Inés María Gómez-Chacón (ed.) European Identity Individual, Group and Society HumanitarianNet Thematic Network on Humanitarian Development Studies European Identity. Individual, Group and Society European Identity. Individual, Group and Society Inés M.ª Gómez-Chacón (ed.) EDIW & HUMANITARIANNET 2003 University of Deusto Bilbao 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 publishers. Publication printed in ecological paper Illustration of front page: Stéphanie Bentz & Inés M.ª Gómez Chacón © University of Deusto Apartado 1 - 48080 Bilbao I.S.B.N.: 978-84-9830-508-1 Contents Introduction . 11 Inés M.ª Gómez-Chacón. International Programmes´ Manager. Educa- tion for an Interdependent World (EDIW), Belgium Opening Address. 27 Camino Cañón Loyes. President. Education for an Interdependent World (EDIW), Belgium Block 1 EUROPE FROM AN EDUCATIONAL PERSPECTIVE 1. What do we Mean When we Say Europe? . 37 Mercedes Samaniego Boneu. Jean Monnet Chair of History of Euro- pean Integration. University of Salamanca, Spain 2. Europe: Meaning and Motive . 49 Antonio López Pina. Jean Monnet Chair of European Legal Culture. Universidad Complutense de Madrid, Spain 3. Europe, from the Institutional Referent to the Personal Referent: Being European, Feeling European, Living European . 69 Anna Maria Donnarumma. Progetto Domani International Associa- tion: Culture and Solidarity (PRO.DO.C.S.), Italy 4. The European Dimension of Education . 83 María Angeles Marín. Research Group on Intercultural Education. University of Barcelona, Spain © University of Deusto - ISBN 978-84-9830-508-1 8 EUROPEAN IDENTITY. INDIVIDUAL, GROUP AND SOCIETY 5. What Underlies European Policies? Institutional Objectives in the Construction of a European Identity . 99 Julia González. Rector’s Delegate for International Relations. Deusto University, Spain 6. European Programmes from Spain . 111 Encarnación Herrero. Subdirección General de Programas Europeos (Sub–DG for European Programmes). Ministry of Education, Culture and Sport, Spain 7. Is the European Model Being Rejected? Repercussions in the Field of Education . 121 Lurdes Figueiral. Asociação Luso-Espanhola de Pedagogía, Portugal 8. Borderline Europeans: Nationalisms and Fundamentalisms . 127 Xabier Etxeberría Mauleón. Instituto de Derechos Humanos (Human Rights Institute). University of Deusto, Spain 9. Difference as a Destabilizing Factor. 143 Margarita Usano Martínez. President of the Co-ordinating Office for Development NGOs, Spain 10. Dilemmas and Tasks in the Formation of Education-based Professionals in the Context of European Citizenship and European Identity . 157 Alistair Ross. CICE (“Children’s Identity and Citizenship in Europe”) Thematic Network. Institute for Policy Studies in Education. London Metropolitan University, United Kingdom Block 2 EUROPEAN IDENTITY. NEW CHALLENGES FOR SCHOOLS 11. What Makes us European? Identity Construction in the School Framework . 173 Inés M.ª Gómez-Chacón. International Programmes´ Manager. Edu- cation for an Interdependent World. Belgium 12. The Meaning of European Identity: Past, Present or Future Project . 191 Andrés Tornos. Instituto Universitario de Estudios sobre Migraciones (University Institute for Migration Studies). Universidad Pontificia de Comillas, Spain 13. The Development of Cultural Identity/ies of Portuguese Students in English Schools: Some Implications for Teacher Training . 205 Guida de Abreu. Psychology Department. University of Luton, United Kingdom © University of Deusto - ISBN 978-84-9830-508-1 CONTENTS 9 14. The Construction of European Identity in the School as a Learning Community . 223 Yves Beernaert. Head of the European Projects Consultancy Unit of the KHLeuven, Katholieke Hogeschool Leuven, Belgium 15. Identity/Identities in a Plural World. 249 Liisa Salo-Lee. Department of Communication. University of Jyväskylä, Finland 16. Images of Europe: The Perspective of the Islamic People. From Occi- dentalism to Occidentology . 255 M.ª Jesús Merinero. Department of History. University of Extremadu- ra, Spain 17. Identity, Citizenship and Education in an Emerging “Crossover So- ciety”: A Japanese Case Based on an International Comparative Sur- vey on Youth Culture . 271 Hidenori Fujita. Graduate School of Education. University of Tokyo, Japan 18. Does Europe Admit Other Identities? Models of iIntegration in Europe . 275 Concha del Palacio Duñabeita. Social Sciences Education Department. “Enrique de Ossó” Faculty. University of Oviedo. Spain 19. European Pacifism and the Construction of Transversal and Globalized Identities. 287 Ladislas Bizimana. Centre for Conflict Resolution, Department of Peace Studies. Bradford University, United Kingdom 20. The Ethical Dimension in European Identity. 