Citizenship and Diversity

Code:

MED201

Acronym:

CD

Keywords
Classification	Keyword
CNAEF	Social Studies/Public Policies / Educational Sciences

Instance: 2019/2020 - 2S (since 10-02-2020 to 29-05-2020)

Active?	Yes
Web Page:	https://sigarra.up.pt/fpceup/FICHA_DISCIPLINA.EDITAR?p_cad_codigo=MED201&p_periodo=2S&p_ano_lectivo=2011/2012
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	56	Official Curricular Structure	1	-	3	24	81

Teaching language

Suitable for English-speaking students

Objectives

Citizenship and Diversity aims to address citizenship as a concept and its relationship with the state, the community and with individuals.  Civil, political, and social rights as well as  the new generation rights - the cultural rights are debated as central to rethink society and social democratic relationships. The issues of inclusion and exclusion and socio-cultural diversity are equally approached.  

Aims

. to debate education as social right

. to debate concepts of citizenship, inclusion/exclusion and cultural diversity

. to acknowledge some relevant contributions produced around these concepts and issues

 

 

Learning outcomes and competences

Learning outcomes 

. distinction between different citizenship concepts

. identification of the relationship between citizenshsip and civil, political, social and cultural rights

. awareness of contemporary societies as socio-cultural diverses

. visual and textual critical analysis dealing with citizenship. diversity, social protection, access to culture and education

production of critical analyses of a film or a novel dealing with citizenship and diversity.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Knowledge and competences from other UC as Introduction to Social Sciences, Sociology of Education, Sociology of the Family, Education Policies, Socioantropology of the Culture, among others will be a contribution to this UC.

Program

. Citizenship concept and its discussion: citisenhip as rights; citizenship and general duties; citizenship as a contested concept

. Theories on Citkzenship: the liberal tradition; civic republicanism; social-democratic perspetives: T.H.Marshall; neo-liberal and neo-conservative perspetives; the feminists and new wocial movements perspectives.

. Education as a social right, departing from the framework of T. H. Marshall analysis/proposal

. Inclusion/exclusion and social inequality: the concepts of exclusion and inclusion; social processes and exclusion; migrant people and the concepts of 'denizens' and 'citizens'

. Difference as a social resource (Iris Young): difference as a concept; the debate equality vs difference; contesting the public-private divide; beyond equality and difference  (Ruth Lister).

Diversity and interculturality: a diferentiated universalism (Ruth Lister); the challenge of diversity and difference to citizenship; redistribution, recognition, love, care and solidarity  (John Baker, Kathleen Lynch)

 

Mandatory literature

Bourdieu Pierre; A Miseria do Mundo, Vozes, 2001
Touraine Alain; Iguais e diferentes. ISBN: 972-771-063-8
Arnot Madeleine; Educating the gendered citizen, Routledge, 2009

Comments from the literature

The texts included in 'Documents' are the ones to be used as references for the written work.

Teaching methods and learning activities

Contact activities (face-to-face & online)

Lectures

Text presentation by students

Debates

Tutorials

 

Autonomous work by students

Group work

Bibliographic search

Fieldwork

 

Preparation of group work

keywords

Social sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	100,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	35,00
Frequência das aulas	25,00
Trabalho de investigação	30,00
Total:	90,00

Eligibility for exams

The evaluation focuses on written work, in groups, with a weight of 100%.

The work should

1. have a length of 7000 to 8000 words
2. focus on CU themes such as rights, citizenship, inclusion/ exclusion, cultural diversity, gender or others studied, in the CU program
3. establish a dialogue with 4 or 5 CU reference authors (in "documents" and organized by thematic categories)
4. contain correctly integrated bibliographic references (APA Norms, adapted by CIIE journal Educação Sociedade e Culturas)
5. Papers are sent by email to Eunice Macedo (eunice@fpce.up.pt) June 8 (normal season); July 6 (appeal season)

 

Evaluation alternatives:

Alternative A - Elaboration of research work focusing on a problem related to themes addressed in the CU (referred to in 2)

1 – In the impossibility to carry out empirical work, this work will have the character of conceptual debate, and may start (or not) from a lived experience

2 - It should include a critical and interpretive dialogue between the perspectives of 4 or 5 authors and

3 - a personal theoretical position in the face of the debate

3.1. It can be incorporated in a section dedicated to conclusive lines, or throughout the text, clearly identifying what the authors' own thought is and that of the essay authors

4 - This modality is closer to the conventional essay

 

 Alternative B - In-depth presentation of essay on selected work with teacher

The essay must incorporate, in writing:

1. a global view, focusing on the guiding thread of the book
2. brief presentation of its structure and
3. deep presentation of two / three chapters more directly crossed with the contents of the CU.

3.1. The analysis of the 2 or 3 selected chapters (referred to in 3.), is in a critical and interpretative dialogue, with 4 or 5 reference authors from the CU.

