dc.description.abstract | This paper focuses citizenship education in Spain and Andalusia. We present a study where we show
the main features of education for citizenship in Spain and analyze projects and programs offered by
Andalusia's Consejería [Local Government Ministry] of Education to address the problem of
coexistence. Specifically, the schools have various bodies and instruments including the Commission
on Coexistence, the Coexistence Classroom, the Space of Peace School Project, the School
Mediation Workshop, the Workshop on Reflection, etc.
The concept of citizenship admits of different definitions adapted to the context and events. This
research work shares the vision given by Pérez Luño (2002): Citizenship is defined as a concept
belonging to a democratic society that grants the exercise of rights and implies the responsibility of
duties. It is a concept closely related to the freedom and equality of the human being, free of
impositions and submissions, and which aims to consider men and women as active and responsible
actors in the social context. Taking an educational approach as a starting point, Karen O’Shea
elaborates in 2003 a Glossary of terms for Education for Democratic Citizenship (O’Shea, 2003),
taking as groundwork the reports, studies and programs developed by the Council of Europe about
this topic. He highlights the double dimension (juridical and socio-cultural) of the term citizenship
referring, on the one hand, to the personal status of an individual whose rights and duties are legally
recognized and, on the other hand, to the role played by the individual. It means the values and rules
of behavior with regard to other members belonging to the same community.
To understand citizenship as a concept with a double dimension is to recognize the importance of its
accomplishment, to highlight participation, and the necessity of looking for a way to grant peaceful
coexistence fostering shared norms and values as well as the development of common awareness.
Citizenship becomes not only a juridical status but also a way of life where it is necessary to share
values and norms in order to cope with the common responsibilities of a social life. This final concept
directly connects with the social and civic competence defined in European politics.
Despite the differences, the common pillar of the social and civic competence is the education geared
to the application of the social dimension of citizenship. This sort of education is currently in great
demand. We are witnessing the increasing significance of education as a key aspect for the
development of skills, abilities and attitudes granting a peaceful coexistence and the rights and duties
of human beings. The so-called knowledge-based society demands individuals able to face
continuous changes, take decisions without external influence of the means of communication, select
information and be aware of the necessity to grant a peaceful coexistence and fight for equal rights.
Consequently, citizenship education is understood as a current need born from the characteristics of
our society, which emphasizes the requirement of active citizens, aware of their rights and responsible
for their duties. Citizens capable of making their own decisions, with critical thinking, engaged in
achieving the common good, defending and promoting democratic values, and willing to fight for equal
opportunities as well as for the respect to diversity. | es |