Citizenship, Inclusion and Community Participation

Recommended Prerequisites

NA

Teaching Methods

Participation in thematic seminars. Group discussions with simulations using active techniques, such as value lines, the panel with divergent perspectives, the 'science slam', etc. Analysis of actual national and international policy instruments. Critical discussion of real and contemporary cases. Analysis of legal or other decisions in particular cases. Reflection on the role of science in promoting a more just and equitable society, through the analysis of the potential for transferring scientific knowledge to concrete intervention with people and groups.

Learning Outcomes

-To understand the difference as a way of human affirmation.

-To apply the modes of relationship that dignify difference.

-To enhance the multidimensional nature of the concept of citizenship, in its various aspects.

-To reflect on the weaknesses of citizenship of people and groups, derived from stereotypes and preconceptions associated with various identity referents.

-To analyze the negative effects of the civic and cultural illiteracy of the population.

-To discuss citizenship issues, starting from the analysis of national and international policy instruments and real cases.

-To reflect on the potencial of education in formal and non-formal contexts to contribute to the development of active citizenship, in a democratic society, promoting social inclusion and community participation.

-To learn to outline actions and intervention programs aimed at different audiences, for the debate on citizenship issues, training different professionals with an educational focus.

Work Placement(s)

No

Syllabus

- Citizenship as a multidisciplinary concept, which involves individual, interpersonal and planetary dimensions.

- Main weaknesses of citizenship in the population at different ages: potential causes and consequences.

- Education, gender and citizenship: possibilities for intervention in formal and non-formal contexts.

- Racism, ageism, xenophy, homophobia and hate speech: the emancipatory potential of critical education in the elimination of different forms of discrimination and prejudice.

- Individual and collective identity, sense of belonging and social inclusion: empowerment and civic and political participation in civic and political life at all ages.

- National and international policy instruments, emanating from Portuguese and supranational entities with which Portugal has made commitments, and correspondent recommendations.

- Discussion of specific subjects of the curricular unit, always guided by invited specialists, coming from particular areas (7/8 per semester).

Assessment Methods

Assessment
Individual oral presentation of a topic in the context of citizenship: 30.0%
Synthesis work: 70.0%

Bibliography

Antunes, F. (Org.)(2019). Rumar contra as desigualdades em educação. Práticas, vozes, percursos. Húmus.

Aow, A., Hollins, S., & Whitehead, S. (2022). Becoming a Totally Inclusive School: A Guide for Teachers and School Leaders. Routlege.

Arthur, J., Davis, I., & Hahn, C. (Eds.) (2008).The Sage Handbook of Education for Citizenship and Democracy. Sage.

Blokdyk, G. (2020). Community participation: A complete guide. 5STARCooks.

Evans, R., Kurantowicz, E., & Lucio-Villegas, E. (Eds.)(2022). Remaking Communities and Adult Learning. BRILL/ESREA.

Ostrouch-Kaminska, J. & Vieira C. C. (Eds.)(2015). Private World(s). Gender and Informal Learning of Adults. Sense.

Reis, C. F. S. (2011). Contribution for multiculturalism: Through the recognition of difference. In A. Ishman & C. Reis, INTE, Proc Book (pp. 247-261).

Thiederman, S.(2019). The diversity and inclusion handbook. WalkTheTalk.

Torres, C. A.(2019).Theoretical and empirical foundations of critical global citizenship education. Routledge.