Author
Edda Sant
Other affiliations: Autonomous University of Barcelona
Bio: Edda Sant is an academic researcher from Manchester Metropolitan University. The author has contributed to research in topics: Democracy & Global citizenship education. The author has an hindex of 10, co-authored 34 publications receiving 273 citations. Previous affiliations of Edda Sant include Autonomous University of Barcelona.
Papers
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TL;DR: In this paper, a theoretical review examines how democratic education is conceptualized within educational scholarship, focusing on three hundred and seventy-seven articles published in English language peer-reviewed journals.
Abstract: This theoretical review examines how democratic education is conceptualized within educational scholarship. Three hundred and seventy-seven articles published in English language peer-reviewed jour...
92 citations
11 Jan 2018
Abstract: This Handbook is a much needed international reference work, written by leading writers in the field of global citizenship and education. It is based on the most recent research and practice from across the world, with the 'Geographically-Based Overviews' section providing summaries of global citizenship and education provided for Southern Africa, Australasia, Europe, the Middle East, North America, Latin America, and East and South East Asia. The Handbook discusses, in the 'Key Ideologies' section, the philosophies that influence the meaning of global citizenship and education, including neo-liberalism and global capitalism; nationalism and internationalism; and issues of post-colonialism, indigeneity, and transnationalism. Next, the 'Key Concepts' section explores the ideas that underpin debates about global citizenship and education, with particular attention paid to issues of justice, equity, diversity, identity, and sustainable development. With these key concepts in place, the 'Principal Perspectives and Contexts' section turns to exploring global citizenship and education from a wide variety of viewpoints, including economic, political, cultural, moral, environmental, spiritual and religious, as well as taking into consideration issues of ethnicity, gender and sexuality, and social class. Printed book Hardcover 139,99 € | £112.00 | $169.00 [1]149,79 € (D) | 153,99 € (A) | CHF 154,00
66 citations
12 Apr 2016
TL;DR: This article analyzed how a group of Catalan students narrated the history of Catalonia and compared their narratives with the official Catalan narrative, finding that most students' narratives are similar to the official narrative in terms of the main characters and events selected and follow the patriotic national narrative by highlighting the relevance of Catalan national symbols.
Abstract: In this article we analyze how a group of Catalan students (aged 11-13, N = 245) narrate the history of Catalonia and we compare their narratives with the official Catalan narrative. From an interpretative approach, we collect data by requiring the students to write down what they remember about the history of Catalonia. The research is conducted by means of narrative analysis and normative content analysis. Our results suggest that most students’ narratives are similar to the official narrative in terms of the main characters and events selected and follow the patriotic national narrative by highlighting the relevance of Catalan national symbols. We discuss the implications of this patriotic national narrative in Catalonia and elsewhere, and we propose replacing patriotic national narratives with humanistic world history narratives.
29 citations
Book•
22 Feb 2018
TL;DR: Global Citizenship Education explores key ideas and issues within this field, placing them firmly within local, national and global dimensions as mentioned in this paper, including examples and case studies from across the world, drawing on ideas, experiences and histories within and beyond 'the West' to contribute to multifaceted perspectives on global citizenship education.
Abstract: Global Citizenship Education explores key ideas and issues within this field, placing them firmly within local, national and global dimensions. Including examples and case studies from across the world, the authors draw on ideas, experiences and histories within and beyond 'the West' to contribute to multifaceted perspectives on global citizenship education.
29 citations
TL;DR: This paper studied the ways in which English and Catalan students perceive themselves as members of communities and as citizens and the role of schools in these perceptions and found that while the English students in their sample understand citizenship in terms of a subjective identification, Spanish students perceive citizenship as a legal and externally assigned status.
Abstract: We discuss the ways in which English and Catalan students perceive themselves as members of communities and as citizens and the role of schools in these perceptions. Questionnaire and interview data were collected and analysed from 583 secondary school students in a total of 9 schools that were known for their commitment to citizenship education in England and Catalonia. The research took place when issues of national and other identities were prominently discussed in the media and elsewhere and when significant changes were being introduced in both locations regarding citizenship education as a specific curriculum subject and also in the wider context of education and schooling. Our results suggest that while the English students in our sample understand citizenship in terms of a subjective identification, our Catalan students perceive citizenship as a legal and externally assigned status. We did not intend to obtain nationally representative samples but rather to gain in-depth knowledge of the d...
19 citations
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TL;DR: In this paper, Imagined communities: Reflections on the origin and spread of nationalism are discussed. And the history of European ideas: Vol. 21, No. 5, pp. 721-722.
13,842 citations
TL;DR: As an example of how the current "war on terrorism" could generate a durable civic renewal, Putnam points to the burst in civic practices that occurred during and after World War II, which he says "permanently marked" the generation that lived through it and had a "terrific effect on American public life over the last half-century."
Abstract: The present historical moment may seem a particularly inopportune time to review Bowling Alone, Robert Putnam's latest exploration of civic decline in America. After all, the outpouring of volunteerism, solidarity, patriotism, and self-sacrifice displayed by Americans in the wake of the September 11 terrorist attacks appears to fly in the face of Putnam's central argument: that \"social capital\" -defined as \"social networks and the norms of reciprocity and trustworthiness that arise from them\" (p. 19)'has declined to dangerously low levels in America over the last three decades. However, Putnam is not fazed in the least by the recent effusion of solidarity. Quite the contrary, he sees in it the potential to \"reverse what has been a 30to 40-year steady decline in most measures of connectedness or community.\"' As an example of how the current \"war on terrorism\" could generate a durable civic renewal, Putnam points to the burst in civic practices that occurred during and after World War II, which he says \"permanently marked\" the generation that lived through it and had a \"terrific effect on American public life over the last half-century.\" 3 If Americans can follow this example and channel their current civic
5,309 citations
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.
4,931 citations