Journal articles: 'European Civics'

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Rusu, Mihai Stelian. "’Civilising’ the Transitional Generation: The Politics of Civic Education in Post-Communist Romania." Social Change Review 17, no. 1 (December 1, 2019): 116–41. http://dx.doi.org/10.2478/scr-2019-0005.

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Abstract The paper examines the introduction of civic education in post-communist Romania as an educational means of civilising in a democratic ethos the children of the transition. Particularly close analytical attention is paid to a) the political context that shaped the decision to introduce civic education, b) the radical changes in both content and end purpose of civics brought about by educational policies adopted for accelerating the country’s efforts of integrating into the Euro-Atlantic structures (NATO and the European Union), and c) the actual consequences that these educational policies betting on civics have had on the civic values expressed by Romanian teenagers. The analysis rests on an extensive sample of schoolbooks and curricula of civic education, civic culture, and national history used in primary and secondary education between 1992 (when civics was first introduced) and 2007 (when Romania joined the EU). Drawing on critical discourse analysis, the paper argues that a major discursive shift had taken place between 1999 and 2006, propelled by Romania’s accelerated efforts to join the EU. Set in motion by the new National Curriculum of 1998, the content of civics textbooks went through a dramatic change from a nationalist ethos towards a Europeanist orientation. The paper identifies and explores the consequences of a substantial shift from a heroic paradigm of celebrating the nation’s identity and monumentalised past towards a reflexive post-heroic model of celebrating the country’s European vocation.

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Fumat, Yveline. "History, Civics and National Consciousness." Citizenship, Social and Economics Education 2, no. 3 (September 1997): 158–66. http://dx.doi.org/10.2304/csee.1997.2.3.158.

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To the question — ‘What is the purpose of History?’— the author of this essay replies that for a long time its main aim has been to pass on ‘une conscience nationale’ (a national consciousness), an awareness of nationhood, and that this is what was meant by ’éducation civique‘, i.e. the creation of good, patriotic citizens. This ‘patriotism in the French past, in conjunction with ‘Morale et Instruction Civique’ (Ethics and Civics), is then put under the microscope and is indeed found to be present but no more so, the author suggests, than can be found in other countries during these times. So what is the answer, especially, in the light of present attempts to create a united Europe? A distinction has to be made, she insists, between ‘ le sentiment national’ (the national feeling), which is not far removed from base, animal instincts, and ‘une conscience nationale’ (a national consciousness), which, while it gives the pupil—from his history lessons — a better, more controlled, understanding of his own culture, must also try to connect him to a broader, more objective view of surrounding countries and, ultimately, the whole world, thereby helping to bring about ‘a European and even a global consciousness’

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ORTLOFF, DEBORA HINDERLITER. "Becoming European: A Framing Analysis of Three Countries’ Civics Education Curricula." European Education 37, no. 4 (December 2005): 35–49. http://dx.doi.org/10.2753/eue1056-4934370403.

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Oberle, Monika, and Johanna Leunig. "Simulation games on the European Union in civics: Effects on secondary school pupils’ political competence." Citizenship, Social and Economics Education 15, no. 3 (December 2016): 227–43. http://dx.doi.org/10.1177/2047173416689794.

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Civics courses strive to promote students’ political competencies, which according to the model of Detjen et al. incorporate content knowledge, abilities to make political judgements and take political action, as well as motivational skills and attitudes. For achieving these goals, high hopes are placed on active learning tools such as political simulations. Looking at positive expectations generally placed on simulation games, they seem very suitable for addressing key problems of teaching about European Union identified earlier. However, simulation games have also been regarded as demanding and time-consuming, with the ‘fun-factor’ outweighing the ‘learning factor’. There is a profound lack of systematically won empirical evidence for such positive and negative expectations. This study addresses this research deficit, focusing on the effects of short European Union simulation games of the decision-making of the European Parliament on pupils and their political competence controlling for different background variables (e.g. gender, cultural capital, pre-knowledge, political interest). Data were collected from 2013 to 2016 in secondary schools of Lower Saxony and North Rhine-Westphalia (N = 308; average age = 16.75 years) using partly standardised questionnaires accompanied by interviews. The intervention study (pre–post design) focuses on the competency dimensions content knowledge, motivation (political interest, self-efficacy), volition (willingness to participate politically) and attitudes (e.g., perceived responsiveness of European Union and perceived relevance of European Union for everyday life).

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Keating, Avril. "Nationalizing the post‐national: reframing European citizenship for the civics curriculum in Ireland." Journal of Curriculum Studies 41, no. 2 (April 2009): 159–78. http://dx.doi.org/10.1080/00220270802467475.

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Sakki, Inari. "Raising European citizens: Constructing European identities in French and English textbooks." Journal of Social and Political Psychology 4, no. 1 (June 29, 2016): 444–72. http://dx.doi.org/10.5964/jspp.v4i1.350.

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Schools play a pivotal role in the formation of identities and in the political socialization of youth. This study explores the social representations of European integration in French and English school textbooks and shows how the social representations are discursively used to construct national and European identities. By analysing the history and civics textbooks of major educational publishers, this study aims to demonstrate how European integration is understood, made familiar and concretized in the school textbooks of the two influential but different European countries. The findings suggest some shared and some diverse patterns in the way the two European countries portray and construct the political project of European integration. These representations, constructed around French Europe in French textbooks and ambivalent Europe in English textbooks, share the images of a strong European economy and a French-led political Europe. However, they position themselves differently with respect to the United States, motivation for the European unification process and the significance of common values and heritage. In both countries textbooks draw upon memories that are important for group identity. While the French textbooks make European integration meaningful in reference to a shared post-war collective memory and to a cultural memory based on a more ancient idea of Europe, shared values and heritage, the English textbooks anchor it more strongly to domestic policy.

