AND INCLUSION 25 4.3.2. TEACHING IN MULTICULTURAL LEARNING CONTEXTS IN PRACTICE: FINDINGS FROM THE CONVINCE RESEARCH 28 4.3.3. MATCHING CHALLENGES AND GOOD/INNOVATIVE PRACTICES 29 4.4. TEACHING CONTROVERSIAL AND SENSITIVE ISSUES 36 4.4.1. ABOUT TEACHING CONTROVERSIAL AND SENSITIVE ISSUES 36 4.4.2. TEACHING CONTROVERSIAL AND SENSITIVE ISSUES: FINDINGS FROM THE CONVINCE RESEARCH 37 4.4.3. MATCHING CHALLENGES AND GOOD/INNOVATIVE PRACTICES 38 4.5. SCHOOL-LEADERSHIP AND THE ‘WHOLE SCHOOL APPROACH’ 42 4.5.1. ABOUT SCHOOL-LEADERSHIP AND THE WHOLE SCHOOL APPROACH’ 42 4.5.2. THE WHOLE SCHOOL APPROACH AND SCHOOL LEADERSHIP: FINDINGS FROM THE CONVINCE RESEARCH 45 4.5.3. MATCHING CHALLENGES AND GOOD/INNOVATIVE PRACTICES 47 4.6. DIGITAL CITIZENSHIP AND E-SAFETY 50 4.6.1. ABOUT DIGITAL CITIZENSHIP AND E-SAFETY 50 4.6.2. DIGITAL CITIZENSHIP AND E-SAFETY: FINDINGS FROM THE CONVINCE RESEARCH 52 4.6.3. MATCHING CHALLENGES AND GOOD/INNOVATIVE PRACTICES 53 4.7. INCLUSIVE EDUCATION AS A TOOL TO PREVENT RADICALISATION AND EXTREMISM 57 4.7.1. ABOUT RADICALISATION AND EXTREMISM 57 4.7.2. HOW (INCLUSIVE) EDUCATION CAN PREVENT, RADICALISATION AND EXTREMISM: FINDINGS FROM THE CONVINCE RESEARCH 58 4.7.3. MATCHING CHALLENGES AND GOOD/INNOVATIVE PRACTICES 60 5. CONCLUSIONS AND RECOMMENDATIONS (PROPOSED MATCHES BETWEEN CHALLENGES AND INNOVATIVE PRACTICES) 64 ENDNOTES 70 ABBREVIATIONS BIK (European Strategy for a) Better Internet for Kids (Children) CDC Competences for Democratic Culture CONVINCE Common Values Inclusive Education CPD Continuing Professional Development DG Directorate General EC European Commission EDC Education for Democratic Citizenship EFEE European Federation of Education Employers EHEA European Higher Education Area ESHA European School Heads Association ETUCE European Trade Union Committee for Education EU European Union ICCS International Civic and Citizenship Education Study ICT Information and Communication Technologies LGTBQ Lesbian, Gay, Transgender, Bi-sexual and Queer MOOC Massive Open Online Course(s) NGO Non-Governmental Organisation(s) OECD Organisation for Economic Cooperation and Development RAN Radicalisation Awareness Network UN United Nations UNESCO United Nations Educational, Scientific and Cultural Organization VET Vocational Education and Training 1. INTRODUCTION AND BACKGROUND OF THE RESEARCH THE CONTEXT OF THE EU CONVINCE PROJECT In recent years, terrorist attacks, radicalisation, extremism, populism and xenophobia have surged across the European region and are posing a threat not only to the safety of its citizens but also to the fundamental values of freedom, democracy, tolerance, equality, non-discrimination, respect for the rule of law, human rights and solidarity. Within this context, the role of education, and in particular of teachers, school leaders and educational staff appears to be crucial to promote democratic citizenship and social inclusion in diverse educational contexts and learning environments. In the light of the Universal Declaration of Human Rights1, the UN Sustainable Development Goal 42 to ensure inclusive and quality education for all and promote lifelong learning, the Council Recommendations on Common Values, Inclusive Education, and the European Dimension of Teaching, the Paris Declaration on promoting citizenship and the common values of freedom, tolerance and non-discrimination through education, and the recently proclaimed European Pillar of Social Rights34, ETUCE runs the EU EU CONVINCE project (COmmoN Values INClusive Education) from 2018 to 2020 which is co-funded by the Directorate-General Education of the European Commission. The project is a direct answer to the current challenges, but also opportunities, of multiculturalism, diversity and social inclusion. EU CONVINCE is aimed at providing teachers, school leaders, and other education personnel, as well as the education institution community as a whole with tools and methods to better deal with citizenship related issues both in the classroom and in extra-curricular activities. The project is overseen by an advisory group, coordinated by ETUCE (European Trade Union Committee for Education), EFEE (European Federation of Education Employers) and ESHA (European School Heads Association). For further information on ETUCE, EFEE and ESHA see Annex 1 – paragraph 3. The project focuses on the following themes: 1. Citizenship education and democratic-school culture. 