2010 Conference Proceedings (Barcelona, ES)

Europe’s Future: Citizenship in a Changing World
Proceedings of the twelvth Conference of the Children’s Identity and Citizenship in Europe Academic Network

Alistair Ross & Peter Cunningham (eds.); Barcelona, ES

You can access the papers by clicking on the title of your choice

  1. Ross, A. – The Seven Ages of Life-Long Learninng for Citizenship
  2. Krzywosz-Rynkiewicz, B. and Zalewska, A. M. – Poverty: Polish young people’s concerns about their social future
  3. Minty, S., Hollingworth, S., Allen, K. and Holden, C. - British Young People’s Understanding of Crime and Violence in the Local Context: Reality or Myth?
  4. Besnard, M. – Challenges of Biodiversity
  5. Mattu, K. – Linguistic and Social Cohesion
  6. Craviotto, O. – “Working with Religious Diversity in Urban Contexts” Source of conflict or an opportunity for social cohesion and active citizenship?
  7. Nordzell, A. – Creating School Leadership: Categorization and identity work in interaction
  8. Rönnström, N. – Cosmopolitan Leadership
  9. Koutselini, M. and Agathangelou, S. – The Gap between Teacher’s Understanding of their Teaching and Students’ Experiences in Secondary Schools of Cyprus
  10. Sousa, F. and Pratas, M. H. – The dilemma of teachers’ competences: A Portuguese survey
  11. Wagner, B. – Competences of teachers and experiences of students in German secondary school
  12. Gonçalves, S. and Verkest, H. – Lifelong learning and active citizenship
  13. Kratsborn, W. and Akkaya, D. – ‘Learning step by step’: The youth of today, ‘the multiple society’, the project ‘To-Gather’, and the film ‘It’s hard to become who you are’
  14. Tone, S. and Akkaya, B. – Learn how learners are learning to learn
  15. Kovalciková, I. and Ropovik, I. – How cognition could help us to want “To-Be-Together”: How can we teach concepts?
  16. Bhargava, M. and Smith, R. – Language, culture and identity: Using rights as a theme for cross-curricular collaboration between Citizenship and Modern Languages teachers
  17. Jerome, L. – From children’s rights to teachers’ responsibilities – identifying an agenda for teacher education
  18. McCallum, A. – From Article 12 to Student Voice and beyond – making children’s rights real in the English classroom
  19. Bogdan, D., Secui, M. and Danciu, M. – The relation between the ethnic attitudes of Romanian children and their parents towards the Roma minority group
  20. Maldonado, A. et al. – Judgements of Teacher Training students from three European countries on the efforts of social institutions for the integration of immigrants
  21. Ross, A. – Border crossings: Young people’s identities in a time of change 1 – the Baltic States and Turkey
  22. Winstead, L. – Immigrant perceptions of their adjustment to France: A phenomenology
  23. Spinthourakis, J., Atkan, E. and Korhonen, R. – Primary and early childhood teacher education and multicultural efficacy
  24. Chehlov, M. et al. – Intercultural education in Latvia
  25. Kincal, R. Y., Sahin, C. and Yilmaz Kartal, O. – A comparative evaluation of German, Italian and Turkish university students’ perceptions on democracy
  26. Chistolini, S. – A glimpse of secondary school: Competences and performance from a sample of teachers and students in Italy
  27. Fülöp, M. et al. – What is citizenship? A comparison of representatives from Turkey and old and new EU countries
  28. Harsányi, S. G. and Sang-Ah Park, M. – Cross-Cultural investigation of political thinking and need to closure
  29. Tanaka, N. – The relationship between citizenship and educational practices in Japan: In the educational practice of “law related education”
  30. Bademci, O. – Inclusion or exclusion: Service provision for street children
  31. Olson, M. – Swedish education policy on active citizenship: Fulfillment of self
  32. Pratas, M. H. – Intercultural education in Portugal: Policies and practices
  33. Straume, I. S. – Inclusion, power and participation: Critical perspectives
  34. Gril, A. – Doe school support the adolescent participation in society
  35. Kõiv, K. – Expected political participation: Differences between adolescents with and without behavioural problems
  36. Navarro, A. et al. – Adolescent’s views on immigration in Spain
  37. Petigrew, A. et al. – Learning the lessons of the Holocaust? A critical consideration of the antiracist and citizenship potential of Holocaust education in English secondary schools
  38. Solé, M. G. – Students’ conceptions of history and history teaching in lifelong learning
  39. Bombardelli, O. – Education for responsible citizenship and sustainable development
  40. Gendron, B. and Haenjohn, H. – The informal to formal learning development of emotional capital for sustainable citizenship development
