Nationalizing the post-national: reframing European citizenship for the civics curriculum in Ireland
Nationalizing the post-national: reframing European citizenship for the civics curriculum in Ireland
复制标题
后民族国家化：为爱尔兰公民课程重新构建欧洲公民身份
DOI：
10.1080/00220270802467475
复制
发表时间：
2009
影响因子：
2.1
通讯作者：
Keating A
中科院分区：
文献类型：
--
作者：
Keating A
在过去的50年里，欧盟和其他欧洲机构发起了一系列广泛的教育倡议，以培养欧洲公民身份，使欧洲“更接近人民”。然而，这些努力的效力值得怀疑。在欧盟，教育政策（特别是课程政策）受辅助性约束：公民教育课程是在国家层面设计的，欧洲机构的投入有限。本文探讨了欧洲公民教育举措是否对国家层面的课程产生了影响，以及欧洲公民的概念是如何在国家公民教育课程中定义和构建的。这些问题在这里探讨使用定性的，社会历史的方法，通过课程改革在爱尔兰共和国的案例研究。这一案例表明，在爱尔兰课程中，欧洲公民身份概念化的方式逐渐深化和扩大。然而，这仍然是一个狭隘的欧洲公民身份的概念，最终限制了对国家公民身份的影响和欧洲公民身份的前景。
The EU and other European institutions have launched a wide range of educational initiatives over the past 50 years in order to foster European citizenship and bring Europe ‘closer to the people’. However, the efficacy of these efforts is questionable. In the EU, education policy (and in particular, curriculum policy) is governed by subsidiarity: citizenship education curricula are designed at the national level, with limited input from European institutions. This paper examines whether European citizenship education initiatives have impact upon national‐level curricula and, moreover, how the concept of European citizenship has been defined and constructed in national citizenship education programmes. These questions are explored here using qualitative, socio‐historical methods through a case study of curricular reform in the Republic of Ireland. This case illustrates that there has been a gradual deepening and broadening of the way in which European citizenship is conceptualized in the Irish curriculum. However, this remains a narrow conception of European citizenship, and one which ultimately limits both the impact on national citizenship and the prospects of European citizenship.