2. Teaching in diverse learning contexts for intercultural dialogue. 3. Teaching controversial and sensitive issues. 4. Digital citizenship and E-safety. 6 EU CONVINCE 5. School-leadership and ‘the 'whole school approach'’. 6. Inclusive education as a tool to prevent radicalisation and extremism. These themes are also covered in the chapters of this research report. In the project, the following activities are developed: 1. Research: an online survey among ETUCE, EFEE and ESHA member organisations combined with a desk research. These member organisations are located within and outside the EU. 2. Three training workshops organised in cooperation with local partners in Italy, Germany and France: a. to offer ETUCE, EFEE and ESHA members the opportunity to present, disseminate and scale-up good practices, b. to discuss possible solutions to tackle challenges encountered by education stakeholders when teaching citizenship, human rights and fundamental European values to students, c. to give participants the opportunity to exchange and showcase good practices and help resolve challenges through learning about other countries’ good practices. d. to offer teacher training support and advice on successful and innovative approaches and methods on citizenship and human rights education. 3. A two-day closing conference organised in cooperation with the local partner in Poland for representatives from education trade unions, education employers, school leaders and other European stakeholders in education. 4. A MOOC (Massive Open Online Course): an online course in English/French developed and delivered to help teachers, school leaders, and other education personnel, as well as education trade unions and education employers to better deal with citizenship-related topics in a broad sense. This report is presenting the results of the research undertaken in the frame of the EU CONVINCE project in the period May 2018 – April 2019. EU CONVINCE project in the period May 2018 – April 2019. 7 2. THE RESEARCH 2.1. OBJECTIVES OF THE RESEARCH The objectives of the research are the following: 1. To identify and analyse regional/national challenges and 2. To identify and analyse good examples/practices related to citizenship education as well as the promotion and teaching of universal values of freedom, democracy, tolerance, equality, non-discrimination, respect for the rule of law, human rights and solidarity, with a particular focus on secondary education, both within curricula of education institutions (formal learning) and in extra-curricular activities (non-formal learning). 3. To match the challenges with good examples/practices identified and analysed. UNIVERSAL VALUES The European Treaty of Lisbon (2007), the European Charter of Fundamental Rights (2000) as well as the UN Millennium Declaration (2000) and the UN Universal Declaration of Human Rights5 (1948) are the backbone of the values referred to in this report as ‘universal values’. GOOD EXAMPLES/PRACTICES The ‘good examples/lopractices’ identified through this research relate to a typology, inspired by the work of various international organisations and agencies. The typology is built around the following concepts: • Emerging practice: intervention that is new, innovative and holds promise based on some level of evidence of effectiveness or change, but which is not (yet) research-based. Information about emerging practices is important to identify and highlight
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