Legal Education Through Minority Languages Chapter Six

Total Page：16

File Type：pdf, Size：1020Kb

PART II LEGAL EDUCATION THROUGH MINORITY LANGUAGES CHAPTER SIX BASQUE-MEDIUM LEGAL EDUCATION IN THE BASQUE COUNTRY Xabier Arzoz A. Introduction In an area of 20,742 km2 and with a population of approximately three million, the Basque-speaking territories of Spain and France possess a high density of law schools. Legal education is off ered in the Basque- speaking territories through the medium of three languages: Spanish, French and Basque. However, most of the law schools follow single- medium education. French is the medium of instruction at the multi- disciplinary Faculty of Bayonne (France) which teaches law and forms part of the Université de Pau et des Pays de l’Adour, and Spanish is the medium of instruction at the law schools of the two Universities of Navarre (the Public University of Navarre and the private, Opus Dei- owned University of Navarre) and at the Spanish Distance Univer- sity (UNED), which has premises in Portugalete and Bergara. Legal education is only bilingual (Spanish-Basque) at the law schools of the public University of the Basque Country and of the private, Jesuit- owned University of Deusto. Th ere is a third private University, Mondragon University, that is highly committed to Basque-medium education but it does not include a law school. It is not casual that both the University of the Basque Country and the University of Deusto have the only bilingual law schools. Th ey are located in the Basque autonomous community, which, on the one hand, with 2.1 million inhabitants, is the most populated Basque terri- tory and, on the other hand, constitutes a region (or ‘autonomous community’ in the terms of Spanish constitutional law) that has used the devolution of power from 1978 onwards to advance the legal status and the social use of the Basque language. In contrast, in Navarre leg- islation explicitly only recognises Spanish and Basque as the languages of instruction with regard to teacher training; although it does not exclude the use of Basque as a language of instruction in other areas, there is a lack of clear commitment on the part of regional autonomous .

Copy Link

Recommended publications

ECOTEC Report Template
18-19th October 2016 Miramar Palace, San Sebastián - Spain Input Paper by Jaana Puukka Contents INTRODUCTION ..................................................................................... 1 1.0 THE EUROREGION GOVERNANCE AND STRATEGIC DEVELOPMENT ....................................................................... 3 2.0 THE BASQUE COUNTRY TERTIARY EDUCATION SYSTEM ................................................................................... 6 3.0 THE BASQUE COUNTRY INNOVATION ECOSYSTEM .......... 8 4.0 THE AQUITAINE HIGHER EDUCATION SYSTEM ................ 10 5.0 THE AQUITAINE INNOVATION ECOSYSTEM ...................... 13 INTRODUCTION The European Commission provides support to universities and businesses in strengthening the knowledge triangle (education-research-innovation) through many actions and initiatives. One of the long term initiative is the University-Business Forums (UBForum). Since 2008, 20 UBForums have been organised: 6 high-level UBForums in Brussels and 13 thematic events in the Member States, with the most recent one in Helsinki in June 2016. UBForums facilitate the dissemination of good practice, encourage networking and mutual exchange of experience and provide an environment for the development of partnerships between higher education and business. The UBForum activities aim to: Encourage the transfer and sharing of knowledge; Create long-term partnerships and opportunities; Drive innovation, entrepreneurship and creativity. UBForums have generated many new ideas, some of which have been translated
[Show full text]
Assessing Mondragon: Stability & Managed Change in the Face Of
THE WILLIAM DAVIDSON INSTITUTE AT THE UNIVERSITY OF MICHIGAN Assessing Mondragon: Stability & Managed Change in the Face of Globalization By: Saioa Arando, Fred Freundlich, Monica Gago, Derek C. Jones and Takao Kato William Davidson Institute Working Paper Number 100 3 November 2010 Assessing Mondragon: Stability and Managed Change in the Face of Globalization Saioa Arando, Fred Freundlich, Monica Gago, Derek C. Jones and Takao Kato November, 2010 Abstract By drawing on new interview evidence gathered during several field trips and new financial and economic data from both external and internal sources, we document and assess the changing economic importance and performance of the Mondragon group of cooperatives as well as the two largest sectors within the group. Compared to conventional firms in the Basque Country and Spain, and producer co-ops (PCs) and employee owned firms elsewhere, in general we find evidence of growing group importance and strong performance and a similarly strong record for the industrial and retail divisions. These stylized facts do not support hypotheses concerning PCs such as predictions that PCs will restrict employment and become progressively comparatively undercapitalized. In accounting for this record, we highlight key and, at times, not uncontroversial institutional developments in the group during the last 20 years or so that indicate the existence of a continuing capacity for institutional adaptation in Mondragon-- an ongoing ability to innovate and make institutional adjustments to deal with emerging challenges. In addition, we provide more detailed information than before on some key distinguishing institutional mechanisms of the Mondragon group, including the extent of worker-member transfers during economic crises, the patterns of profit pooling and the type and volume of training.
