The Educational Implications of Populism, Emotions and Digital Hate Speech: A Dialogue with Scholars from Canada, Chile, Spain, the UK, and the US

The recent rise of authoritarian populism, fueled by the spread of digital hate speech and the preeminence of emotions in the political arena, has not aroused much interest among educational researchers. In response to this gap in the literature, the authors of the present article aim to provide an overview of the educational implications of the recent wave of authoritarian populism by interviewing a group of experts on democratic citizenship education from various countries and backgrounds. The dialogue resulting from their responses helps to move forward the educational debate on how schools can deal with the emotions and hate speech that motivate support for authoritarian populisms

Imagining a Post-COVID-19 Global Citizenship Education

RESUMEN: La pandemia del COVID 19 ha creado condiciones sin precedentes en todas las áreas de la vida. A medida que la suspensión de las actividades escolares se ha convertido en ?la nueva normalidad?, numerosos expertos y formadores de opinión se han apresurado a lanzar sus recomendaciones a gobiernos y organizaciones educativas para normalizar las operaciones escolares. En este contexto novedoso, analizamos las propuestas para expandir el modelo de Educación para la Ciudadanía Global (ECG) que está siendo cada vez más apoyada por organizaciones internacionales, gobiernos y académicos. En este artículo, sostenemos que la orientación redentora que los modelos y propuestas de ECG han desarrollado en las últimas décadas resulta muy limitada para entender y resolver problemas actuales como la restricción de derechos de privacidad de la ciudadanía o el fortalecimiento de los nacionalismos excluyentes. En cambio, se necesitan modelos más realistas de ECG. Este documento concluye con nuevas preguntas para robustecer el debate y las alternativas para imaginar una ECG realista y no redentora.ABSTRACT: The COVID-19 pandemic has created unprecedented conditions in all areas of social life and as the suspension of schooling became "the new normal," numerous experts and opinion-makers rushed to voice their recommendations to governments and educational organizations for normalizing schooling operations. In light of this worldwide crisis, we re-evaluate proposals to expand the model of Global Citizenship Education (GCE) that have received increasing attention and support from both international organizations, governments, and scholars. In this article, we argue that the predominately redemptive nature of GCE models and proposals since the mid-1990s cannot handle global problems associated with the current pandemic such as the restriction of citizen?s privacy rights or the strengthening of exclusionary nationalistic messaging. Instead, more realistic models of GCE are needed. This paper concludes with new questions to strengthen the debate and alternatives for imagining a non-redemptive and more realistic GCE

Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education

Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today

Conservação preventiva na reserva de escultura da Faculdade de Belas Artes de Lisboa: acervo de escultura em gesso

Tendo como objectivo a implementação de estratégias de preservação do acervo de escultura em gesso da Reserva de Escultura da Faculdade de Belas-Artes da Universidade de Lisboa, encontramo-nos actualmente a desenvolver uma proposta de Conservação Preventiva enquadrada no nosso Doutoramento em Belas-Artes. Com este trabalho pretendemos propor um plano adaptado a estes casos específicos, constituídos por materiais muito sensíveis a variações de humidade relativa, como o gesso e as estruturas internas em ferro, desencadeadoras de processos de corrosão activa, muito danosas para as peças.info:eu-repo/semantics/publishedVersio

Teacher Education for Citizenship in a Globalized World: a Case Study in Spain

Abstract: Considering the attention that global citizenship education has recently received, it is not much of a surprise that teacher education programs and courses around the world are including stated goals related to the preparation of teachers to educate their students for global and participatory citizenship. This is also the case of the Faculty of Education at the University of Cantabria (Spain). This study explores how a group of teacher educators from this university conceptualize citizenship education, if they include global perspectives in their notions, and how they educate for democracy in an increasingly globalized world. Although teacher education can contribute to challenge pre-service teachers’ perceptions of the nation state as the only locus for democracy and citizenship, the inclusion of global perspectives done by these teacher educators has been very limited. Also, the participants that were more globally concerned were those who had a stronger sense of social justice

The importance molds teaching in the rehabilitation, conservation and restoration of decorative plaster stuccoes : modern and traditional techniques

