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Ci izenship Educa ion om Schools
Ma ía Puig Gu ié ez
Juan An onio Mo ales Lozano
Depa men o Didac ic and School O ganisa ion. Facul y o Educa ion
Uni e si y o Se ille
Spain
Abs ac :
The cha ac e is ics o cu en socie y and he in e es abou ci izenship educa ion in he con ex
o li elong lea ning a e essen ial o a s udy ha aims o desc ibe and unde s and he
de elopmen o social and ci ic compe ence in he educa ional ield. A Delphi s udy can make a
p oposal in which he social and ci ic compe ence is composed o 89 i ems o ganised in o i e
a eas: knowledge, skills, a i udes, alues and beha iou s. In he same way, he s udy o a
school in Se ille disco e s didac ic s a egies and o ganisa ional p ocesses ha bene i he
de elopmen o he a ious componen s o his compe ence.
Keywo ds: social and ci ic compe ence; li elong lea ning; educa ional esea ch.
Co esponding au ho : Ma ía Puig Gu ié ez
E-mail: [email p o ec ed]
Educa ional Resea ch eJou nal - ISSN 2254-0385
© Facul y o Educa ion. Uni e si y o Alican e
DOI: 10.5838/e ej.2012.11.02
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1. In oduc ion
1.1 App oaching he p oblem
Imme sed in a complex and apidly
changing socio-poli ical con ex , his
wo k ocuses on he inc easing in e es
in ci izenship educa ion and li elong
lea ning.
The de ence o social equali y and
igh s, as well as he image o he
human being as an ac i e ci izen a e no
new. None heless, he cha ac e is ics
de ining ou cu en socie y migh ha e
c ea ed a new pe cep ion o educa ion
as a socializa ion agen and an endless
supply o esou ces in o de o ace
he changing si ua ions occu ing in
di e en socie ies.
Se ing he abo emen ioned ma e s as
he main d i ing o ces o ou esea ch,
he gene al objec i e is o desc ibe and
o unde s and he de elopmen o he
social and ci izenship compe ence in he
educa ional ield. This gene al objec i e
leads o he ollowing speci ic aims:
-To iden i y he elemen s cons i u ing he
social and ci ic compe ence.
-To analyse he didac ic aspec s ega ding
he social and ci ic compe ence.
-To desc ibe he o ganisa ional and
ela ional p ocesses c ea ing
di icul ies/ acili ies o he de elopmen
o he social and ci ic compe ence.
-To iden i y he signi ican s a egies and
esou ces o he de elopmen o he
social and ci izenship compe ence.
P eceden s and heo e ical ounda ion
1.2.1. Li elong lea ning and key
compe ences
Nowadays, li elong lea ning seems o
be a need c ea ed by he coun less
changes ha we mus ace. We ha e le
behind a pe iod o ime when educa ion
was equal o p o iding schooling. Now
we iden i y i wi h li elong lea ning, an
educa ion ho ough li e ha co e s o mal
and in o mal educa ion (Mo ales, 2006).
Educa ion has become, acco ding o
Fe ández (1996, p.3) “some hing magic
and always incomple e.” Educa ion in
he sense o li elong lea ning becomes a
key aspec o he de elopmen o
cu en socie ies.
Li elong lea ning can be de ined as a
global p ojec co e ing he lea ning
p ocess o an en i e li e in i s mul iple
aspec s, whose main goal is o
con ibu e o he essen ial de elopmen
o indi iduals. P o esso Fe ández makes
an in e es ing p oposal wi h espec o
ou essen ial a eas in li elong lea ning.
Apa om he app oach abou Adul
Educa ion, he men ioned au ho applies
hese ou essen ial a eas o he en i e li e,
gi ing mo e o less emphasis o he ou
o hem acco ding o he educa ional
s age. He subsequen ly keeps he
a o emen ioned op imis ic iew (Figu e 1).
Figu e 1 a eas in Li elong Lea ning (Fe ández, 1996:11).
This pe spec i e gi es sense o an
educa ion di ec ed o he exe cise o
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social igh s and obliga ions in e e y
educa ional s age du ing li elong lea ning.
This is because socialisa ion - which is
unde s ood as he abili y o exe cise ou
igh s and obliga ions in he socie y -
cons i u es one o he essen ial a eas o
li elong educa ion.
