Active citizenship and multiple identities in Europe. A learning outlook.

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Sonst. Personen	Wildemeersch, Danny (Hrsg.); Stroobants, Veerle (Hrsg.); Bron, Michal, Jr. (Hrsg.)
Titel	Active citizenship and multiple identities in Europe. A learning outlook. Gefälligkeitsübersetzung: Aktive Staatsbürgerschaft und vielfache Identitäten in Europa. Aspekte des Lernens.
Quelle	Frankfurt, Main: P. Lang (2005), XVII, 338 S.Verfügbarkeit
Reihe	European studies in lifelong learning and adult learning research. 1
Beigaben	Abbildungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8204-7750-8
Schlagwörter	Bildung; Führung; Bildung; Bürger; Demokratie; Erwachsenenbildung; Europa; Führung; Lernen; Partizipation; Soziales Lernen; Staatsangehörigkeit; Europäische Union; Lernen; Soziales Lernen; Demokratie; Partizipation; Staatsangehörigkeit; Zivilgesellschaft; Zivilgesellschaft; Erwachsenenbildung; Europäische Union; Bürger; Europa
Abstract	"Two major themes are addressed in this book. The first one is on Active Civic Participation. This is considered an increasingly important aim both for public governance and for the renewal of civil society. The contributions on this topic deepen our understanding of the reasons why civic participation is relevant as an answer to present day societal challenges. They also improve our insight in the factors that stimulate or inhibit such participation. The second theme is about European Citizenship and Multiple Identities. It helps to understand the evolution of citizenship and identities in the context of European integration and enlargement, of globalisation and glocalisation, of migration, etc. The book holds a selection of papers presented at the Connections Conference, organised at the university of Leuven (Belgium) in September 2003 under the auspices of the Flemish Research Council and the Network on Active Democratic Citizenship and Adult Learning of ESREA (European Society of Research into the Education of Adults)." (author's abstract). Contents: Zygmunt Bauman: An adventure named Europe (15-32); Agnieszka Bron: Demos and ethnos in European citizenship: Possible connections and challenges for adult education (33-46); Rennie Johnston: A framework for analysing and developing adult learning for active citizenship (47-65); Seamus O Tuama: Learning to balance risk and opportunity: Collective decision making on science and technology (67-85); Tom Steele and Richard Taylor: Citizenship and global chaos: Education, culture and revolution (87-104); Vanessa Andreotti: 'Modernity', 'capitalism' and 'colonialism' and their effects on schooling, alterity and 'active citizen participation' (105-120); Ruud van der Veen and John Holford: A critical educational perspective on localisation, governance and citizen education (123-137); Tom Schuller and John Preston: Skills, values and networks: Evidence on the wider benefits of learning (139-154); Erja Moore and Ari Antikainen: Is a state intervation able to challenge patterns of participation in adult education? (155-174); Eithne Buchanan-Barrow, Martyn Barrett and Samantha Clausse: British children's national identification and thinking about citizenship (175-190); Liam Cairns, Peter Kemp and Bill Williamson: Young people and civil society: Lessons from a case study of active learning for active citizenship (191-206); Jim Crowther and Ian Martin: Learning democracy and activating citizens: A role for universities (207-223); Marc Craps, Edward Van Rossen, Silvia Prins, Tharsi Taillieu, Rene Bouwen and Art Dewulf: Relational practicies to make social learning happen: A case study in water and nature management (227-244); Janet Youngblood: Political Party Participation and Situated Learning in the United States (245-258); Marc Verlot and Caroline Oliver: 'European' consciousness and social commitment amongst expatriates in Belgium and Spain (259-277); Michael Brown Jr.: A remedy for apathy? The role of NGO's in activating citizens in today's Russia (279-296); Adrian Hatos and Tomina Saveanu: Building a credible NGO sector: Confidence in Romanian NGOs between performance and belief (297-311); Joke Vandenabeele and Lieve Goorden: Learning for citizenship: Consensus conference on genetic testing (313-326). Die Untersuchung enthält quantitative Daten.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2007/1