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This book uses international collaboration between nine European
countries to explore how teacher education systems across Europe
perceive and act upon devolving democracy and democratic
citizenship. Understanding these countries' cultural approaches to
individual and national priorities in education is essential in
perceiving similarities and differences in the meaning of
'democracy'. The book offers debate on the prospects for teacher
education and the development of democratic citizenship in Europe
based on historical, political, economic and cultural contexts and
the Council of Europe's (CoE) competences for democratic
citizenship. With critical analysis and evaluation around the
common theme of teacher education and its role in developing
democratic citizenship, the book provides awareness and
understanding of how teacher education responds to the Council of
Europe's (CoE) conceptual model of competences for democratic
culture. 20 competences categorized as Values, Attitudes, Skills,
and Knowledge and Critical Understanding are defined so they can be
taught to enable learners to practice them in their daily lives as
democratic citizens. This book will be of key interest to
academics, researchers and post-graduate students in the fields of
teacher education, educational policy and politics, and citizenship
education.
This book uses international collaboration between nine European
countries to explore how teacher education systems across Europe
perceive and act upon devolving democracy and democratic
citizenship. Understanding these countries' cultural approaches to
individual and national priorities in education is essential in
perceiving similarities and differences in the meaning of
'democracy'. The book offers debate on the prospects for teacher
education and the development of democratic citizenship in Europe
based on historical, political, economic and cultural contexts and
the Council of Europe's (CoE) competences for democratic
citizenship. With critical analysis and evaluation around the
common theme of teacher education and its role in developing
democratic citizenship, the book provides awareness and
understanding of how teacher education responds to the Council of
Europe's (CoE) conceptual model of competences for democratic
culture. 20 competences categorized as Values, Attitudes, Skills,
and Knowledge and Critical Understanding are defined so they can be
taught to enable learners to practice them in their daily lives as
democratic citizens. This book will be of key interest to
academics, researchers and post-graduate students in the fields of
teacher education, educational policy and politics, and citizenship
education.
With the growth of terrorism, instability in the EU following
recession, and the acceleration of support for right-wing political
parties in Europe, discussions on the nature of democracy and
democratic citizenship have never been more important. Exploring
the relationship between democratic values, classroom practices and
neo-liberalist ideology in England and in Finland, Educating for
Democracy argues that it is the role of governments and the
education systems they support to create teachers and students who
can voice critically appraised judgements to guide their
citizenship. With chapters co-written by English and Finnish
authors, this book analyses the history and current state of
education systems in England and Finland, with reference to other
European countries, in order to establish whether they are
effective in creating democratically-minded citizens. Recent years
have seen decreasing control of educator professionalism as
governments have become more concerned about economic growth, and
in some cases, survival. The contributors to this volume question
whether educators are becoming less effectual as a result,
exploring the idea that democracy is a dying concept, and asking
whether educators are now simply creating cogs for the
neo-liberalistic/capitalist machine. This book will be essential
reading for academics and researchers in the fields of teacher
education, education studies and comparative education. It will
also be of great interest to those concerned with issues
surrounding citizenship, democracy and the role of the government
in education.
With the growth of terrorism, instability in the EU following
recession, and the acceleration of support for right-wing political
parties in Europe, discussions on the nature of democracy and
democratic citizenship have never been more important. Exploring
the relationship between democratic values, classroom practices and
neo-liberalist ideology in England and in Finland, Educating for
Democracy argues that it is the role of governments and the
education systems they support to create teachers and students who
can voice critically appraised judgements to guide their
citizenship. With chapters co-written by English and Finnish
authors, this book analyses the history and current state of
education systems in England and Finland, with reference to other
European countries, in order to establish whether they are
effective in creating democratically-minded citizens. Recent years
have seen decreasing control of educator professionalism as
governments have become more concerned about economic growth, and
in some cases, survival. The contributors to this volume question
whether educators are becoming less effectual as a result,
exploring the idea that democracy is a dying concept, and asking
whether educators are now simply creating cogs for the
neo-liberalistic/capitalist machine. This book will be essential
reading for academics and researchers in the fields of teacher
education, education studies and comparative education. It will
also be of great interest to those concerned with issues
surrounding citizenship, democracy and the role of the government
in education.
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