Li elong lea ning policies de eloped by
he Eu opean Union ha e always
bene i ed educa ion aimed a he exe cise
o ci izenship. Since i was c ea ed, he
Eu opean Union has made an e o o
de elop a quali y educa ion in e e y
membe s a e, as i conside s each o
hem plays an impo an ole in social and
economic p og ess. The a en ion paid o
educa ion by he Eu opean Union has
inc eased o e he las decades, and among
he main documen s emphasizing his issue
we can ind: he Whi e Pape on 'G ow h,
compe i i eness, and employmen o he
Whi e Pape on Educa ion and T aining -
Teaching and Lea ning - Towa ds he
Lea ning Socie y. On he Oc obe 23 d 1995
he Eu opean Pa liamen and he Council o
Eu ope announced he decision n°
95/2493/EC es ablishing 1996 as he
“Eu opean Yea o Li elong Lea ning”.
This mean he i s impo an miles one in
he a ea o Li elong Lea ning de eloped by
he Eu opean Union, al hough i is no he
mos anscenden al. Six yea s la e , wi h
he so-called “Lisbon S a egy” he
membe s a es commi ed hemsel es and
became awa e o he impo ance o
li elong lea ning o he de elopmen o
socie y.
Wi h ega d o his new wo k app oach,
he Eu opean Commission issued in
No embe 2000 he Memo andum on
li elong lea ning, which launched a wide
deba e abou his concep in Eu ope. The
esul s ob ained by his ini ia i e we e
ga he ed in he Communica ion issued
by he Eu opean Commission Making
a Eu opean a ea o li elong lea ning
a eali y (COM, 2001). In his
Communica ion appea s a globally
accep ed de ini ion o he concep o
li elong lea ning is p o ided and i lead
us o a ibu e ou main goals o i :
pe sonal ul illmen , ac i e ci izenship,
social in eg a ion, employabili y and
adap abili y. Undoub edly, his has been a
key documen in he amewo k o
li elong lea ning.
F om his momen on, di e en o icial
documen s ha e unde lined he need o
ollow he indica ions o his documen .
Howe e , i was only in 2006 ha a
signi ican p og ess was made in li elong
lea ning, hanks o he elabo a ion and
implemen a ion o some ini ia i es
ga he ed in wo impo an documen s:
Decision No 1720/2006/EC o he
Eu opean Pa liamen and o he Council
o 15 h No embe 2006 es ablishing an
ac ion p og am in he ield o li elong
lea ning.
Recommenda ions o he Eu opean
Pa liamen and o he Council o 18 h
Decembe 2006 on key compe ences o
li elong lea ning
Since i iden i ies and de ines p ecisely
he key compe ences o li elong
lea ning, he second documen
es ablished de ini i ely he guidelines
o ollow in he ield o li elong
lea ning (Figu e 2).
Acco ding o Mone eo & Pozo (2007),
he concep o compe ence poin s ou
he po en ial esou ces allowing he
in eg a ion and he usage o knowledge,
abili ies and skills o an indi idual in
o de o ace a ange o usual asks o
p oblems in he di e en social con ex s
o scenes whe e he/she li es. The e o e,
compe ences allow us o in e ac
e icien ly in di e en li e a eas and o
ace a p oblem-si ua ion wi h ac ions
whe e knowledge, abili ies and skills
a e used simul aneously and in an
in e ela ed way (Zabala & A nau,
2007). Fo his eason, he dialogue o
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Figu e 2. Key Compe ence o Li elong Lea ning.
compe ences b ings us o he idea
sugges ed by Delo s (1996), which
indica es ha pe sonal and p o essional
beha iou is he esul o he in e sec ion
o di e en ways o lea ning linked o
h ee aspec s: To know, o do and o be.
The i s aspec ac i a es he knowledge,
he second ac i a es he skills o abili ies,
and he hi d he a i udes, he alues, he
habi s and he ules.
In ligh o Eu opean app oaches abou
li elong lea ning, i is said ha key
compe ences ep esen a mul i unc ional
and ans e able package o knowledge,
skills, and a i udes necessa y o
indi iduals’ pe sonal ul illmen and
de elopmen , inclusion and employmen .
They should ha e been concei ed o be
augh a he end o he compulso y
educa ion and hey should ac as he basis
o a la e aining as a pa o li elong
lea ning (G oup epo o key
compe ences, 2004).