[Show full text]
Chapter 7 Perceptions Towards Multilingual Practices in Teacher Education
Nagore Ipiña and Begoña Pedrosa Chapter 7 Perceptions towards Multilingual Practices in Teacher Education Abstract: Higher Education (HE) in Europe has been attributed an important role in fostering multilingualism and therefore, universities in Europe have developed policies (Extra & Yagmur, 2012; Fortanet-Gómez, 2013; Pavón, Lancaster & Bretones, 2019) and reflected on practices that could promote multilingualism in the last few years� In that line, approaches such as CLIL or EMI have also become common practices in some contexts� However, most of the experiences carried out in HE have proved not to be sufficient (Fortanet-Gómez, 2013) to reach the aims and thus, further research is needed (Dafouz & Smit, 2014)� Focusing on Teacher Education, the intent of this chapter is to examine critically the practices carried out in Teacher Education at the Faculty of Humanities and Education of Mondragon University� The study was carried out by means of focus groups with student teachers and semi-structured interviews with teacher educator to analyse the existing perceptions towards multilingual practices at the Faculty of Humanities and Education from an ecological perspective (van Lier, 1998, 2004)� Results show that the practices conducted are perceived as meaningful by the participants as a way to foster multilingualism� Moreover, results of this study call for a new step towards Pluriliteracies Teacher for Learning Approach to develop a more holistic and ecological perspective� However, conducting similar research studies in other contexts
[Show full text]
Humanity at Work. MONDRAGON, a Social Innovation
Humanity at work MONDRAGON, a social innovation ecosystem case study First published in the United Kingdom in 2017 by The Young Foundation 18 Victoria Park Square London E 2 9 PF Acknowledgements Authors We wish to thank people both at MONDRAGON Dr Charlotte Heales, Dr Mary Hodgson co-operatives and living around its & Hannah Rich headquarters in the Basque Country who collaborated in the research by giving interviews and helping us understand the data. Illustrations We are very grateful that people gave their time to reflect on the research and its meaning. Poster design and illustration Jamie Beard. We have anonymised personal identifiers and Words, Dr Hannah Green. disguised some details in order that people felt able to speak freely. Any similarities are incidental and any mistakes ours. The authors Report design by also wish to thank colleagues at The Young Foundation who helped develop viewpoints and Effusion support the publishing of this case study. The Young Foundation Inequalities are widespread and complex and affect many areas of people’s lives. The Young Foundation is a research and action institute with a track record of confronting these inequalities. We work across the UK and internationally to create insight and innovations which put people at the heart of social change. We don’t exist only to accumulate capital… we want to leave future generations something better than what we found. 1 | | 2 Contents Foreword 5 Executive summary 6 Key implications of our research with MONDRAGON 9 1. Introduction 10 About this case study 12 About MONDRAGON, our case study context 13 Inter-co-operation and intra-co-operation 14 Case study: how inter and intra-co-operation is operationalised at MONDRAGON 15 The national context: the Basque Country 16 2.
