Multiperspectivity in the EU Project Eccops ‘Education for Citizenship Competence to Participation and Sustainability’
Bibliographic Data
| ID | 22046303 |
|---|---|
| Authors | Olga Bombardelli (0000-0003-0617-5488, University of Trento, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 12 |
| Pages | 1378 |
| Publication date | 2024-12-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14121378 |
| OpenAlex | W4405453244 |
| Language | EN |
| Citations received | 1 |
| References cited | 32 |
I describe in this paper selected aspects of the Erasmusplus Project Education for Citizenship Competence to Participation and Sustainability, performed by three European countries, in order to empower students for civic engagement through citizenship education. The partners from Italy, Spain and Romania worked from 2021 to 2023 to develop strategies and materials to enhance the qualification of teachers in civic and citizenship education to support participation of young people across Europe. The project provides new solutions to the problems identified, in order to improve civic education, to avoid the risks of indoctrination and to offer effective teaching materials, available in open access. The main products are the Toolkit with flexible teaching/educational proposals for the students and the Guidelines for the teachers, the Matrix of competences for the teachers, and the Competence Cards for the students with indicators to (self)assess the improvements. The working materials were used in the ECCOPS Learning/Teaching/Training Activities for teachers and for students, monitored through videos observed by critical friends. I discuss in this paper especially the work carried out to foster multiperspectivity, starting from the Competence Card ‘Multiperspectivity’, with the aim of preventing radicalism and fanaticism, considering different points of view on controversial topics and developing knowledge, skills and values to enable students to have a greater understanding of what makes up an effective civic participation. The most relevant project results are expected to have an impact at both institutional and practical levels in civic and citizenship education
Citizenship · Citizenship education · Environmental education · Pedagogy · Political science · Sociology · Sustainability · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Psychology · Social Psychology
The Wiley Handbook of Social Studies Research
Controversy in the Classroom
What Should We Teach as Controversial? A Defense of the Epistemic Criterion
Reconceptualizing the teaching of controversial issues
Deliberative Democracy or Agonistic Pluralism?
Social and emotional skills in curriculum reform
Practicing democracy in the playground
Teaching about, and dealing with, sensitive issues in schools
Are we Europeans? Secondary education students’ beliefs and sense of belonging to the European Union
Affective practices, difficult histories and peace education
Discussing controversial issues in the classroom
High school teachers' attitudes and reported behaviors towards controversial issues
Thinking Controversially
Teachers stepping up their game in the face of extreme statements
Managing an unpopular opinion in a controversial political issue discussion
Contained risk-taking
Exploring the emotional dynamics of a political discussion
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |