1. Prof. Dr Léonce Bekemans Jean Monnet Chair ad personam and Academic Coordinator, Jean Monnet Centre of Excellence “Intercultural dialogue and Multi-level governance”, University of Padua, Italy Jean Monnet Chair ad personam and Academic Coordinator, Jean Monnet Centre of Excellence “Intercultural dialogue and Multi-level governance”, University of Padua, Italy Visiting professor Universities of Rome, Barcelona and Opole Visiting professor Universities of Rome, Barcelona and Opole President Ryckevelde, Bruges, Belgium (a non-profit organisation promoting European citizenship) President Ryckevelde, Bruges, Belgium (a non-profit organisation promoting European citizenship)

2. Second Alexandria Education Convention 16-18 December Education for Intercultural Citizenship in the Euro-Mediterranean Handbook Intercultural Education Citizenship I. Introduction: purpose, principles and key concepts II. Pedagogical Approaches: teacher-oriented III. Learning Components 1.Embracing Diversity 2.Education through and for Change 3.Pro-active Citizenship Building IV. Examples of Practice

3. General Preface Various economic, political, social and cultural challenges in the age of globalisation have a drastic but diversified impact on societies, states, regions, peoples, communities and persons across the globe, also in the EuroMed Region. New, innovative and peoples-oriented approaches are needed to respond to the challenges of fragmented and disturbed societies also with a new culture for education and citizenship in respect of an integral human development, regardless specific learning environments (formal, informal, non formal). The substance and urgency of a revisited role and increased responsibility of education in multi-cultural and complex societies Teacher driven/rooted learning as to competences and challenges: the need for listening to practices, pedagogies, case stories

4. Pro-active Citizenship Building Objectives to develop critical understanding of the underpinning principles of citizenship education in local and global contexts to develop critical understanding of the underpinning principles of citizenship education in local and global contexts to explore contemporary citizenship education and challenges in diverse contexts, local and global; to present a theoretical and conceptual framework pertaining to citizenship education to explore contemporary citizenship education and challenges in diverse contexts, local and global; to present a theoretical and conceptual framework pertaining to citizenship education to apply principles of pro-active citizenship education to practice and pedagogy in a range of educational settings; to apply principles of pro-active citizenship education to practice and pedagogy in a range of educational settings; to enable the users of the handbook to develop leadership styles that are formed by intercultural, pro- active citizenship-based approaches to enable the users of the handbook to develop leadership styles that are formed by intercultural, pro- active citizenship-based approaches

5. Pro-active Citizenship Building Haifa Sabag & Léonce Bekemans Conceptual framework for understanding the complexities of citizenship education in general and the education for a pro- active citizenship in particular. Conceptual framework for understanding the complexities of citizenship education in general and the education for a pro- active citizenship in particular. Thematic overview of key issues facing education for pro-active citizenship Thematic overview of key issues facing education for pro-active citizenship –the current (changing) state of the concept of citizenship –the challenges and competences of citizenship education –the possibility of educating/learning to citizenship in multicultural societies in light of differences in class, culture, nationality, ethnicity, gender, and religion, political and economic ideologies; also in light of globalisation and a world that is more interdependent, culturally diverse and mobile.

6. (Draft) Outline 1. Citizenship: content and context 2. Citizenship Education 3. Education for pro-active citizenship 4. Political and civic participation for promoting pro-active citizenship: forms and conditions References (Relevant readings): –Books & Essays –Policy Documents –Declarations and Recommendations

7. Classical concept of Citizenship It refers to a legal and political status which allows the citizen to acquire some (civil, economic, political, social and cultural) rights as an individual and some duties (taxes, military service, loyalty...) in relation to a political community, as well as the ability of intervening in the collective life of a state.

8. Two main approaches of citizenship Liberal approach: focuses on the freedom and rights of the individual. Hence, citizenship is a legal status of the individual’s rights and entitlements that are designed to ensure his/her freedom Liberal approach: focuses on the freedom and rights of the individual. Hence, citizenship is a legal status of the individual’s rights and entitlements that are designed to ensure his/her freedom Civic republicanism: focuses on the notion of civic virtue. Hence, citizenship is not only a status, but also a citizen practice, being a member of a community and taking an active role within it Civic republicanism: focuses on the notion of civic virtue. Hence, citizenship is not only a status, but also a citizen practice, being a member of a community and taking an active role within it

9. Wider concept: Responsible citizenship broader understanding of Citizenship: a dynamic and fluid concept broader understanding of Citizenship: a dynamic and fluid concept Within the context of Education for Democratic citizenship the term citizen is broadly described as ‘ a person who co-exists in a society ’ Within the context of Education for Democratic citizenship the term citizen is broadly described as ‘ a person who co-exists in a society ’ “Good citizen”: personally responsible, participatory and justice oriented > it concerns an awareness and knowledge of rights and duties. “Good citizen”: personally responsible, participatory and justice oriented > it concerns an awareness and knowledge of rights and duties. Closely related to civic values such as democracy and human rights, equality, participation, partnership, social cohesion, social justice as well as the knowledge and exercise of rights and responsibilities, beyond the legal status and judicial relationship between the citizen and the State Closely related to civic values such as democracy and human rights, equality, participation, partnership, social cohesion, social justice as well as the knowledge and exercise of rights and responsibilities, beyond the legal status and judicial relationship between the citizen and the State

