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Copyright of Cuadernos de Estudios del Siglo XVIII is the property of Instituto Feijoo de Estudios del Siglo XVIII (Universidad de Oviedo) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Didáctica Geográfica is the property of Grupo de Didactica de la Geografia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Innovacion Educativa is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As European democracies undergo dramatic demographic shifts, they look to civics education to create social cohesion and produce a “democratic” citizenry. Such a project, however, is not without its tensions and contradictions. Drawing on findings from a yearlong ethnography in a secondary school in Spain, this article traces a number of dilemmas associated with the forming of citizenship identities in a citizenship education class. The analysis highlights how through text/talk the “normative citizen” and notions of “il/legality” were produced in ways that were consequential for immigrant youth's sense of belonging. It further examines how citizenship education, operated as an inherently disciplinary space where immigrant youth were governed as particular kinds of subjects. Drawing upon Foucault's formulations of biopower, it sheds light on the seemingly benign social mechanisms operating within classrooms and schools that are productive of hierarchies of personhood—bounded distinctions between aliens (suspect, un-belonging, abject) and citizens (normative, belonging, deserving)—that ultimately align with and further the nation-state's disciplinary power. Locating the project of educating immigrant youth within a larger field of power disrupts the presumed innocence of civics education and offers up critical openings for rethinking the nature and goals of civics education in democratic societies. [ABSTRACT FROM PUBLISHER]

The recent economic crisis has had a particularly serious consequence for young people, who have suffered from a delayed transition into adulthood as a result of unemployment and job insecurity and delayed independent living. This has been particularly the case for Spain and there is a concern that these experiences of unemployment may lead to social exclusion and isolation. This article argues that learning social and civic skills may well allow young people to maintain their social connectedness and self-worth by enabling them to make connections with their local community. One institution that could offer these learning opportunities, we argue, is the university. In this article we identify the possibilities and limitations for Spanish universities to promote social and civic learning. We conclude by evaluating the support that higher education can offer young people in the context of the crisis and continued austerity. [ABSTRACT FROM AUTHOR]

This article explores visions of war and peace in the education system during the Spanish transition to democracy. During those years, the Spanish state was faced with the challenge of leaving its authoritarian political past behind and forging a democratic civic culture. As the concepts of war and peace are inextricably linked to those of state and citizenship, they are a useful tool with which to examine changes in civic education. A wide variety of educational sources has been explored, with particular attention to the emotional nature of the depiction of both war and peace. This study reveals two opposing styles. The official discourse demonstrated a factual treatment of war and a tendency to concentrate on international bodies and their actions, when it came to fomenting peace. The treatment of peace in the circles of teachers’ local initiatives was different. First, peace was defined not only as the absence of war but also in terms of social equality and solidarity. Second, there was a conscious effort to get the students involved in opposing war, reinforced by emotionally charged messages regarding its horrors. [ABSTRACT FROM PUBLISHER]

This study aims to explore the level of information and knowledge 150 Spanish kindergarten and elementary school teachers in pre-service training have about human rights. We compared two groups of students: students with no specific training and students with specific training (the students with specific training study with the new training teaching programme that includes a compulsory subject related to citizenship education). The contents are organized around three thematic areas. Human rights are included in the first area 'Basic concepts to promote equality and participation in Elementary Education'; the other two areas are: 'Learning to participate at Elementary School' and 'Building a civil school that promotes equality and participation at Elementary School'. It is a one semester subject with 3 h of teaching per week. The main hypothesis is that a specific training on human rights will lead to an important improvement not only in student's level of knowledge but also in the way they categorize this specific content. We have administered a questionnaire designed for the study. In general, our results show that students of both groups have a basic and limited knowledge about human rights. The group with specific training shows a higher level of knowledge than the other group and a different way of organizing it. This would go in the direction of other studies of supporting and reinforcing the inclusion of specific training on human rights during the initial teacher training programmes at the university. [ABSTRACT FROM AUTHOR]