The concep o compe ence appea s o
he i s ime in he Spanish educa ional
sys em, connec ed o oca ional aining,
in he O ganic Law 5/2002 on
Quali ica ions and Voca ional Educa ion
and T aining. Ne e heless, he idea o
compe ences as desc ibed be o e is
in oduced in Spain wi h he O ganic Law
o Educa ion (LOE, 2006). Compe ences
a e de ined as essen ial aspec s,
conside ed as cu icula elemen s and
de ined as goals ha should be
accomplished by he end o compulso y
educa ion in o de o achie e pe sonal
ul ilmen , o exe cise ac i e ci izenship,
o in eg a e adul li e in a sa is ac o y way
and o be able o lea n du ing he en i e
li e (Royal Dec ees 1513/2006;
1631/2006).
Acco ding o he Eu opean Union
p oposal, basic compe ences a e de ined
in he Royal Dec ees es ablishing he
minimum educa ion:
-Linguis ic communica ion.
-Ma hema ic compe ence.
-Knowledge and in e ac ion wi h he
physic wo ld.
-T ea men o in o ma ion and digi al
Compe ence.
-Social and ci izenship compe ence.
-Cul u al and a is ic compe ence.
-Lea n how o lea n.
-Au onomy and pe sonal ini ia i e.
1.2.2. Ci izenship, social educa ion and
aining: Social and ci ic compe ence
The concep o ci izenship can con ain a
ange o di e en de ini ions adap ed o
he con ex and e en s. This esea ch
sha es he ision gi en by P o esso Pé ez
Luño (2002): Ci izenship is de ined as a
concep belonging o a democ a ic socie y
ha g an s he exe cise o igh s and
implies he esponsibili y o du ies. I is a
concep closely ela ed o he eedom
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and equali y o he human being, ee o
imposi ions, and which aims o conside
men and women as ac i e and esponsible
ac o s in he social con ex . Taking he
educa ional app oach as a s a ing poin ,
Ka en O’Shea elabo a es in 2003 a
Glossa y o e ms o Educa ion o
Democ a ic Ci izenship, aking as
g oundwo k he epo s, s udies and
p og ams de eloped by he Council o
Eu ope abou his opic. She highligh s
he double dimension (ju idical and socio-
cul u al) o he e m ci izenship e e ing,
on he one hand, o he pe sonal s a us o
an indi idual whose igh s and du ies a e
legally ecognized and, on he o he hand,
o he ole played by he indi idual. This
s a es he alues and ules o beha iou
wi h ega d o o he membe s belonging
o he same communi y. To unde s and
ci izenship as a concep wi h a double
dimension is o ecognize he
impo ance o i s accomplishmen , o
highligh pa icipa ion, and he need o
look o a way o g an peace ul
coexis ence os e ing sha ed ules and
alues as well as he de elopmen o
common awa eness. So, ci izenship is a
way o li e whe e i is necessa y o sha e
alues and no ms in o de o cope wi h
he common esponsibili ies o a social
li e. This inal concep di ec ly connec s
wi h he social and ci izenship
compe ence de ined in Eu opean poli ics.
I is a he di icul o o e a unique,
globally accep ed de ini ion o he social
and ci izenship compe ence, as i is
somewha a simplis ic app oach a om
he concep ual ichness ypical om his
concep . Concep ions o e ed by mul iple
au ho s abou he elemen s and s uc u es
o his compe ence p o e he a iabili y
o elemen s and s uc u es ha i encloses
depending on he pe spec i e o app oach
aken by e e y au ho . In he Spanish
scene, we ind he app oaches o Ma co
(2002), Escámez & Gil (2002), Mo eno
& Luengo (2007), Ma ina & Be nabeu
(2007), and Bisque a (2008), while in he
Eu opean scene i is wo h men ioning he
p oposals o Veldhuis (1997), Audigie
(2000), To ney-Pu a, Lehmann, Oswald
& Schulz (2001) and Hoskins, Villalba,
Van Nijlen & Ba be (2008).
Despi e he di e ences, he common
pilla o he social and ci izenship
compe ence is he educa ion gea ed o he
applica ion o he social dimension o
ci izenship. This so o educa ion is
cu en ly in g ea demand. We a e
wi nessing he inc easing signi icance
o educa ion as a key aspec o he
de elopmen o skills, abili ies and
a i udes g an ing a peace ul coexis ence
and he igh s and du ies o human beings.