10. 2. Citizenship Education Objectives: Objectives: –to form (young) people to become responsible citizens, providing them with information, knowledge, competences, skills and an open behaviour, in line with fundamental values such as peace, tolerance of diversity, etc. – to act within the specific socio-cultural context responding to the challenges of globality and complexity, cultural disintegration and the dispersion and fragmentation of knowledge > an integration of a diversity of learning sources and levels as to formal and non formal education as well as informal learning >> pro-active citizenship building is a lifelong process. Challenges: the increasingly diverse national, regional ethnic and cultural dimension of societies in nation-states throughout the world has forced education policy makers and practitioners to re-examine the curriculum and the role of citizenship education Challenges: the increasingly diverse national, regional ethnic and cultural dimension of societies in nation-states throughout the world has forced education policy makers and practitioners to re-examine the curriculum and the role of citizenship education

11. 3. Education for pro-active citizenship Approaches: "thin" (focus on the mechanics of government and national focus approach) vs “thick” knowledge (transmission of attitudes, values, skills and approaches to political participation Approaches: "thin" (focus on the mechanics of government and national focus approach) vs “thick” knowledge (transmission of attitudes, values, skills and approaches to political participation Challenge: how formal and non-formal learning can instill awareness, understanding and sensitivity to democratic civic values, leadership skills, initiative and critical thinking and provide tools for active civic and political participation Challenge: how formal and non-formal learning can instill awareness, understanding and sensitivity to democratic civic values, leadership skills, initiative and critical thinking and provide tools for active civic and political participation Key objectives Key objectives 1) Political and (multi)cultural literacy, including human rights education 2) Critical thinking and the development of certain attitudes and values 3) Active participation (See Education for Democratic Citizenship programme, Council of Europe) Answer: the search for effective and successful practices of encouraging active citizenship and improving the “ broad ” school environment

12. 4. Political and civic participation for promoting pro-active citizenship: forms and conditions Political participation –Formal political participation –Extra-parliamentary forms of political participation Civic participation –Social involvement –Civic engagement Conditions for political and civic participation in pro-active citizen building –1) Knowledge and education –2) Information –3) Curiosity and scepticism –4) Sense of belonging and social responsibility –5) Social engagement and global solidarity

13. Working Group 3 Concept and Definition Working Definition : “Intercultural citizenship education refers to various (formal, informal and non-formal) learning processes which lead to knowledge of other cultures and develops behaviour patterns and life skills of availability, openness, respect and dialogue for a constructive and convivial living together in and among societies.” Additional relevant elements : self-development, knowledge of (own and mutual) history, respect, sharing empathy, interdependence, the need of building mutual trust horizontally and vertically through education, enabling learning, contributing to develop competences, increasing intercultural sensitivity, awareness and appreciation of diversity with its own culture (diversity-conscious),values-based ICE.

14. Components of citizenship Sense of belonging to a community (> identity building) Sense of belonging to a community (> identity building) Respect of fundamental rights and human dignity Respect of fundamental rights and human dignity Recognition of (civic) responsibilities Recognition of (civic) responsibilities Political and civil participation Political and civil participation Respect of (cultural) diversity Respect of (cultural) diversity Global dimension (N-S Centre) Global dimension (N-S Centre)

15. Education for democratic citizenship “means education, training,awareness raising, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and developing their attitudes and behaviour, to empower them to exercise and defend their democratic rights and responsibilities in society, to value diversity and to play an active part in democratic life, with a view to the promotion and protection of democracy and the rule of law”.

16. Working Group 3 Challenges and Opportunities Challenges to education citizenship: the increasingly diverse national, regional ethnic and cultural dimension of societies in nation-states force education policy makers and practitioners to re-examine the curriculum and the role of citizenship education Challenges to education citizenship: the increasingly diverse national, regional ethnic and cultural dimension of societies in nation-states force education policy makers and practitioners to re-examine the curriculum and the role of citizenship education Challenge to pro-active citizenship building: how formal and non-formal learning can instill awareness, understanding and sensitivity to democratic civic values, leadership skills, initiative and critical thinking and provide tools for active civic and political participation Challenge to pro-active citizenship building: how formal and non-formal learning can instill awareness, understanding and sensitivity to democratic civic values, leadership skills, initiative and critical thinking and provide tools for active civic and political participation

17. Working Group 3 Teaching challenges and learning methodologies Teaching challenges: Teaching challenges: –Context: role of the state in education policies –Role of teachers –EuroMed specificity Methodological Approaches: Methodological Approaches: –Cooperative-based learning –Problem-based learning –Dialogue-based learning

18. Practising Global Education translated into EuroMed education Historicity of knowledge Historicity of knowledge Dealing with controversy Dealing with controversy Confronting the issues of of national or cultural identity Confronting the issues of of national or cultural identity Introducing the element of change Introducing the element of change Inspiring oprimism and enjoyment Inspiring oprimism and enjoyment Building on personal experiences or simulations Building on personal experiences or simulations Stimulating active involvement Stimulating active involvement Networking among peoples Networking among peoples Using multiple resources Using multiple resources Using the media Using the media

19. Practising Global Education translated in EuroMed education Defining and understanding the learning group Defining and understanding the learning group Choosing the appropriate learning environment Choosing the appropriate learning environment Developing critical thinking Developing critical thinking Stimulating curiosity Stimulating curiosity Stimulating creativity Stimulating creativity Micro-macro approach Micro-macro approach Interdisciplinary approach Interdisciplinary approach

20. Working Group 3 Case Studies & Exercises