293 Mercedes Torrevejano. Faculty of Philosophy and Education. University of Valencia. Spain 21. Multicultural and Non-Racist Science Education. New Approaches and Strategies for the Learning of Science in a Multicultural Setting. 313 Berta Marco. Castroverde Foundation, Spain 22. The Construction of European Identity from the Business Framework 327 Juan Vallés. Foro de Profesionales de la Empresa, Spain © University of Deusto - ISBN 978-84-9830-508-1 © University of Deusto - ISBN 978-84-9830-508-1 Introduction Inés M.ª Gómez-Chacón International Programmes´ Manager Education for an Interdependent World (EDIW), Belgium This book originated from a series of lectures delivered during the Seminar European Identity: Individual, Group and Society held at the University of Salamanca on October 18-19, 2002, under the auspices of the European Parliament and the Spanish Subdirección General de Programas Europeos del Ministerio de Educación, Cultura y Deporte. The Seminar hosted over a hundred participants coming from various European countries: Austria, Belgium, Spain, Finland, France, Ireland, Italy, Portugal, Russia, Rumania and the United Kingdom. The partners in this project were four institutions from four different member states, with cultural differences and diverse educational traditions, with proven capacity to offer arguments and experiences capable of facilitating and enriching the educational guidelines leading to the making of a European Identity: EDIW International Association, Belgium (coordinator); Jean Monnet Chair of History of European Integration at the University of Salamanca, Spain; Progetto Domani International Association: Culture and Solidarity (PRO.DO.C.S.), Italy; Portuguese-Spanish Pedagogy Association, Portugal. When the Seminar was conceived our major goal was to open the doors to the multiple gateways leading to what we initially called European Identity: conceptual approaches, specific realisations, favourable policies, social, cultural and business challenges and methodology transmission geared towards the transformation of ideas and dreams into positive and specific realities worthy of being considered examples of good practice. This book does not provide a closed answer to the subject of European Identity. What is proposed in the following chapters is a reconsideration of European Identity from the advantageous standpoint of our most recent searches and experiences. While we are going to be presented with different © University of Deusto - ISBN 978-84-9830-508-1 12 EUROPEAN IDENTITY. INDIVIDUAL, GROUP AND SOCIETY perspectives, complementary in some cases and divergent in others, the text as a whole ultimately aims to assert the originality of European culture: “the European spirit lies not only in plurality and change but in the dialogue between pluralities which brings about change”1. By means of this book (this dialogue) on European Identity we would like to “foster deep reflection on the reciprocal relationships between educational processes and European construction” and to analyse the goals that were defined in Laeken in this respect: to bring citizens, and particularly the young, closer to the European design and to promote real knowledge about European institutions. In short, we would like to “strengthen the value of Europe, from the institutional referent to the personal referent, to establish the condition of being European, feeling European, considering oneself European, understanding oneself as European and living European”. Debates on the issue of European Identity have become inevitable. Proof of this are the various colloquies that the European Council has organized in Strasbourg to tackle and examine the notion of European Identity2. Historians, philosophers, sociologists, theologians and politicians were summoned to these meetings with the idea of promo- ting such identity in the various member states. The wish of everyone who contributed to the development of this Seminar was to take one step forward: to analyse the everyday meaning of European Identity for all European citizens, particularly in the educational fields, and to point at elements that can help promote and anchor this concept. Our basic aim is to make aspects of European Identity and its educational perspectives fully operative. In order to achieve this, the presentation of the subject focused around a central theme: “individual- group-society”, and the content was distributed into two blocks: “Europe from an Educational perspective” and “European Identity: New Challenges for Schools”. The subtitle of the book: Individual, Group and Society provides evidence of the numerous