  41. Graeffe, L. – Seeking the goals – defining the work
  42. Körössy, J., Csabai, M. and Kékesi, M. – Pursuing happiness: ideas of Hungarian students about life goals and determinants of happiness
  43. Lindahl, I. – Sharing values and doing democracy: Children, educators, companies, and local municipality in collaboration for sustainable development – a narrative study
  44. Bauer, T. and Kreuz, A. – Diversity in ERASMUS-student mobility: Obstacles to a new ERASMUS mobility era and future perspectives
  45. Dýrfjörd, K. – Parents’ participation in a child’s beginning at playschools in Iceland: A democratic perspective
  46. Michail, D. and Anastasiou, D. – Gender discrimination and learning disabilities as the main reasons of dropping-out of basic education: A retrospective study in the context of Second-Chance School in Greece
  47. Szabó, E. – Semantic Selection Test: A new methodological approach towards the expression of children’s views on social issues
  48. Nogueira, F. and Moreira, A. – The integration of ICT as a teaching and learning strategy for Civic Education
  49. Rone, S. and Liduma, A. – Multilateral intelligence identity choice possibilities of education in Latvia
  50. Torpsten, A.-C. – Langue skills, lingual identity and active citizenship
  51. Vasek, P. and Lasek, J. – Respecting School Standards and Rules as the Foundations for Developing Responsible Citizen Attitudes
  52. Welwert, G. and Svensson, I.-M. – Intercultural teaching
  53. Acun, I., Demir, M., Akar, C. and Leman Goz, N. – The relationship between critical thinking skills and citizenship behaviours
  54. Aksit, N. – Citizenship education in the social studies curriculum in Turkey
  55. Chauvigné, C. and Étienne, R. – Globalised society and active citizenship education in upper secondary education in France today
  56. Clough, N. and Tarr, J. – Developing frameworks for evaluating education and training approaches that encourage professional recognition of children’s participatory rights
  57. Diamantopoulou, A. and Antonopoulou, P. – Assessment of textbooks for the Greek language as a second and/or foreign language used in Greek minority primary schools
  58. Hartsmar, N. and Jönsson, K. – Who? Why? What? How?: Didactic questions and becoming an active citizen
  59. Vamvakidou, I. et al. – Researching active citizenship and lifelong learning in CiCe conference publications (1998-2008)
  60. Virta, A. – Assessment of and for active citizenship and lifelong learning
  61. Kovalciková, I. and Kresila, J. – Mediated learning experience in early childhood as a base for lifelong learning
  62. Lahti, L. K. – Using images of multicultural communities
  63. Misiejuk, D. – Traditional culture in a new interpretation: processes of cultural awareness in a multicultural community
  64. Muldoon, R. – Tertiary student leadership training: A case study
  65. Jurgena, I. and Mikainis, Z. – Adult Education in Latvia within the system of Lifelong Learning: Issues and solutions in the context of citizenship education
  66. Zalaskiené, I. and Gurskiené, O. – Lifelong learning and Civic Participation: The student’s perspective
  67. Sadio Ramos, F. – Human Rights and Citizenship Education: A project
  68. Fortlouis Wood, L. – Accountability and Ethics Education: Using friendships as models for broader social processes
  69. Andersson, E. – Irony in the political: Young people’s use of irony in a political text conversation in a net community
  70. Avenel, C. – Gender and higher education: Analysis of verbal interactions between male or female students and trainers of both genders in adult training
  71. Calvaruso, F. P. – Rural school in Sicily as a laboratory of social inclusion for an active citizenship
  72. Holz, V. – Meeting the challenges of global change: the significance of cultural questions to Education for Sustainable Development
  73. Haenjohn, J. – The Effects of Acceptance and Commitment Therapy (ACT) on Emotional Capital Development
  74. Karayianni, E. – The place of national and European identity in England’s history education: Enacting the politics of identity in history classrooms
  75. Nunes, B. – Young people without family references in the migration contexts and creative expressions: Challenges and opportunities
  76. Sang-Ah Park, M. – Family Perceptions across Cultures
  77. Selymes, O. – Patterns of subjective well-being: From self-victimizing to social contribution
  78. Szabó, E. – Investigating the Representations of Social Differences in the Function of Family Socalization
  79. Vosahlikova, T. – Implementation of education for sustainable development at Pre-School Level