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O ensino no património : sensibilizar para preservar, conservar e restaurar

This essay aims at sharing the experience garnered from the work developed with second and third grade students (corresponding to 11th and 12th grades respectively, in the Portuguese 12-year school system) from Escola Profissional de Recuperação do Património de Sintra (vocational education for cultural heritage conservation) enrolled on the course Conservation and Restoration Technician in the field of Plaster over the years. Specifically, the work developed within the modules Theory and Practice in Conservation and Restoration and Workplace Training, through the completion of theoretical practical activities and training in workplace directly integrated into the scope of our heritage, thus showing that the practical training motivates and prepares the students for a future jobinfo:eu-repo/semantics/publishedVersio

Imágenes sobre la educación para la ciudadanía en la formación inicial del profesorado

Aunque en las pasadas décadas se ha escrito en abundancia acerca de la educación para la ciudadanía, al menos en España se sabe muy poco acerca de cómo se educa para educar en la ciudadanía en las instancias de formación del profesorado. En estos últimos años hemos intentado contribuir a tapar dicha laguna con una línea de investigación que hasta la fecha se ha centrado en los formadores universitarios de estudiantes de los Grados de Magisterio de la Universidad de Cantabria. Tras acopiar sus racionalizaciones verbalizadas acerca de la vida política y la educación ciudadana a través de entrevistas semiestructuradas, se nos hizo evidente la necesidad de ir más allá de ese nivel de análisis y utilizar nuevas técnicas indagativas que nos permitieran adentrarnos en el substrato tácito y menos sujeto a control reflexivo de las representaciones de los docentes, toda vez que éstas no pueden considerarse como el mero producto acabado de ejercicios mentales deliberados y racionales. De ahí que se optara por examinar ciertos tropos del lenguaje menos sometidos al control consciente como las metáforas, aprovechando las recientes aportaciones de la ciencia cognitiva y la neurociencia sobre el pensamiento automático (Kahneman, 2012) y su influencia en nuestras decisiones políticas (Haidt, 2012; Lakoff, 2008). Esta mirada a las evidencias empíricas recogidas permitió detectar, bajo la forma de distintas expresiones metafóricas, alegorías como los “ciudadanos como plantas”, la “ciudadanía como motor” o la “democracia como meta” que perfilan un relato sobre la educación ciudadana en exceso idealizado

Evidence of curricular standardization: Environment pedagogy in the Chilean and Spanish official curricula in primary education

Resumen: Este estudio realiza un análisis del tratamiento del entorno sociocultural en el área de Ciencias Sociales (Educación Primaria) de los currículos oficiales de Chile y España, a la búsqueda de indicios de esa estandarización que la escuela neoinstitucionalista de la sociología histórica educativa postula como derivado de la institucionalización mundial de la educación.. Las diferencias entre ambos decretos en el enfoque de estudio del medio sociocultural responden más bien a cuestiones específicas o de grado que a divergencias en los aspectos esenciales de la naturaleza del currículo. A partir de la reflexión en torno a la mayor o menor coherencia y consistencia que presentan ambos currículos se puede observar el uso de lenguajes y retóricas de la pedagogía políticamente correcta que encubren las verdaderas funciones del currículo y la ideología instrumental que subyace en ambos y que deriva en una gran cantidad de incoherencias internas. La falta presumiblemente consciente de medios para la consecución de algunos de los fines declarados es el ejemplo más evidente de la superficialidad de estos discursos que resultan ser, además, sorprendentemente afines.Abstract: This study analyzes the treatment of the socio cultural environment in the Chilean and Spanish official curricula in Social Sciences (Primary Education) in search of evidence that The New Institutionalism in Historical Sociology of Education postulated as arising from world institutionalization of education. Differences between both decrees have to do more with specific details or matters of degree than with divergences in essential aspects of the curriculum. The use of discourses and rhetoric of politically correct pedagogy that conceals the real functions of the curriculum and instrumental ideology that underlies both curricula and that leads to a large number of internal incoherencies may be observed in both of them. The presumably conscious lack of means to achieve some of the stated purposes is the most obvious example of the superficiality of these discourses which are, moreover, surprisingly similar