[Show full text]
Tuning Educational Structures in Europe
Cub 5 Tuning (20 mm) 3/7/08 10:58 Página 1 / Julia González & Robert Wagenaar (eds.) / Julia González & Robert Wagenaar Final Report Pilot Project - Phase 1 Carried out by over 100 Universities, coordinated by the University of Deusto (Spain) and the University of Groningen (The Netherlands) and supported by the European Commission uning Educational Structures in Europe uning Educational Structures T University of University of Education and Culture Deusto Groningen • • • • • • Socrates 0 Tuning Educational (Frutiger) 3/7/08 10:57 Página 3 Tuning Educational Structures in Europe 0 Tuning Educational (Frutiger) 3/7/08 10:57 Página 4 0 Tuning Educational (Frutiger) 3/7/08 10:57 Página 5 Tuning Educational Structures in Europe Final Report Phase One Edited by Julia González Robert Wagenaar 2003 University of University of Deusto Groningen The Tuning Project was supported by the European Commission in the Framework of the Socrates Programme. This publication reflects the views only of the authors, and the European Commission cannot be held responsi- ble for any use which may be made of the information contained therein. No part of this publication, including the cover design, may be reproduced, stored or transmitted in any form or by and means, whether electrical, chemical, mechanical, optical, recording or photocopying, without prior permission of the publisher. Publication printed on ecological paper © Universidad de Deusto Apartado 1 - 48080 Bilbao ISBN: 978-84-9830-641-5 Design by: IPAR, S. Coop. - Bilbao 0 Tuning Educational (Frutiger)
[Show full text]
International Partners
BOSTON COLLEGE OFFICE OF INTERNATIONAL PROGRAMS International Partners Boston College maintains bilateral agreements for student exchanges with over fifty of the most prestigious universities worldwide. Each year the Office of International Programs welcomes more than 125 international exchange students from our partner institutions in approximately 30 countries. We are proud to have formal exchange agreements with the following universities: AFRICA Morocco Al Akhawayn University South Africa Rhodes University University of Cape Town ASIA Hong Kong Hong Kong University of Science and Techonology Japan Sophia University Waseda University Korea Sogang University Philippines Manila University AUSTRALIA Australia Monash University Murdoch University University of New South Wales University of Notre Dame University of Melbourne CENTRAL & SOUTH AMERICA Argentina Universidad Torcuato di Tella Universidad Catolica de Argentina Brazil Pontificia Universidad Católica - Rio Chile Pontificia Universidad Católica - Chile Universidad Alberto Hurtado Ecuador Universidad San Francisco de Quito HOVEY HOUSE, 140 COMMONWEALTH AVENUE, CHESTNUT HILL, MASSACHUSETTS 02467-3926 TEL: 617-552-3827 FAX: 617-552-0647 1 Mexico Iberoamericana EUROPE Bulgaria University of Veliko-Turnovo Denmark Copenhagen Business School University of Copenhagen G.B-England Lancaster University Royal Holloway University of Liverpool G.B-Scotland University of Glasgow France Institut Catholique de Paris Mission Interuniversitaire de Coordination des Echanges Franco-Americains – Paris
[Show full text]
University of Deusto
UNIVERSITY OF DEUSTO EMA Director Prof. Dr. Felipe Gómez Isa Websites: Fields of competence: Public International Law and International Human Rights Law www.deusto.es Other academics involved in EMA 2017/2018 www.idh.deusto.es Prof. Dr. Joana Abrisketa Uriarte Prof. Dr. Gorka Urrutia Department: Prof. Dr. Eduardo Ruiz Vieytez Prof. Dr. Trinidad L. Vicente Torrado Faculty of Social and Prof. Dr. Cristina Churruca Prof. Dr. Cristina de la Cruz Human Sciences Prof. Dr. Dolores Morondo The University and the city Contact persons: The University of Deusto was inaugurated in 1886. The concerns and cultural Prof. Felipe Gómez Isa interest of the Basque Country in having its own university, as well as the interest of EMA Director the Jesuits in establishing higher studies in some part of the Spanish State coincided Instituto de Derechos in its conception. Bilbao, a seaport and commercial city which was experiencing Humanos Pedro Arrupe considerable industrial growth during that era, was chosen as the ideal location. Universidad de Deusto Bilbao is the centre of a metropolitan area with more than one million inhabitants, Avda. de las a city traditionally open to Europe. It is, in addition, an important harbour, a Universidades 24, 48007 commercial and financial centre of the Basque Country and the north of Spain. In Bilbao September 1997, the city underwent a significant transformation under a symbol, Spain an emblematic building, the Bilbao Guggenheim Museum. The central headquarters Tel. +34 94 4139102 of the University of Deusto is situated on the opposite side of the estuary, facing the Email: Guggenheim Museum . [email protected] The University is located on two campuses, in the two coastal capitals of the Basque Country: Bilbao and San Sebastian.