4. include a personal position in relation to the studied perspectives

 

 Alternative C - Writing an essay on a film or novel

 The written essay should contain,

1. Selected images from the film (PrintScreen)
2. Short description of the film
3. Accentuation of the articulation with the CU (authors and central concepts)
4. Selection (and justification) of 3 or 4 scenes, illustrative of the debate
5. Selection (and justification) of 2 or 3 characters that make it possible to symbolically understand the axes of the debate
6. Identification of a problem in reading the film or novel relevant to the CU
7. Deconstruction of a view from selected CU contributions, in particular using 4 or 5 texts to be selected in 'Documents', putting the perspectives of these authors in a critical and interpretive dialogue and assuming a personal theoretical position in the face of the debate

 

Alternative D - Preparation of an essay based on an image

The written essay will have to incorporate,

1. Image (with reference to the source)
2. ‘Innocuous’ description of the image (As if the reader didn’t see it)
3. Personal interpretation of the image and personal justification of your choice
4. Intense articulation with the themes covered in the CU
5. Theoretically informed analysis, putting the perspectives of these authors in a critical and interpretive dialogue
6. Assumption of a theoretical position in the face of the debate

 

NOTE: Even if the different aspects should be included in the alternative chosen by each student, this document IS an orientation and NOT a rigid definition of structure. Creative proposals are welcome, as long as the different aspects are considered.

Calculation formula of final grade

The final mark of this unit is expressed in a 0-20 scale.
Assessment:

1.  written work - 100%.

 

 

 

 

Examinations or Special Assignments

n.a

Internship work/project

n.a

Special assessment (TE, DA, ...)

Students who cannot attend the course regularly due to motives foreseen in university/faculty regulations need to contact the lecturer. since the beginining of the semester. They need to write the essay or the research project, being tutored by the lecturer, and will present it to colleagues during the course. Moreover, they will elaborate a second essay or other written work negotiated with the lecturer.

 

 

Classification improvement

Students can attempt to get a better mark, by reformulating the written work.

Observations

Essential Readings

Arnot, Madeleine (2009)"Educating the global citizen" in Educating the Gendered Citizen (pp.223-251), New York: Routledge. 

Bernstein, Basil (1996). Pedagogy, symbolic control and identity. London: Taylor & Francis

Bourdieu, Pierre (1999) A miséria do mundo (pp. 683-713), Petrópolis: Editora Vozes.
Costa, Alfredo Bruto da (1998) Exclusões, Lisboa: Gradiva.
Fraser, Nancy e Gordon, Linda (1995) "Contrato versus Caridade: porque não existe cidadania social nos Estados Unidos?" in Revista Crítica de Ciências Sociais, 42, 27-52
Lister, Ruth (2007) “Inclusive Citizenship: realizing the potential” in Citizenship Studies, 11 (1), 49-61
Marshall, T.H. (1967) "Cidadania e Classe Social? in Cidadania, Classe Social e Status", pp. 57-114, Rio: Zahar Editores, 1950
Stoer, Stephen (). Educação inter/multicultural e reconversão dos processos locais de socialização. In Stephen Stoer, Luiza Cortesão & José Alberto Correia (Orgs) Transnacionalização da educação: Da crise da educação à ‘educação’ da crise. (pp. 241-275)

Stoer, Stephen R. & Magalhães, António (2005) A Diferença Somos Nós ? a gestão a mudança social e as políticas educativas e sociais, Porto: Afrontamento

Touraine, Alain (1997) Iguais e diferentes, poderemos viver juntos? (pp. 127-172), Lisboa: Instituto Piaget.   

Touraine, Alain (2000) Can we live together? (pp 265-287). Stanford (CA): Polity Press   

 

Complementary readings

Araújo, Helena C. (2007) "Cidadania na sua polifonia - debates nos estudos de educação feministas", Educação, Sociedade e Culturas, 25, 83-116.
Arnot, Madeleine (2007) "Masculinidades de classse trabalhadora, escola e justiça social: revisitando o significado sociológico de Paul Willis em Learning to Labour", Educação, Sociedade e Culturas, 25, 9-42.
Benhabib, Sheila (2004) The Rights of Others? Aliens, residents and citizens, Cambridge: Cambridge University Press.
Bolivar, Antonio (2007) Educación para la ciudadanía ? algo más que un asignatura, Barcelona: Ed. Graó.
Casanova, Maria José (2009) Etnografia e Produção de Conhecimento - reflexões críticas a partir de uma investigação com ciganos portugueses, Lisboa: ACIDI
Estêvão, Carlos (2007) "Direitos Humanos, Justiça e Educação", in Educação, Sociedade e Culturas, 25, 43-81.
Fonseca, Laura (2007) "Corpo falado: sexualidades, poder e educação" in Educação, Sociedade e Culturas, 25, 135-168.
Fonseca, Laura (2009) Justiça social e educação, Porto:Afrontamento.
Heater, Derek (2005) What is Ciizenship?, Cambridge: Polity Press
Lanskey, Caroline (2010) "Citizenship  education for young people in secure institutions in England and Wales in Educação, Sociedade e Culturas,30, 41-56 
Perrenoud, Philippe (2005) Escola e cidadania ? o papel da escola na formação para a democracia, Porto Alegre: Artmed
Santos, Boaventura Sousa (2000) A crítica da razão indolente, (pp. 209-235), Porto, Edições Afrontamento.
Touraine, Alain (1995) O racismo hoje, in M. Wieviorka,  (org.) Racismo e Modernidade, (pp.25-43), Lisboa: Bertrand Editora.
Torres, Carlos A. (2007) "El lugar de las diversidades y de ls ciudadanias en la sociologia de la Educación, in Revista Portuguesa de Educação, 20 (1), 7-45
Young, Iris M. (2000) Inclusion and Democracy, Oxford: Oxford University Press
Zimenkova, Tatiana (2011) "Diversity: Future project or current challenge? Construction of the term diversity within citizenship education in Europe in Educação, Sociedade e Culturas, 32, 23-40