Teaching democracy and human rights in school
| Title | Η διδασκαλία της δημοκρατίας και των ανθρωπίνων δικαιωμάτων στο σχολείο / Teaching democracy and human rights in school |
| Code | Π3030 |
| Faculty | Philosophy |
| School | Philosophy and Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Anastasia Kesidou |
| Common | Yes |
| Status | Active |
| Course ID | 600019653 |
Programme of Study: UPS School of Philosophy and Education (2011-today)
Registered students: 52
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Philosophy | Elective Courses | Winter/Spring | - | 6 |
| Pedagogic | Compulsory courses beloging to the selected specialisation | Winter/Spring | - | 6 |
| Academic Year | 2021 – 2022 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600189564
|
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600189564
- At the Website of the School: https://www.edlit.auth.gr/mathimata
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
General Prerequisites
There are no prerequisites for the particular course.
Learning Outcomes
Students will
- develop awareness on the necessity for education for democracy and human rights
- understand the characteristics of education policy and education practice, according to which children and young people can develop into citizens who respect democracy and human rights and become initiators of social change
- understand what changes are needed in the curriculum and teaching and more broadly in the school unit, in order to successfully teach democracy and human rights
- realize the need for quality education for all, regardless of origin, culture, gender, age, etc., which arises from education as a human right
- make use of official policy texts/ educational research reports, as well as manuals of the International Organizations with regard to Education for Democracy and Human Rights.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an international context
- Work in an interdisciplinary team
- Appreciate diversity and multiculturality
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
Contemporary demands put on education systems include key objectives, such as the development of young people into active citizens who respect human rights and have developed the competences required to live successfully in open, democratic and pluralistic societies. It is an issue of major importance, given the intensification of nationalism, intolerance and racism over the last decade, but also the challenges posed by the arrival of large numbers of immigrants and refugees in Greece and Europe. The above is understood primarily at the level of an educational policy that will be inspired by the commitment to democratic principles and human rights, but at the same time it presupposes their systematic teaching and learning in school.
The course focuses on key dimensions of this effort (curriculum, extracurricular activities, school development as a community, etc.) as prerequisites for an effective education for democracy and human rights, the aim being that students will eventually become "catalysts" for change in their social environment. The course content draws upon the academic fields "Education for democratic citizenship" and "Education for human rights".
Keywords
Education for democracy, Human rights education, social change
Educational Material Types
- Notes
- Slide presentations
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Description
Video projections, ppt presentations, use of various electronic means in the preparation of students' semester projects/assignments(Internet, literature databases, etc.). Extensive use of the e-learning platform and its possibilities (preparation before and support after the individual sessions with a variety of learning material, assignment and upload of academic tasks by the students, etc.). In addition, use of e-mail when communicating with students.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 15 | 0.6 | ✓ | ||
| Seminars | 24 | 1.0 | ✓ | ✓ | |
| Reading Assigment | 30 | 1.2 | ✓ | ✓ | |
| Written assigments | 40 | 1.6 | ✓ | ✓ | |
| Exams | 3 | 0.1 | ✓ | ||
| Other / Others | 38 | 1.5 | ✓ | ||
| Total | 150 | 6 |
Student Assessment
Description
Students are evaluated on the basis of
- their written performance in the final examination of the course
- their performance in a written group/individual project and its oral presentation
- their presence, participation and contribution in class
The criteria are announced to the students in the beginning of the semester. The examination questions are set according to the learning outcomes. Students are expected to demonstrate understanding of the course content as well as abilities such as analysis, synthesis and implementation.
Student Assessment methods
- Written Exam with Short Answer Questions (Summative)
- Written Exam with Extended Answer Questions (Summative)
- Written Assignment (Summative)
- Oral Exams (Summative)
- Written Exam with Problem Solving (Summative)
Bibliography
Course Bibliography (Eudoxus)
1. Κατσαρού, Ε. (2020). H Δημοκρατία στο Σχολείο. Προοπτικές από την αξιοποίηση διαδικασιών έρευνας-δράσης και κριτικού γραμματισμού. Αθήνα: Κριτική.
2. Lenhart, Volker (2006). Παιδαγωγική των ανθρωπίνων δικαιωμάτων, μεταφρ. Εύα Γεμενετζή. Αθήνα: Gutenberg.
Additional bibliography for study
Ανδρούσου, Α. & Ν. Ασκούνη (επιμ.) (2011). Πολιτισμική ετερότητα και ανθρώπινα δικαιώματα. Προκλήσεις για την εκπαίδευση. Αθήνα: Μεταίχμιο.
Ελευθεράκης Θ. & Β. Οικονομίδης (2011) (επιμ). Εκπαίδευση, δημοκρατία και ανθρώπινα δικαιώματα. Αθήνα: Διάδραση.
Ελευθεράκης Θ. & Β. Οικονομίδης (2018)(επιμ). Παιδαγωγική και κοινωνιολογία της δημοκρατίας και των ανθρωπίνων δικαιωμάτων. Αθήνα: Διάδραση.
Καρακατσάνη, Δέσποινα (2004). Εκπαίδευση και πολιτική διαπαιδαγώγηση. Γνώσεις, αξίες, πρακτικές. Αθήνα: Μεταίχμιο.
Kesidou, A. (2017). ‘Citizenship and Tolerance in the Cradle of Democracy’. Στο W. Veugelers, I. de Groot & V. Stolk (Eds), Research for CULT Committee- Teaching Common Values in Europe: Study. European Union: Directorate-General for Internal Policies. Policy Department for Structural and Cohesion Policies. Culture and Education, 107-114.
Συμβούλιο της Ευρώπης (2007). Εξερευνούμε τα δικαιώματα του παιδιού, http://www.living-democracy.com/pdf/el/V5/V05.pdf
Συμβούλιο της Ευρώπης (2010). Εκπαιδευόμαστε και εκπαιδεύουμε για τη δημοκρατία, http://www.living-democracy.com/pdf/el/V1/V01.pdf
Συμβούλιο της Ευρώπης (2010). Συμμετέχουμε στη δημοκρατία, http://www.living-democracy.com/pdf/el/V4/V04.pdf
Veugelers, W., I. de Groot & V. Stolk (Eds) (2017). Research for CULT Committee- Teaching Common Values in Europe: Study. European Union: Directorate-General for Internal Policies. Policy Department for Structural and Cohesion Policies. Culture and Education.
Last Update
06-06-2022
