Citizenship through ICT.

Libro dirigido a profesores que imparten la asignatura de educación para la ciudadanía en relación con las tecnologías de la información y la comunicación (TIC) en los niveles Key Stage 3 y 4 (enseñanza secundaria). Está estructurado en cinco unidades que presentan, basándose cada una en un tema clave, el potencial comunicador que las tecnologías de la información y la comunicación (TIC) tienen para ayudar a los jóvenes en aspectos participativos de la ciudadanía como las campañas locales o la vinculación con otros estudiantes y organizaciones. Incluye un CD-Rom con material de apoyo.

Citizenship through geography for KS3.

Libro dirigido a profesores que imparten la asignatura de educación para la ciudadanía en relación con el área de Geografía en el nivel Key Stage 3 (enseñanza secundaria de primer ciclo). Está estructurado en cinco unidades basadas cada una en un tema clave: identidad, cohesión de la comunidad y sentimiento británico; recorrido de los alimentos, la huella del carbono y la interdependencia global; derechos humanos e influencia de los consumidores; campañas en torno a proyectos de desarrollo; sostenibilidad y reciclaje . Incluye un CD-Rom con material de apoyo.

Your life KS4 co-ordinator's file : the whole-school solution for citizenship and PSHE.

Libro dirigido a profesores que tengan que impartir la asignatura de 'Educación para la ciudadanía' en relación con 'Educación personal, social y de la salud' en el nivel KS4 (Key Stage 4), enseñanza secundaria. Presenta sugerencias de planificación y materiales adicionales para acompañar a los libros del alumno 'Your life 4' y 'Your life 5'. Cubre los siguientes temas: desarrollo como ciudadano, bienestar personal (comprenderse a si mismo y saber relacionarse), bienestar personal (mantener la salud), bienestar económico y capacidad financiera.

Theory and Practice of Citizenship Education : the Case of Policy, Science and Education in the Netherlands. 'Teoría y práctica de la educación en la ciudadanía : política, ciencia y educación en los Países Bajos'.

Monográfico con el título: 'Educación, valores y democracia'. Resumen basado en el de la publicación

Active citizenship in the classroom : mission impossible?

Resumen basado en el de la publicaci??n

Dual citizenship or dual identity? Does 'transnationalism' supplant 'nationalism' among returning Trinidadians?

In this article we focus on the dual identities of relatively young Trinidadians who have decided to return to the island of their birth, or of their parents, while still in their thirties and forties. Highly-educated professional transnational migrants mostly make tip our sample of 36; 26 possess dual citizenship. We focus on our informants' narratives about their transnational experiences, self-appraisals of their dual identities and how they value dual citizenship. More generally, we ask does transnationalism supplant nationalism among our returning informants? Unsurprisingly, the diverse responses we document do not support the commonly held explanatory relationship between return adaptations, 'national belonging' and the expected dominance of 'transnational belonging'. Family, relations intervene significantly, both to encourage transnationalism and to strengthen nationalism. Feelings of notional belonging often accompany transnationalism. Notably, we view dual citizenship strategically and pragmatically as advantageous to the continuation of transnational practices.

Religious and spiritual identity and citizenship education in the UK

If education is to be about ‘human flourishing’ (De Ruyter, 2004) as well as preparation for adulthood and work, then religious and citizenship education would seem to have a key contribution towards this goal, both offering opportunities for the exploration and development of a robust sense of identity. However, despite the opposition of most religious educators, religious education has been treated by successive UK governments simply as a form of inculcation into a homogenous notion of citizenship based on nominal church attendance. Moreover, the teaching of the relatively new subject of citizenship education, whilst recognising that the sense of identity and allegiance is complex, has not regularly included faith perspectives. I argue that the concept of ‘spiritual development’, which centres on an existential sense of identity, offers a justification for combining lessons in both religious and citizenship education. I conclude on a cautionary note, arguing that pupils need to be given a critical awareness of ways in which such identities can be provided for them by default, particularly since consumer culture increasingly makes use of ‘spiritual’ language and imagery.