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CIT2-CT-2003-506023 INTERACT Intercultural Active Citizenship Education

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CIT2-CT-2003-506023 INTERACT Intercultural Active Citizenship Education CIT2-CT-2003-506023 INTERACT Intercultural Active Citizenship Education Specific Targeted Research Project Thematic Priority 7: Citizenship and Governance in Knowledge Based Society Publishable final activity report Start date of project: 1 March 2004 Duration: 42 months Coordinator: Maria Manuela Duarte Guilherme Centro de Estudos Sociais, Universidade de Coimbra, Portugal Team Leaders and Senior Researchers: (Portugal) Manuela Guilherme & José Manuel Pureza (United Kingdom) Audrey Osler & Hugh Starkey (Denmark) Bente Meyer & Claus Haas (Spain) Paloma Castro Research Assistants: Natalia Barranco, Michalis Kakos, Olga Solovova, Ricardo Cabrita, Graça Costa, Katrine Dahl Madsen, Helle Rorbech 1 TABLE OF CONTENTS 1. Introduction 2. Document Analysis 2.a. – At the European level 2.b. – At the national level 2.c. – Crossnational comparative analysis 3. Empirical Study – Interviews with Policy Makers and Academic Experts 4. Teacher Education 4.a. Postgraduate and Teacher Development Programmes (national coverage) 4.b. Postgraduate and Teacher Development Programmes (cross-national analysis) 5. Empirical Study: Teachers’ Voices 5.a. Study Design 5.b. ‘Teachers as Citizens’ 5.c. ‘Teachers as Cultural Workers’ 5.d. ‘Teachers as Transformative Intellectuals’ 5.e. Quantitative analysis and participant observation (Portugal) 6. Conclusions 6.a. What did we learn from teachers? 6.b. What did we learn from policy procedures? 6.c. What are the recommendations for teacher education? 6.d. Cross-national Comparative Analysis 7. Project Evaluation 8. Final Plan for Dissemination and Use of Research 9. Annexes 2 Publishable executive summary This three-year Project, entitled INTERACT – Intercultural Active Citizenship Education, was carried out in four European countries: (a) Denmark (Danmarks Pädagogiske Universitet); (b) Portugal (Centro de Estudos Sociais, Universidade de Coimbra); (c) Spain (Universidad de Valladolid); and (d) United Kingdom (University of Leeds and University of London). This project was coordinated by the Portuguese partner, Centro de Estudos Sociais, Universidade de Coimbra Coordinator: Manuela Guilherme ( [email protected] ) Centro de Estudos Sociais Colégio de S. Jerónimo Universidade de Coimbra Apartado 3087 3001-401 Coimbra Portugal Project website: www.ces.uc.pt/interact Project logo: INTERACT: Intercultural Active Citizenship Education 3 1. INTRODUCTION The general aims of this Project were: (a) to contribute to contemporary discussions of how to deal with the social and political changes resulting from European integration, enlargement and globalisation and (b) to provide a view of their impact upon four different member countries (Denmark, Portugal, Spain and the United Kingdom). Accordingly, the overall objectives of this project were: (a) to find out about the teachers’ experiences, interests and opinions as citizens and their impact as educators with regard to their students’ intercultural active civic participation and education; (b) to compare/contrast these findings with the objectives and activities recommended by European and national official documents on citizenship and human rights education aimed to foster intercultural education; and (c) to identify the main needs for teacher education programmes in this area. On the basis of the overall objectives above, the project pursued the following more specific objectives, described below in a chronological order: (a) The first objective of the INTERACT project was to understand how European and national documents aimed to foster citizenship education address the intercultural dimension and to identify their recommendations for mainstream education in this area; (b) In addition, this project also aimed to explore the ideas behind the regulations and recommendations provided by European and national (Denmark, Portugal, Spain and United Kingdom) institutions with regard to the intercultural dimension in citizenship education; (c) Our third objective was to find out about the teachers and student teachers’ active civic participation in their social contexts (e.g., their co-operation with NGO’s) and their main sources of information (e.g. the media) as related to intercultural communication and interaction; (d) Our fourth objective, in a chronological order but, nevertheless, a main objective of this project, was to identify and examine how teachers and student teachers participating in this study understand and implement the objectives of the documents analysed previously, only those dealing with intercultural education, as far as their teaching/learning activities were concerned; (e) Finally, our fifth objective was to identify the main needs for teacher