Intercultural competences as crucial mean for citizenship's education: an european project experience.

Bignami, Filippo and Onorati, Maria Giovanna (2014) Intercultural competences as crucial mean for citizenship's education: an european project experience. In: European Sociological Association - Education and citizenship: theoretical issues, policies and practices. International Conference, 8 - 9 September 2014, Lisbon, Portugal.

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Abstract

In ever-changing societies, intercultural competency, meant as a key asset enabling people to cope with the unfamiliar situations and ever changing problems (…) finding new and shared solutions, has much to do with an innovative concept of citizenship as construct resulting from ongoing processes of active social and political deliberation. Education to such a concept of citizenship focuses on students’ empowerment in letting them assume an active role in the process of defining and expanding citizenship itself (Benhabib, 2004; Menezes, 2003). Citizenship learning situations would be characterized by engaging students as “active change agents” (Pinkett, 2000). Similarly, intercultural education should be centered on a holistic, situated approach (Reggio, 2010), in which the actual experience of the encounter and of the dissonant effects of clashing with difference are appraised as drivers for a transformative learning process (Mezirow, 2000; Illeris, 2005) based on reflective reworking. Such a pattern of action allows to integrate in one’s own life elements that are part of the other's life, implying a shift from a mere relativistic to a constructionist paradigm of action (Bennett, 2005).

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