[Show full text]
Case Study 6: Mondragon International Clusters
Mondragon Multi-localisation Strategy: Innovating a Human Centred Globalisation 383 CASE STUDY 6: MONDRAGON INTERNATIONAL CLUSTERS Introduction The Mondragon co-operatives history is that of a group based on geographically proximity of the co-operatives themselves, and on inter-cooperation among them. Mondragon and the Deba Valley; while compared to Emilia Romana (Becattini, 1990), it has been identified as an Industrial District. The diversity of sectors, markets and technologies among Mondragon co-operatives can be attributed to the strategies followed by Grupo Caja Laboral back in the 1970s and 80s. In 1991 the Mondragon Group’s industrial divisions were re-structured according to sectors, in order to enhance the possibilities thereof. The Mondragon Group’s new structure, organised around economic sectors, was coherent with the clustering strategy implemented in the Basque Country and based on the recommendations made by Professor Michael Porter from Harvard University. Today the Mondragon industrial co-operatives are not only divided into 12 industrial divisions (see Figure 3.9), but are also active members of the regional industrial clusters, such as ACICAE (automotive) or GAIA (telecommunication). It can be said that both strategies have been of great success. The having of a global dimension is a requirement for most of the Mondragon co- operatives. Increasingly they are opening production plants abroad in countries and regions that have a similar series of challenges and opportunities1. As a result nearly all the Mondragon projects abroad are dealing with virtually the same series of problems: 1 For further detail see chapter 5 Jose Mari Luzarraga PhD Mondragon University - 2008 Mondragon Multi-localisation Strategy: Innovating a Human Centred Globalisation 384 branding and acquiring a new local customer base, lobbying local governments, workforce training, workforce turnover and employee loyalty, certification of suppliers and quality control, logistics management, and issues of isolation, dissatisfaction and motivation of expatriate employees.
[Show full text]
Evaluating Workplace Democracy in Mondragon Anders Asa Christiansen University of Vermont, [email protected]
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarWorks @ UVM University of Vermont ScholarWorks @ UVM UVM Honors College Senior Theses Undergraduate Theses 2014 Evaluating Workplace Democracy in Mondragon Anders Asa Christiansen University of Vermont, [email protected] Follow this and additional works at: http://scholarworks.uvm.edu/hcoltheses Recommended Citation Christiansen, Anders Asa, "Evaluating Workplace Democracy in Mondragon" (2014). UVM Honors College Senior Theses. Paper 31. This Honors College Thesis is brought to you for free and open access by the Undergraduate Theses at ScholarWorks @ UVM. It has been accepted for inclusion in UVM Honors College Senior Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. Evaluating Workplace Democracy in Mondragon Anders Christiansen Department of Political Science Honor’s Thesis University of Vermont May 2014 Committee Members: Jan Feldman, Ph.D. Cornell University Shirley Gedeon, Ph.D. University of Massachusetts Amherst Peter Von Doepp, Ph.D. University of Florida Abstract Following the global financial crisis in 2008, the Mondragon Cooperative Corporation was used as an example of an alternative to capitalist development. At the same time, much of the recent literature on Mondragon has questioned whether Mondragon’s democracy has degenerated, without drawing definitive conclusions. I review how democracy has been defined in the past and conclude that while Mondragon’s conception of democracy is applicable in small homogenous cooperatives, it needs to be reformulated in order to apply to large, diverse groups. In its current state, Mondragon cannot be considered a democracy.
[Show full text]
SPAIN? and Most Inclusive Ranking Showcasing the Diversity in 5 WHAT ARE the PERFORMANCE Higher Education Around the PROFILES of SPAIN’S World
U-MULTIRANK 2019 Spanish Universities in Global Comparison WWW.UMULTIRANK.ORG U-MULTIRANK 2019 U-Multirank is a unique, multi- dimensional and international CONTENTS ranking of higher education institutions. It compares university performance across 3 AT A GLANCE: teaching and learning, research, HOW DO SPANISH UNIVERSITIES knowledge transfer, interna- FARE IN U-MULTIRANK? tional orienta tion and regional 4 WHICH ARE THE TOP PERFORMING engagement. It is the largest UNIVERSITIES IN SPAIN? and most inclusive ranking showcasing the diversity in 5 WHAT ARE THE PERFORMANCE higher education around the PROFILES OF SPAIN’S world. It is not a league table TOP SCORING UNIVERSITIES? and does not use composite 6 WHAT DO SPANISH indicators, nor reputation UNIVERSITIES DO BEST? weights. Therefore, there is no one best university in U- 7 HOW DO SPANISH UNIVERSITIES Multirank. The performance of PERFORM GLOBALLY? a university is presented with individual scores – graded from 8 APPENDIX: HOW CAN DETAILED RESULTS BE PRESENTED? ‘A’ (very good) to ‘E’ (weak) across the different areas. 9 WHAT IS U-MULTIRANK? U-Multirank’s 2019 edition presents data on 77 Spanish higher education institutions. For the full list of all universi- ties from Spain included in U-Multirank, please visit our website. 2 U-Multirank AT A GLANCE: HOW DO SPANISH UNIVERSITIES FARE IN U-MULTIRANK? • U-Multirank covers almost all Spanish universities. • Spanish universities show a strong regional focus which becomes visible in view of the indicators of Regional Joint Publications, Internships in the Region, and Graduate Employment in the Region. • At the same time, Spanish universities perform strongly in Student Mobility.
[Show full text]
Global Partners —
EXCHANGE PROGRAM Global DESTINATION GROUPS Group A: USA/ASIA/CANADA Group B: EUROPE/UK/LATIN AMERICA partners Group U: UTRECHT NETWORK CONTACT US — Office of Global Student Mobility STUDENTS MUST CHOOSE THREE PREFERENCES FROM ONE GROUP ONLY. Student Central (Builing 17) W: uow.info/study-overseas GROUP B AND GROUP U HAVE THE SAME APPLICATION DEADLINE. E: [email protected] P: +61 2 4221 5400 INSTITUTION GROUP INSTITUTION GROUP INSTITUTION GROUP AUSTRIA CZECH REPUBLIC HONG KONG University of Graz Masaryk University City University of Hong Kong Hong Kong Baptist University DENMARK BELGIUM The Education University of Aarhus University Hong Kong University of Antwerp University of Copenhagen The Hong Kong Polytechnic KU Leuven University of Southern University BRAZIL Denmark UOW College Hong Kong Federal University of Santa ESTONIA HUNGARY Catarina University of Tartu Eötvös Loránd University (ELTE) Pontifical Catholic University of Campinas FINLAND ICELAND Pontifical Catholic University of Rio de Janeiro University of Eastern Finland University of Iceland University of São Paulo FRANCE INDIA CANADA Audencia Business School Birla Institute of Management Technology (BIMTECH) Concordia University ESSCA School of Management IFIM Business School HEC Montreal Institut Polytechnique LaSalle Manipal Academy of Higher McMaster University Beauvais Education University of Alberta Lille Catholic University (IÉSEG School of Management) O.P. Jindal Global University University of British Columbia National Institute of Applied University of Calgary
[Show full text]
Anexo Va) – CUADRO RESUMEN DE LAS PRÁCTICAS OFERTADAS POR LA ENTIDAD SOLICITANTE POST REF
Anexo Va) – CUADRO RESUMEN DE LAS PRÁCTICAS OFERTADAS POR LA ENTIDAD SOLICITANTE POST REF. EMPRESA DESTINO WORKING PLAN TITULACIÓN CONTINUIDAD/ EXTENSIÓN En Bogotá: organización de proyectos de Responsabilidad Medioambiental Corporativa en el área metropolitana y el departamento de Cundinamarca, en colaboración con el Programa Para los 3 Escuelas Taller e Colombia Herramientas de Paz Titulaciones Preferentes Requeridas: http://www.programaescuelastallercolombia.com/ del Ministerio de - Administración y Dirección de Empresas. Cultura - Relaciones Internacionales En Popayán: organizar el Centro de Documentación Nacional de la - Comunicación; Comunicación Audiovisual. Bogotá, Popayán Alimentación y la Gastronomía Colombiana en colaboración con el - Turismo. 1, 2, 3 7METRóPOLIS s.a.s. (3 plazas) (Colombia); Puebla Ministerio de Cultura de Colombia y la Corporación Gastronómica de 6 meses - Ingeniería. (México) Popayán http://gastronomicopopayan.org/ - Liderazgo Emprendedor e Innovación. En Puebla: impulso del plan estratégico de la ciudad El Alto Food Para Popayán (además): Design District en colaboración con el Grupo Affinitas - Gastronomía y Artes Culinarias. http://grupoaffinitas.com/ Para Bogotá (además): Días semanales laborables y horario de trabajo diario: lunes a - Arquitectura. viernes de 8:00 a 17:00 Fecha deseada de incorporación (entre octubre y diciembre de 2016): lo antes posible Instituto de Filología Románica, Facultad de Letras y Lenguas Modernas. • Recepción de los estudiantes de intercambio, dando Formación superior vinculada a la docencia apoyo de todo tipo: inscripciones y papeleo, orientación inicial, de ELE, hablante nativo/a de español y otra eventos y actividades de integración, etc. • Trabajo de oficina lengua peninsular, buen conocimiento de relacionado con la inscripción de estudiantes, gestión y actualización otras lenguas románicas (francés, italiano, de información en el sistema, organización de conferencias, etc.
[Show full text]