education in this field. The project INTERACT was therefore meant to focus on the intercultural element of citizenship and human rights education and it aimed to provide guidelines for teacher education in this area. In sum, it intended to follow three main steps: (1) document analysis; (2) curriculum analysis; and (3) an empirical study. The first step, document analysis, concentrated on the analysis of the intercultural dimension in European and national official documents that regulate citizenship and human rights education or a related area. A comparative/contrastive analysis between European and national documents and across national official documents in this area was then carried out. 4 The second step, curriculum analysis, consisted of examining the intercultural dimension in existing teacher development and postgraduate programmes aimed to Citizenship educators. Since citizenship education is transversal in the curriculum, all teachers are, to some extent, responsible for it. Therefore, collection, selection and examination of national teacher training/development programmes and postgraduate courses that address issues of intercultural education were undertaken. We then proceeded to the analysis of the selected programmes/courses. Finally, a comparative analysis of teacher development guidelines and postgraduate curricula, somehow related to the intercultural dimension of citizenship education in all four countries was carried out. The third step, the empirical study, consisted mainly of: (a) a qualitative study based on (1) a large sample of individual as well as focus-group interviews to teachers (in two different geographical contexts) involved with citizenship education, the latter either as an independent subject or as an integrated element in the curriculum, that is, within a discipline or at an interdisciplinary level; (2) a smaller sample of individual interviews with politicians, policy-makers, academics and Ministry of Education Officers at the national level, with influence in designing and implementing policies in this area; (3) as well as interviews with the same kind to institutional actors at the European level; and (b) a quantitative study to be carried out amongst citizenship educators (nationwide) through an online questionnaire. This project aimed to establish links between official documents, curriculum management and the teachers’ experiences, interests and expectations with regard to Citizenship and Human Rights Education, with a special focus on the intercultural dimension, in order to make general and specific recommendations as far as teacher education in this area was concerned. The purpose of this project was to contribute to the effective implementation of official guidelines on this matter and to the expansion of good practices that have been scattered in schools. This project took into consideration both the institutional and the teachers’ voices, both as citizens and as educators, and sought common ground that may be potentially fertile in terms of teacher education. This project was meant to map out, in each of the participant countries, the teacher development programmes and postgraduate courses that can offer relevant education for educators, as far as the intercultural dimension of citizenship and human rights is concerned, and to assess them in the light of the reviewed bibliography, of the official guidelines, at the European and national guidelines, and of the teachers’ voices. Section 1 – Project objectives and major achievements during the reporting period Overall Objectives The general aims of this Project were: (a) to contribute to contemporary discussions of how to deal with the social and political changes resulting from European integration, enlargement and globalisation and (b) to provide a view of their impact upon four different member countries (Denmark, Portugal, Spain and the United Kingdom). Accordingly, the overall objectives of this project were: (a) to find out about the teachers’ experiences, interests and opinions as citizens and as educators 5 with regard to their students’ intercultural active civic participation and education; (b) to compare/contrast these findings with the objectives and activities recommended by European and national official documents on citizenship and human rights education aimed to foster intercultural education; and (c) to identify the main needs for teacher education programmes in this area. On the whole: Work Package 1 dealt with Project Management, monitoring, financial monitoring and reporting and ran throughout the whole duration of the Project; it was carried out by the Coordinating institution with the support of all the partners. Work Package 2 was meant to examine official European documents in the looking for definitions of an intercultural dimension and how it is addressed in the contexts of intercultural
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