The characteristics of current society and the interest about citizenship education in the context of lifelong learning are essential to a study that aims to describe and understand the development of social and civic competence in the educational field. A Delphi study can make a proposal in which the social and civic competence is composed of 89 items organized into five areas: knowledge, skills, attitudes, values and behaviours. In parallel, the study of a school in Sevilla discovers didactic strategies and organizational processes that benefit the development of the various components of this competence. [ABSTRACT FROM AUTHOR]

This study analysed the effects a values education programme can have on the feelings of self-realisation, self-concept and self-esteem of Romany adolescents in southern Spain. To do this, an experimental group received a values education intervention but a control group did not. The intervention programme was adapted to the Romany culture. The self-realisation, self-concept and self-esteem of both groups were evaluated using the Self-Concept and Realisation Questionnaire. Statistical analyses showed the existence of significant differences between the experimental and control groups on the variables studied. Based on the results, we suggest that a values education programme like this, that has been culturally adapted, can make a positive impact on the self-realisation of young people from a marginalised community. [ABSTRACT FROM AUTHOR]

The introduction of Education for Citizenship into the Spanish school system has given rise to a strong controversy with the Catholic Church and other conservative actors in Spanish society, who claim that the students’ moral education is an exclusive realm, reserved for families. Challenging these criticisms, this article points to the reasons that justify both the substantive content of the subject and the competence of democratic government with regard to civic education. [ABSTRACT FROM AUTHOR]

This paper examines the Europeanization of citizenship education policy through a comparative analysis of two European states, Germany and Spain, with strong traditions of regional control of education policy. While previous studies have tended to focus on national responses to and implementation of EU initiatives, they often disregarded the complex relationship regional actors have with national state and supranational actors. Using evidence from interviews and a detailed framing analysis of citizenship education curricula, textbooks, and policy documents, this paper looks specifically at Catalonia and Bavaria to explore the conception of the 'ideal citizen' within and across local education practice(s), regional policy imperatives, central state-level citizenship education policy, German and Spanish federal policy related to citizenship and immigration, and EU educational initiatives. [ABSTRACT FROM AUTHOR]

Widespread interest in civic education began to extend throughout much of the world beginning in the late 1980's. It therefore comes as no surprise that this interest, which considers civic education to be an essential component of education, has found an echo in Spain, both at the national and local levels. We are presenting the Spanish experience in the hope that it may serve as an object of reflection for others. We will present the proposals concerning civic education that the Spanish Ministry of Education has been issuing from 1987 up to the present. In general, the proposal since 1990 (LOGSE) has consisted in the incorporation of civic education using a cross-curricular (/transversal) / approach within the educational system. The new law proposes a different model (LOE, 2006). The purpose of this article is to present one of the innovative elements in the new Spanish Law on Education. This innovation consists in the introduction of a new subject, entitled «Education for Citizenship and Human Rights» in the curriculum of all educational stages. [ABSTRACT FROM AUTHOR]

El artículo discute las actuaciones voluntarias como cauce de participación social y el interés de su inclusión en el sistema educativo formal. Se habla de la demanda de una mayor participación de los ciudadanos en la vida pública, y su interés como tema de investigación en varios campos. Se enfoca en esta sensibilidad a nivel europeo y en España en particular. Se describen varias iniciativas concretas de inclusión de los trabajos voluntarios en el ámbito de la educación formal en España.

The article discusses the development of Political Science as an academic discipline in Spain. A detailed account of how political science evolved as a discipline in the years between 1960 and 1990 is presented. The major changes in the way the study of political science is academically organized is reviewed. Furthermore, an account of the circumstances that the author feels prevented political science from developing in Spain with the same pace as in other Western countries is also presented in the article.

El artículo presenta algunos de los temas abordados en este número incluyendo un ensayo sobre la relación entre la obra "La Odisea" de Homero y el núcleo familiar, un estudio sobre el papel del estudiante adulto de tiempo parcial y un artículo sobre el desarrollo de la educación cívica en España.