Session Information
07 SES 03 B, Intercultural Education Integrated
Paper Session
Contribution
National curricula are being challenged and transformed by the impact of migration and European integration. This paper examines how cultural diversity and Europe are intertwined in geography, history and citizenship education curricula in Greece, Germany and England. This question is explored using quantitative and qualitative methods through a case study of curriculum content and discourses of five years compulsory schooling in all three countries. One might expect Germany and Greece, which have historically embraced a more monocul-tural vision, as having largely similar approaches. Yet, the cross-national analysis illustrates that the relationships between European and multicultural values are put together in rather different ways depending on the school subject. Whilst history is ethnocentric in all three countries, Greek geography and citizenship curricula veer between ethnocentrism and Euro-peanism. In contrast, in England, notions of multicultural Britishness are reinforced in geog-raphy and citizenship education. German curricula privilege national and European topics, but attempts have been made to address diversity, particularly in geography. Curriculum analyses have hitherto largely focused on either national and European dimensions or multicultural and global dimensions. This study provides new insights into how these dimensions intersect and their combined effect on migration and citizenship education in European societies.
Method
Expected Outcomes
References
Alexiadou N. (2007) The Europeanisation of education policy: researching changing govern-ance and ‘new’ modes of coordination. Research in Comparative and International Education, 2 (2), 102-16. Banks J.A. 2004. Multicultural education: historical development, dimensions, and practice, in Handbook of Research on Multicultural Education, edited by J.A. Banks and C.A.M. Banks. New York: Macmillan, 3-29. Coulby, D. (2000) Beyond the National Curriculum: Curricular Centralism and Cultural Di-versity in Europe and the USA (London: Routledge). Council of Ministers of Education (1988) Resolution of the Council and the Ministers of Edu-cation: meeting within the Council on the European dimension in education of 24 May 1988. Official Journal of the European Communities, C 177. Dale, R. (2009) Studying Globalisation and Europeanisation in Education: Lisbon, the Open Method of Coordination and beyond. In R. Dale and S. Robertson (eds) Globalisation and Europeanisation in Education. (Oxford: Symposium Books), 121-40. Department for Children, Schools and Families (2007) Guidance on the Duty to Promote Community Cohesion, DCSF/00598/2007. (London: HMSO). European Commission (2008) Migration and mobility: challenges and opportunities for EU education systems. Available online at: http://ec.europa.eu/education/school21/com423_en.pdf, accessed 9 February 2010. Hinderliter Ortloff, D. (2005) Becoming European: a framing analysis of three countries’ civics education curricula. European Education, 37 (4), 35-49. Kultusministerkonferenz (1996) Interkulturelle Bildung und Erziehung in der Schule: Beschluss der Kultusministerkonferenz vom 25.10.1996 (Bonn: Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland). Marshall, H. (2009) Educating the European citizen in the global age: engaging with the post-national and identifying a research agenda. Journal of Curriculum Studies, 41(2), 247-267. Schissler, H. and Soysal, Y.N. (eds.) (2005) The Nation, Europe and the World: Textbooks and Curricula in Transition (Oxford: Berghahn Books).
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