From Connectedness and Learning to European and National Identity: Results from Fourteen European Countries

Autor/inn/en	Ziemes, Johanna F.; Hahn-Laudenberg, Katrin; Abs, Hermann J.
Titel	From Connectedness and Learning to European and National Identity: Results from Fourteen European Countries
Quelle	In: Journal of Social Science Education, 18 (2019) 3, S.5-28 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Nationalism; Self Concept; Psychology; Civics; Citizenship Education; Correlation; Student Attitudes; Educational Opportunities; Foreign Countries; Interdisciplinary Approach; Teacher Student Relationship; Course Content; Teaching Methods; International Cooperation; Interpersonal Relationship; Secondary School Students; Political Attitudes; Scores; Measures (Individuals); Cross Cultural Studies; Europe + Suchen Sie Ihr Suchwort? Nationalismus; Selbstkonzept; Psychologie; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Korrelation; Schülerverhalten; Bildungsangebot; Bildungschance; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teacher student relationships; Lehrer-Schüler-Beziehung; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Internationale Kooperation; Internationale Zusammenarbeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sekundarschüler; Political attitude; Politische Einstellung; Messdaten; Cultural comparison; Kulturvergleich; Europa
Abstract	Purpose: The aim of this article is to analyse the concepts of national and European identities through a multidisciplinary lens and to examine empirically how schools develop those identities in adolescents. Method: The study employs data from the "International Civic and Citizenship Education Study 2016." Correlation and regression analyses are conducted with data from over 45,000 students from fourteen different European educational systems. Country-specific weighted statistical analyses are conducted. Findings: A combination of perspectives from the fields of psychology, political culture, and civic and citizenship education is useful to reflect upon the dimensions and desirability of overarching identities. Formal learning opportunities are shown to be particularly relevant for fostering a European identity. Positive relationships between students and teachers and between students statistically predict stronger identities. Practical implications: Good social relationships at school help to develop national and European identities. Moreover, the development of a European identity especially depends upon its explicit inclusion in the curriculum. Teachers should guide students to reflect on the meaning and content of tolerant and complex national and European identities. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01