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Munck, Ingrid, Carolyn Barber, and Judith Torney-Purta. "Measurement Invariance in Comparing Attitudes Toward Immigrants Among Youth Across Europe in 1999 and 2009." Sociological Methods & Research 47, no. 4 (December 4, 2017): 687–728. http://dx.doi.org/10.1177/0049124117729691.

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This study applies the alignment method, a technique for assessing measurement equivalence across many groups, to the analysis of adolescents’ support for immigrants’ rights in a pooled data set from the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study and the 2009 IEA International Civics and Citizenship Education Study. We examined measurement invariance across 92 groups (country by cohort by gender), finding that a five-item scale was statistically well-grounded for unbiased group comparisons despite the presence of significant noninvariance in some groups. Using the resulting group mean scores, we compared European youth’s attitudes finding that female students had more positive attitudes than did male students across countries and cohorts. An analysis of countries participating in both studies revealed that students in most countries demonstrated more positive attitudes in 2009 than in 1999. The alignment methodology makes it feasible to comprehensively assess measurement invariance in large data sets and to compute aligned factor scores for the full sample that can update existing databases for more efficient further secondary analysis and with metainformation concerning measurement invariance.

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Oberle, Monika, and Johanna Forstmann. "Continuing education of civics teachers for teaching the European Union: Results of the Jean Monnet project PEB." Citizenship, Social and Economics Education 14, no. 1 (April 2015): 56–71. http://dx.doi.org/10.1177/2047173415583588.

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Kuhn, Theresa. "The Social Stratification of European Schoolchildren’s Transnational Experiences: A Cross-Country Analysis of the International Civics and Citizenship Study." European Sociological Review 32, no. 2 (January 6, 2016): 266–79. http://dx.doi.org/10.1093/esr/jcv097.

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Chignola, Sandro. "Civis, civitas, civilitas." Contributions to the History of Concepts 3, no. 2 (April 1, 2007): 234–53. http://dx.doi.org/10.1163/180793207x237713.

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By focusing on the Italian translations of civilization, the author explores ways in which conceptual change has reflected historical developments in Italy. Unlike the widespread literal translation of civilization from English or French to other languages, civilizzazione has been a marginal term in Italian. On the other hand, terms such as civiltà, more akin to the Latin civitas, are more frequently employed. e article maps out the complex semantics of civitas and how its trajectory in the philosophy of history was uniquely translated into Italian. Whereas in other European nations civilization and the notion of historical progress it conveyed became a central concept, in Italy, due to the elaboration of an identity heavily influenced by Christian heritage, the more static concept of civiltà proved to be more significant.

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K. Flensner, Karin, Göran Larsson, and Roger Säljö. "Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden." Education Sciences 9, no. 2 (April 13, 2019): 80. http://dx.doi.org/10.3390/educsci9020080.

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In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee.

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Ip, David, Christine Inglis, and Chung Tong Wu. "Concepts of Citizenship and Identity among Recent Asian Immigrants in Australia." Asian and Pacific Migration Journal 6, no. 3-4 (September 1997): 363–84. http://dx.doi.org/10.1177/011719689700600306.

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Theories of citizenship and, in particular, its exclusionary features in a period of globalization have particular significance for an avowedly immigrant society such as Australia with a policy commitment to multiculturalism. The nature of Australian national identity and citizenship reemerged on the political agenda in conjunction with the 1988 Bicentennial celebrations of European settlement. Debate continues as moves towards becoming a republic with an Australian head of state replacing the British monarch strengthen. As elsewhere, government is focusing attention on the need for citizenship and civics education. An important constituency in this process are the immigrants, especially those from Asia whose ancestors were the target of nationalistic exclusion critical to the formation of the Commonwealth of Australia. This article examines the views on citizenship and identity of a national sample of recent Asian immigrants to Australia. We argue that for considerable numbers an instrumental conception of citizenship underlies their approach to acquiring Australian citizenship. This ‘instrumental citizenship’ is located within their migratory experience and the political traditions of their homelands as well as within their Australian settlement experiences. For many, legal citizenship has not led to a sense of full incorporation into Australian society as indicted by their continuing perception of themselves as ‘migrants’. Reasons for this are complex and involve an interplay of personal factors as well as attitudes and experiences in Australian society whose significance varies from group to group. Such a disjuncture between legal citizenship and personal identity has implications for both governmental policies and theorization about the nature of citizenship.

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Henriques, João Paulo. "Representations of Europe and a Typology of European Identity." Comparative Sociology 19, no. 4-5 (November 16, 2020): 585–608. http://dx.doi.org/10.1163/15691330-bja10022.

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Abstract This article aims to examine the association between the representations of Europe and the level of European identification. Using a qualitative methodology, 36 Europeans, from the Free Movement Area, were interviewed from a life course perspective. The findings support the thesis that representations of Europe are a factor to explain European identification. Individuals that show a higher level of identification tend to see a similar European culture and/or to associate Europe with a set of Civic values (human rights, freedom, non-violence). When individuals tend to emphasise cultural diversity (multiculturalism) and/or the instrumental features associated with the EU project (the free movement) they tend to show a weaker identification. Thus, a typology with six types of Europeans is proposed: Transcendent, Symbolic-Stateless, Affective, Floating, Citizen, and Associative.

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Lahusen, Christian, and Maria Theiss. "European Transnational Solidarity: Citizenship in Action?" American Behavioral Scientist 63, no. 4 (February 7, 2019): 444–58. http://dx.doi.org/10.1177/0002764218823836.

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Europeans proclaim a readiness to engage for solidarity in support of others, even across their most immediate environment. However, our knowledge is rather limited on how widespread transnational European solidarity might be. Additionally, we do not know what kinds of beliefs and ideas are patterning cognitively the popular conceptions of transnational European solidarity. This article aims to present fresh insights on all these aspects. The analysis is based on a survey conducted in the context of the TransSOL project. This survey provides data about citizens reporting to have supported people abroad through various practices. In conceptual and theoretical terms, the article wishes to analyze and discuss transnational European solidarity from the perspective of political citizenship. Findings show that solidarity activities in support of other Europeans are more likely among citizens with “civic” skills and commitments, stronger identifications with the European Union, and preferences for more inclusive social rights.

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Ion, Stavre, and Monica Ilie-Prica. "Higher Education and Globalization in the Context of the COVID-19 Crisis." European Journal of Education 3, no. 2 (October 15, 2020): 34. http://dx.doi.org/10.26417/812dro50g.

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The competition of civilizations forced the European universities to adapt to the competition with the Chinese and American universities. European integration cannot advance without the collaboration between European universities. An answer to these challenges is the CIVICA project, the European University of Social Sciences, a consortium of the following universities: Bocconi University (Italy), Central European University (Hungary), European University Institute (European Intergovernmental Organization), Hertie School of Governance (Germany), The National University of Political Studies and Public Administration (Romania), Sciences Po (France) and the School of Economics in Stockholm (Sweden). This experiment aims to become one of the European pilot universities, in the first round of applications for Erasmus+ in February 2019. The experiment takes into consideration the most important resource of a country: the human resource. The network of universities that are part of the CIVICA consortium will group approximately 38,000 students, 7,000 teachers and 3,000 people from the administrative apparatus. The London School of Economics is part of the CIVICA consortium, as an associate partner. At the Bucharest conference, the public presentation of the consortium and its objectives, the rectors of the seven universities set out to educate the future generations of professionals in social sciences, in order to solve the most pressing problems of the world. Creating a European identity is essentially the long-term, fundamental objective of the CIVICA consortium. In the context of this conference, we interviewed a few representatives of CIVICA, and their answers will be analyzed in this paper’s section dedicated to the results of the research.

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Kofman, Eleonore. "Contemporary European migrations, civic stratification and citizenship." Political Geography 21, no. 8 (November 2002): 1035–54. http://dx.doi.org/10.1016/s0962-6298(02)00085-9.

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Rowland, T. A., and S. A. Rowland. "Contemporary Central European reflections on civic virtue." History of European Ideas 21, no. 4 (July 1995): 505–13. http://dx.doi.org/10.1016/0191-6599(95)00036-s.

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Moccia, Luigi. "European civic citizenship and EU integration policies." Civitas Europa 40, no. 1 (2018): 107. http://dx.doi.org/10.3917/civit.040.0107.

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Załęski, Piotr. "Wiedza maturzystów o Unii Europejskiej – analiza na podstawie egzaminu z wiedzy o społeczeństwie w latach 2010–2019." Przegląd Europejski, no. 2-2020 (June 8, 2020): 161–81. http://dx.doi.org/10.31338/1641-2478pe.2.20.11.

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In the article, the Author analyses all EU-related tasks in Polish matriculation exam in civic education from the years 2010–2019. The empirical material also includes the rules for assessing tasks’ solutions and exam reports. The level of civic knowledge of young people is not high, but the knowledge about EU-related issues is even worse (it was confirmed that in each type of matriculation exam results of the EU-related tasks were in general lower than the average result of the entire exam in civic education). The analysis also demonstrates that the population of those who pass the „new exam” exam in civic education is qualitatively weaker than the population of those who pass the „old exam”, however, in the EU-related tasks these differences are smaller than the difference in the results of both exam’s formulas (it was confirmed that generally the level of solutions of EU-related tasks in the „new exam” is lower than in the „old exam”, but to a lesser extent than the difference between the average results of these both types of exams).

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Ross, Alistair. "Young Europeans: A New Political Generation?" Societies 8, no. 3 (August 29, 2018): 70. http://dx.doi.org/10.3390/soc8030070.

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Young people in Europe are often described as apolitical non-participants in the civic culture of their own states and the European Union (EU). Using empirical data based on group discussions (n = 324) in 29 European states (104 locations; 2000 young people aged between 11 and 19), this paper challenges this, and suggests that many young people have distinct political views and are motivated to participate in both political discussions and traditional and non-traditional forms of participation. They are particularly interested in a range of current issues, largely around human rights, migration and (anti-)nationalism, and the article illustrates this with examples from a range of countries. Human rights issues raised concerned their perception of contemporary injustices, which were constructed as European values and formed a significant element in their self-identification as Europeans, and a general unwillingness to be identified with ‘the nation’. This broad pan-European analysis suggests that young people see themselves in many ways as a politically distinct cohort, a generation with different political values than those of their parents and grandparents.

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Nato, Alessandro. "The European Public Prosecutor’s Office between counter-terrorism and strengthening of the European citizens’ safety." Civitas Europa 37, no. 2 (2016): 317. http://dx.doi.org/10.3917/civit.037.0317.

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Davis, Robert V. "Science, Technology and Religion: The Exchange Between Enlightenment Europe and Imperial China." HoST - Journal of History of Science and Technology 15, no. 2 (December 1, 2021): 149–69. http://dx.doi.org/10.2478/host-2021-0016.

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Abstract The European Enlightenment fostered a sense of progress through a delineation of universal human rights as well as through a reductionist mathematization of nature. Science, technology and religion became a form of cultural currency between Europe and Imperial China. The Jesuits bartered mathematics, geographic surveys and military technology to win religious permissions with Chinese emperors. Other Europeans were convinced ancient Chinese texts corresponded to the Old Testament. China sent to Europe a Confucian model of a social ethic that demonstrated non-Christian civic virtues. This article examines this exchange using the intercourse in science, technology and religion as the metric.

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Hoskins, Bryony. "Monitoring Active Citizenship in the European Union: the Process, the Results and initial Explanations." CADMO, no. 1 (June 2009): 55–71. http://dx.doi.org/10.3280/cad2009-001008.

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- This article is a descriptive account from an insider's perspective of the complex European process of the development of indicators on active citizenship. From this position, the article explains the process behind the development of two composite indicators that have been used to measure progress on active citizenship in Europe; The Active Citizenship Composite Indicator and the Youth Civic Competence Composite Indicator. The article details the results of these indexes for European Union countries and regions inside Europe. In addition, the article examines the differences between the results of the composite indicators, with correlations found between competence and action for Northern and Western European countries but not for Southern and Eastern European Countries. Using these results it discusses possible steps forward in the development of indicators on active citizenship looking towards new data from the IEA International Citizenship and Civic Education study.Keywords active citizenship, civic education, composite indicators, European Union, political participation.

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Zografova, Yolanda. "IMPACT OF PERSONAL ORIENTATIONS ON ATTITUDES TO DIVERSITY AND CIVIC SOCIAL-POLITICAL ACTIVENESS." Problems of Psychology in the 21st Century 7, no. 1 (December 15, 2013): 93–100. http://dx.doi.org/10.33225/ppc/13.07.93.

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The dynamically ongoing processes of integration are among the crucial premises for the development of contemporary interpersonal, intergroup and cross-cultural relations, attitudes, conflicts and more. The research problem here directs to an analysis, based on ESS data collected in 8 countries, rounds 2006 and 2008, on the extent to which Europeans' personal orientations significantly influence the attitudes towards ethno-national diversity, in this case, towards two social groups: immigrants coming from poorer countries outside Europe and people with different sexual orientation. Furthermore, the influence of the same factors on the civic activeness and involvement in the social-political processes has been followed. Through regressive analysis the important effect of the co-otherness orientation (a concept developed by Sicakkan, 2003), the orientation to success and traditionalism on all included dependent variables has been proved. The expectations for predicting effects of the three personal orientations have been confirmed regarding the civic involvement and tolerance to diversity. Simultaneously the necessity of working EU politics to deal with the risks of emerging negative attitudes has been pointed out in relation to the broad immigrant and refugee wave to European countries. Key words: attitudes towards immigrants, civic activeness, co-otherness.

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López Daza, Germán Alfonso. "La homosexualidad en la Jurisprudencia de la Corte Constitucional." Revista Jurídica Piélagus 1 (December 9, 2002): 73–81. http://dx.doi.org/10.25054/16576799.534.

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El reconocimiento de los derechos de los homosexuales, principalmente en la cultura occidental, ha tenido una marca evolución que ha ido desde las batallas jurídicas en la Corte Europea de Derechos del Hombre a comienzos de la década de los 80’ hasta los matrimonios de las parejas del mismo sexo que hoy en día se realizan en Holanda y la regulación efectuada por el parlamento francés para otorgar efectos civiles a las uniones de parejas de un mismo sexo en Francia(PACS- Pacte Civile de Solidarité)

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Buyse, Antoine. "Why Attacks on Civic Space Matter in Strasbourg: The European Convention on Human Rights, Civil Society and Civic Space." Deusto Journal of Human Rights, no. 4 (December 20, 2019): 13–37. http://dx.doi.org/10.18543/djhr-4-2019pp13-37.

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This article explores the role of the European Convention on Human Rights in addressing the issue of attacks on civic space, but also the potential effects of shrinking civic space on Strasbourg’s work. First, an overview of the notions of civil society and civic space is given, linking these concepts to democracy and human rights. Subsequently, the formal and informal roles for civil society in the judicial decision-making are discussed. Finally, the substantive protection offered to civil society and civic space under the ECHR and the case-law of the European Court of Human Rights is analysed. This article argues that the differentiations in theory on the varying contributions of civil society to democracy and human rights are to a large extent reflected in Strasbourg jurisprudence. Even more importantly, the ECHR system and civil society benefit from each other. This is why the current attacks on civic space are not just a problem for civil society itself, but also for the work of the European Court: it is submitted that a shrinking of civic space can also negatively affect the Strasbourg system, as the two are intertwined to a considerable extent.Received: 06 July 2019Accepted: 10 October 2019Published online: 20 December 2019

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Quaranta, Mario, and Giulia M. Dotti Sani. "The Relationship Between the Civic Engagement of Parents and Children." Nonprofit and Voluntary Sector Quarterly 45, no. 6 (July 9, 2016): 1091–112. http://dx.doi.org/10.1177/0899764016628677.

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Although previous research has suggested the existence of a positive association between the political activities of parents and children, little is known about other forms of civic engagement. In particular, the literature lacks an international comparative study on the intergenerational transmission of civic involvement. Using Bayesian multilevel models on data from the European Union Statistics on Income and Living Conditions (EU-SILC) 2006 special module on social participation, this article tests hypotheses on the patterns of civic engagement of parents and children in 18 European countries with different political legacies. Our results show a positive association between the participation in associational activities of parents and children in all the considered countries, above and beyond individual and contextual characteristics. In particular, we do not find an evident East–West gap in the socialization process, suggesting that the Communist past of Eastern and Central European countries has little influence on what can be considered a basic mechanism of civic learning.

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Bruter, Michael. "Winning Hearts and Minds for Europe." Comparative Political Studies 36, no. 10 (December 2003): 1148–79. http://dx.doi.org/10.1177/0010414003257609.

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This article empirically explores the impact of symbols of European integration and good or bad news about Europe on individuals’ European identity. The analysis is based on a distinction between civic and cultural components of identity, which enables testing of the model in a way that could not be done with existing survey instruments. The model depicts these two components as conceptually and empirically distinct and responding differently to various cues in the environment. The findings showthat many respondents identify with Europe and the EU, mostly in civic terms, and explain how citizens and institutions interact to nurture identities. They show the strong impact of symbols and news on European identity. Other findings include the predominant effect of symbols on cultural identity and news on civic identity. The results have profound implications for our understanding of European integration, political behavior, and minority integration in multicultural societies.

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Pavone, Claudio, and Gabriele Ranzato. "La guerra civile europea." PASSATO E PRESENTE, no. 79 (February 2010): 19–32. http://dx.doi.org/10.3280/pass2010-079002.

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Oberle, Monika, and Märthe-Maria Stamer. "Reaching the Hard-To-Reach with Civic Education on the European Union: Insights from a German Model Project." Social Sciences 9, no. 10 (September 30, 2020): 173. http://dx.doi.org/10.3390/socsci9100173.

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So-called “hard-to-reach” learners with a lower level of formal education have been identified as a “challenge” for civic education and have been neglected with regard to civic education in the past. However, these young people do deal with political processes that relate to their everyday lives; they simply do not perceive these processes as political. The same holds true for the topic of the European Union. To date, hardly any teaching concepts and learning materials for civic education on the European Union that are specially designed for hard-to-reach youth have been available. This paper discusses the relevance, challenges, and promising approaches used to address this severe deficit in the research and practice of civic education regarding the EU. It focuses on the situation in Germany and presents the Jean Monnet project “Junge Menschen erreichbar machen mit politischer Europabildung” (JUMPER). Here, workshops with a focus on the European Union are developed—specifically tailored to the needs of the target group, carried out with pupils in the vocational transition system, and accompanied by systematic evaluation. Finally, conclusions are drawn for civic education and research regarding hard-to-reach youth.

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Alijevs, Roman, Zoja Chehlova, Ingrida Kevisa, and Mihail Chehlovs. "THE CIVIC SELF-CONSCIOUSNESS OF CONTEMPORARY SECONDARY SCHOOL STUDENTS IN THE ASPECT OF THE HUMANISTIC PARADIGM OF EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 43. http://dx.doi.org/10.17770/sie2020vol3.4855.

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Civic self-consciousness is a topical issue in present-day Latvia. After regaining of independence and joining the European Union, there appeared an opportunity to ensure real freedom and genuine democracy for all inhabitants in Latvia. Thus, new conditions were created for the development of civic self-consciousness in senior secondary school students. New guidelines are developed in the European system of education according to the new understanding of humanism. The key reference-point is the understanding that the main goal of education is to support the development of personality that will become an EU citizen and a professional. The study established that it is necessary to develop civic self-consciousness so that Latvian secondary school students could become European-type citizens and professionals.The research deals with the analysis of a new model of education, the basis for developing civic self-consciousness in senior secondary school students. The research has determined the structure of civic self-consciousness and demonstrated the interconnectedness of its structural components (tolerance, responsibility and intercultural identity). The aim of the research: to analyse the possibilities of a new model of education in developing the civic self-consciousness of senior secondary school students, to determine its essence, structure and characteristics. The research methods include analysis, survey, testing, conversation, an ascertaining experiment, mathematical statistics. The research results: there was determined the structure of civic self-consciousness as a precondition for the development of civic self-consciousness in senior secondary school students and conducted the analysis of ideas concerning new humanism in education and a new model of education (education – culture – individual).

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Pecníková, Jana, and Daniela Mališová. "The Position of Human Rights in Slovak Education with a Focus on Youth." Intercultural Relations 7, no. 2(12) (December 21, 2022): 27–40. http://dx.doi.org/10.12797/rm.02.2022.12.02.

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Young people are often considered as a driver of democratic progress and development in a country. Thus, civic education alongside freedom of speech, human rights, the rule of law, etc. should constitute cornerstones in advanced societies. The aim of this article is to evaluate the prevalence of the concept of human rights and European values in materials used for civic education in Slovakia. The authors conducted a comprehensive content analysis of 289 domestic and foreign materials and publications used in secondary education schools. While researching the content, we also consulted teachers to identify the main challenges for civic education. The research results show that the human rights and European values are growing in importance and gaining stronger positions in civic education in Slovakia.

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Griesshaber, Nicolas, and Benny Geys. "CIVIC ENGAGEMENT AND CORRUPTION IN 20 EUROPEAN DEMOCRACIES." European Societies 14, no. 1 (December 7, 2011): 57–81. http://dx.doi.org/10.1080/14616696.2011.638084.

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Magnette, Paul. "European Governance and Civic Participation: Beyond Elitist Citizenship?" Political Studies 51, no. 1 (March 2003): 144–60. http://dx.doi.org/10.1111/1467-9248.00417.

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Since the end of the 1990s, ‘new modes of governance’ have been presented by academics and political actors as an answer to the EU's ‘democratic deficit’. Analysing the intellectual roots of this idea, and the concrete proposals made by those who, like the European Commission, support it, this paper argues that it is very unlikely to reach this ambitious purpose. Far from breaking with the Community method, these participatory mechanisms constitute extensions of existing practices, and are underpinned by the same élitist and functionalist philosophy. They remain limited to ‘stakeholders’ and will not improve the ‘enlighted understanding’ of ordinary citizens and the general level of participation. The paper examines the obstacles to the politicisation of the EU inherent in its institutional model, and discusses other options which might help bypass the limits of ‘governance’.

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Milana, Marcella. "Adult Education for Democratic Citizenship in Europe." CADMO, no. 1 (June 2009): 73–84. http://dx.doi.org/10.3280/cad2009-001010.

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- In 2001 a new emphasis on learning for democratic citizenship has been championed by the European Commission's Communication on Making a European area of lifelong learning a reality. The communication recognizes active citizenship as one of the four "broad and mutually supporting objectives" of the lifelong learning strategy. Accordingly, civic competence, which "equips individuals to fully participate in civic life", has been identified by the European Parliament and the Council of the European Union as a key competence to be given priority in all member states in the years to come. The article introduces the core principles of a European study aiming at investigating, from a comparative perspective, ways in which adults can achieve competencies relevant for democratic citizenship. Furthermore it presents and discusses selected of findings. The findings suggest that, in spite of the shift from education to learning for democratic citizenship within the European discourse, the emphasis on lifelong learning and the consequent equal recognition of in-school and out-of-school learning activities, most empirical research in the field of education for democratic citizenship remains primarily concerned with school-aged pupils. When available, research which focuses on the links between adult education and learning for democratic citizenship is highly theoretical and rarely supported by empirical evidence.Keywords lifelong learning, democratic citizenship, adult education, European Commission, civic competence.

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Huyst, Petra. ""We have made Europe, now we have to make Europeans." Researching European Identity Among Flemish Youths." Journal of Contemporary European Research 4, no. 4 (December 31, 2008): 286–302. http://dx.doi.org/10.30950/jcer.v4i4.127.

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After the rejection of the European Constitution in 2005, questions were raised about if and how European citizens feel connected to the European Union (EU). This article examines the image young, Flemish people have of the EU and whether they feel some sense of belonging in the EU. The research draws upon a qualitative study in which Flemish young people were asked how they felt towards the EU and how they perceived it. Using a social-constructionist perspective, the first part of the article concentrates on the concept of European identity and the theoretical divide between a civic and a cultural European political identity, as proposed by Bruter (2004). The second part of the article focuses on the results of a series of focus groups with young people (aged 17 to 19), held in spring 2007. The article argues that no strong European identity is yet present in the hearts and minds of these young people, although contexts and interactions might evoke a limited notion of European identity. This article offers an empirical account of a theoretical debate and presents a critical understanding of the dynamics at play in European identity construction.

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Djalins, Upik. "Becoming Indonesian citizens: Subjects, citizens, and land ownership in the Netherlands Indies, 1930–37." Journal of Southeast Asian Studies 46, no. 2 (May 5, 2015): 227–45. http://dx.doi.org/10.1017/s0022463415000065.

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For decades after their introduction in 1854, state-defined categories of subjects and citizens in the East Indies remained largely uncontested. But a furore erupted when Indo-Europeans — legally Europeans and citizens of the Netherlands — demanded rights to own land, rights exclusively apportioned to the autochthonous population. This article recounts a contentious campaign in the 1930s by the Indo-European Association to gain rights to own land, and the vehement rejection by Indonesians expressed in various civic outlets. I argue that by challenging state categories of entitlement, race, and belonging, the debates on rights to own land defined more sharply notions of citizenship among the Indies population. Drawing on ‘acts of citizenship’, I situate the discourse of rights at the centre of the debate on colonial citizenship. In so doing, I offer an insight into the genealogy of exclusion that has haunted the idea of citizenship in postcolonial Indonesia.

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Magnette, Paul. "How can one be European? Reflections on the Pillars of European Civic Identity." European Law Journal 13, no. 5 (September 2007): 664–79. http://dx.doi.org/10.1111/j.1468-0386.2007.00389.x.

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Sadin Esgerzade, Roza. "Avropa Ittifaqında insan və vətəndaş hüquqlarının ümumi prinsipləri." SCIENTIFIC WORK 77, no. 4 (April 17, 2022): 137–41. http://dx.doi.org/10.36719/2663-4619/77/137-141.

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The EU, being a complex regional integration body, goes beyond the modern understanding of international organizations. This unique institution has unique criteria and characteristics in the field of human rights and freedoms, as in any other field. The institution of human and civil rights and freedoms in the EU is a key part of the Union's “constitutional law”. In the EU, institutional acts are primarily a source of human and civil rights and freedoms. However, not all rights and freedoms are fully reflected in the institutional acts. These documents mainly refer to “Union citizenship”. Taking all this into account, we can say that the study of the general principles of the European Union is very relevant for our time. Key words: European Union, civil rights, human rights, general principles, integration Roza Sadin Əsgərzadə Avropa Ittifaqında insan və vətəndaş hüquqlarının ümumi prinsipləri Xülasə Aİ mürəkkəb regional inteqrasiya qurumu olmaqla beynəlxalq təşkilatların müasir anlayışından kənara çıxır. Bu unikal qurumun hər bir sahədə olduğu kimi insan hüquq və azadlıqları sahəsində də özünəməxsus meyarları və xüsusiyyətləri vardır. Aİ-də insan və vətəndaş hüquq və azadlıqları institutu İttifaqın “konstitusiya hüququ”nun əsas hissəsidir. Aİ-də institusional aktlar ilk növbədə insan və vətəndaş hüquq və azadlıqlarının mənbəyidir. Lakin institusional aktlarda bütün hüquq və azadlıqlar tam əks olunmur. Bu sənədlər əsasən “İttifaq vətəndaşlığına” aiddir. Bütün bunları nəzərə alaraq deyə bilərik ki, Avropa İttifaqının ümumi prinsiplərinin öyrənilməsi müasir dövrümüz üçün çox aktualdır. Açar sözlər: Avropa İttifaqı, vətəndaş hüquqları, insan hüquqları, ümumi prinsiplər, inteqrasiya

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Gryz, Jaroslaw. "IMPACT OF TERRORISM ON CIVIC SOCIETY: EUROPEAN UNION’S CASE STUDY." BORDER SECURITY AND MANAGEMENT 2, no. 7 (July 5, 2018): 64. http://dx.doi.org/10.17770/bsm.v2i7.3488.

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Only countries possess effective tools – instruments of politics – that can counteract impact of terrorism on European Union’s civic society. The aim of the study is to develop patterns of thinking and cognition of reality in context of an individual assessment and collective action with violence as a source of change. Analysis indicated in the article show that the ease of radicalization combined with the view of reality forms the basis of the descripted phenomenon, giving it a specific, individual character in each European Union’s country. The outcome and as well as the outline of this study can be foundation for future studies on security policy of every individual European Union state, connected with other under the umbrella of European Commission and other common structures. An open question is, In which direction is the phenomenon of international terrorism in European Union’s states evolving and what does it encompass while changing the character of social reality? The clearly drawn criteria of change allows to present a selective approach. They show the complexity of problems connected with contemporary terrorism, particularly in fighting the phenomenon. Article concludes that without comprehensive actions to combat terrorism, conducted individually and in common European Union’s security policy this phenomenon may intensify and result in consequences that are easy to foresee.

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Clarke, John L. "Europe’s Armed Forces in Civil Security." Connections: The Quarterly Journal 12, no. 2 (2012): 69–82. http://dx.doi.org/10.11610/connections.12.2.04.

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Pevnaya, Maria, Anna Bagirova, Elvina Bahtigareeva, and Zhen Wenyue. "Legal Regulation of Youth Civic Participation in Russia and European Union." DEMIS. Demographic Research 2, no. 3 (October 7, 2022): 8–24. http://dx.doi.org/10.19181/demis.2022.2.3.1.

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Youth in scientific and practical discourse is considered as a promising demographic group that is able to determine the economic and social development of countries and regions. Creating an environment for constructive civic participation of young people, their involvement in solving socially significant issues in many countries of the world is becoming one of the key directions of state policy. In this case, youth policy should be a tool for the formation of consciousness and socially acceptable patterns of behavior of the younger generation, corresponding to the direction of long-term development set by the state. The purpose of the article is to identify national accents regarding civic participation in the context of the formation of a culture of citizenship of the younger generation, mechanisms for achieving goals in this direction that exist in the regulatory discourse of Russia and the European Union countries. We were based on an institutional approach to assessing the regulatory regulation of the activities of the authorities of the Russian Federation and the governments of the EU countries in relation to the civic participation of young people, applied legal analysis and a comparison method. The analysis of regulatory regulation was carried out according to the following parameters: characteristics of regulatory legal acts, a brief description of their structure and content; definition of civil participation and its forms; identification of substantive directions and goals; definition of subjectivity. The sources of information were regulatory and legal acts of the EU and the Russian Federation, conceptually defining the essence of youth policy, as well as unofficial legal information. The study revealed that the place of citizenship culture is clearly defined in the EU normative discourse, the need to expand and improve the qualitative characteristics of civic participation of young Europeans is justified and supported by concrete decisions. The place and significance of civic participation of young people is not clearly defined in the normative field of regulation of youth policy of the Russian Federation. With the priority of social types of youth participation, the subjectivity of youth as a civic participation in managerial and political decision-making is not conceptualized and, accordingly, is not supported in practice. The activation of civic participation of young people today is not among the state priorities of youth policy, more important in the normative and legal discourse of this policy are the problems of professional self-determination, preservation of health, public safety and strengthening of the institution of the family.

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Van Engen, John. "Christening the Romans." Traditio 52 (1997): 1–45. http://dx.doi.org/10.1017/s0362152900011922.

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Europe was christened in the waters of Roman Christianity. Creeds, liturgies, hierarchies, saints, and ascetic practices favored in later imperial Rome washed over the European peoples in successive centuries and marked their Christianity indelibly. The splendor of that imperial era, rescued from facile notions of a declining Rome, has come to historical life in a distinct epoch called “late antiquity” (300–650). Its monuments testify to an ethos at once classical and spiritual. Late antique Christians instinctively took from Roman surroundings all that suited their new religious ends, from the architectural form given churches to the rhetoric and philosophy that mediated sermons and theologies. This Roman imprint passed to European Christians as a sacred legacy: the basilica as a church rather than a civic hall, the metropolitan as a clerical rather than a civic official, Rome as the city of Saint Peter rather than the emperor, the Empire as destined for Christ's birth as much as Augustus's triumphs. Medieval believers, seeking to re-create the church of first-century Jerusalem, fixed repeatedly upon exemplars from late antique Rome: the teachings of Augustine, the Bible of Jerome, the philosophical theology of Boethius, the laws of Leo, the Rule of Benedict, the prayers ascribed to Gregory. Even the story of Rome's religious transformation entered into the self-understanding of medieval and modern Europeans, the conversion narrative joined to biblical history with its outcome treated as providential and decisive.

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McKay, Belinda, and Patrick Buckridge. "Literary Imaginings of the Bunya." Queensland Review 9, no. 2 (November 2002): 65–79. http://dx.doi.org/10.1017/s1321816600002968.

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By the time that Europeans became acquainted with the bunya, the gum tree was already well established as the iconic Australian tree. The genus Eucalyptus, with all its locally specific variants, was both distinctive to the continent and widely dispersed throughout it. In contrast, the bunya tree (classified as Araucaria bidwillii in 1843) grew in a small area of what is now South-East Queensland and was seen by few Europeans before the 1840s, when Moreton Bay was opened to free settlement. The physical distinctiveness of the bunya tree, and stories of the large gatherings which accompanied the triennial harvesting of its nut, aroused the curiosity of early European explorers and settlers, and in the late nineteenth and early twentieth centuries the bunya tree achieved a special status in local civic culture. Although heavy logging had largely destroyed the great bunya forests, the tree was planted extensively in school grounds, around war memorials and in long avenues in parks.

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FREY, BRUNO S. "Deterrence and tax morale in the European Union." European Review 11, no. 3 (July 2003): 385–406. http://dx.doi.org/10.1017/s1062798703000346.

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Deterrence has been the prevalent strategy to enforce tax revenue both throughout history and in economic theory. This approach is, however, problematic because it is inconsistent with empirical reality. I wish to consider a new way of thinking about taxation, following psychological economics. I submit that individuals have a substantial amount of civic virtue and tax morale. Taxation is ‘quasi-voluntary’ and cannot reasonably be enforced by deterrence. Tax morale is lowered when the citizens have little trust in their state, and feel badly treated by the tax office. According to official surveys, the European Union is faced with a ‘democracy deficit’ and dwindling support from the citizens. At the EU-level, civic virtue and tax morale can be improved by offering more (direct) political participation rights and raising taxes in a decentralized way.

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Jurs, Pāvels. "Notability and Topicality of Civic Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 268. http://dx.doi.org/10.17770/sie2013vol1.536.

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Analyzing the process of election in Latvia and the European Union it is obvious that the activity of electors is decreasing. Disloyalty towards authorities and executives is increasing, which may result in a crisis of democracy in the nearest future. To promote civic activity it is necessary to carry out the civic education in a more practical aspect because it is a base for making a social responsibility for the environment and social activities. Schools, the sources of mental development and the development of personality are crucial for the development of the country as well. By using professional experience and the theoretical and empirical methods of processing data, this article gives an overview of the activity of electors in Latvia and the European Union, identifies the practical aspects of the civic education in the stages of elementary and high school and gives practical suggestions for the developing of civic education through the stages of elementary and high school through the studying process and beyond it.

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Mouritsen, Per, K. Kriegbaum Jensen, and Stephen J. Larin. "Introduction: Theorizing the civic turn in European integration policies." Ethnicities 19, no. 4 (April 25, 2019): 595–613. http://dx.doi.org/10.1177/1468796819843532.

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Regelmann, Ada-Charlotte. "Civic Resources and the Future of the European Union." West European Politics 37, no. 1 (November 14, 2013): 223–24. http://dx.doi.org/10.1080/01402382.2013.853526.

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Bengtsson, Anki. "Educating European citizenship: Elucidating assumptions about teaching civic competence." Policy Futures in Education 13, no. 6 (July 21, 2015): 788–800. http://dx.doi.org/10.1177/1478210315595785.

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O'mahony, Joan, and Clare Coffey. "From Civic Choice to Civic Voice: the Changing Role of Society in European Fisheries Governance." Journal of Civil Society 3, no. 3 (December 2007): 239–51. http://dx.doi.org/10.1080/17448680701775663.

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Journal articles on the topic 'European Civics'

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