Wi hou a doub , he heo ies sugges ed by
au ho s such as Bolí a (2003, 2007),
Cal o de Mo a (2004), Domingo, (2004),
Mo illas (2006), and San is eban (2004)
among o he s illus a e he gene al eeling
o a socie y unde con inuous changes
ha delega es mo e and mo e o
educa ional ins i u ions and ecognize
hem as he ideal a eas whe e o
p ac ice and o li e democ acy and
alues g an ing coexis ence and
espec ing di e ences.
Consequen ly, ci izenship educa ion is
unde s ood as a cu en need bo n om
he cha ac e is ics o ou socie y, which
emphasizes he equi emen o ac i e
ci izens, awa e o hei igh s and
esponsible o hei du ies.
The e o e, policies and ac ions in he
a ea o ci izenship educa ion become
mo e ele an and hey a e p omo ed
by Eu opean, na ional and egional
ins i u ions.
Fo ha eason, he Heads o S a e and
Go e nmen o he membe s a es om
he Council o Eu ope o icially launched
in he second summi celeb a ed in
S asbou g he 10 h and he 11 h Oc obe
1997 he p ojec “Educa ion o

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Democ a ic Ci izenship” (EDC) due o
he impo ance gi en o he opic and in
o de o achie e hei goals.
Apa om he educa ional policies
p omo ed by he Council o Eu ope, he
Pa liamen and he Eu opean Council
ha e de eloped pa allel ini ia i es
suppo ing ac i e Eu opean ci izenship
closely ela ed o he i s ones, as hey
unde line he necessi y o os e ing
ac i e ci izens’ pa icipa ion in Eu ope:
“Communi y ac ion p og amme o
p omo e Eu opean Ci izenship” o he
p og amme “Eu ope o Ci izens”.
Rega ding Spanish educa ional policies, i
is wo h men ioning he las h ee laws
egula ing he educa ional sys em, as hey
unde ake a socializa ion wo k and ag ee
o unde line he impo ance o eaching
alues g an ing a peace ul coexis ence,
he need o engage he educa ional
communi y in he o ganiza ion and
pe o mance o he educa ional cen e,
while hey also emphasize he concep o
equal educa ion o all he s uden s.
Howe e , he O ganic Law o Educa ion
2/2006 (LOE, 2006) in oduces a new
aspec in Spanish educa ional policy: i is
he i s ime ha Ci izenship Educa ion is
conside ed a compulso y and independen
cu icula subjec .
The Au onomous Communi y o
Andalusia is de eloping a se ies o
ac ions, closely connec ed wi h di e en
a eas o ci izenship educa ion. In he
Andalusian Law o Educa ion (LEA
17/2007) we can ind mul iple e e ences
o he de elopmen o s uden s’ social
dimension as a pa o hei en i e
educa ion, he impo ance o educa ing
in democ a ic alues, he need o os e
pa icipa ion among he educa ional
communi y in he o ganiza ion and
ope a ion o educa ional cen e s, as well
as he pe cep ion o lea ning as a
li elong p ocess. Mo eo e , a b oad se o
educa ional ac ions (annual o biannual)
a e p omo ed by encou aging he
educa ional cen e s o wo k in wha
can be hough o as ci izenship’s
cul u e: Peace ul coexis ence, Peace
Cul u e and Non-Violence; Coeduca ion;
En i onmen ally iendly ac ions; and
Educa ional inno a ion.
2. Design and me hodology
The p esen s udy is placed in an
in e p e a i e pa adigm whose main goal
is he analysis and he in e p e a ion o
eali y in o de o unde s and i . Me hods
a e subjec o he iden i ica ion wi h a
de e mina e esea ch pa adigm, as well as
he essen ial cha ac e is ics o he
analyzed da a and he echniques used.
The e o e, a quali a i e app oach is aken
due o he se goals, and he main
echniques and s a egies ollowed o
ga he ing in o ma ion a e, in i s
ins ance, he Delphi s udy and he case
s udy. Figu e 3 shows he di e en phases
and ins umen s used in he design and
de elopmen me hodology o he s udy.
2.1. Delphi s udy
In o de o de ine he elemen s
cons i u ing he social and ci izenship
compe ence as well as i s s uc u e, we
decided o use he Delphi me hod.
Acco ding o Lins one & Tu o (1975,
p.3), Delphi is de ined as “a s uc u ing
me hod o g oup communica ion
p ocess, which manages o allow a
g oup o indi iduals, as a whole, o deal
wi h a p oblem.” Consequen ly, i can
be said ha he Delphi me hod “is a
sys ema ic and in e ac i e p ocess
aimed a ob aining opinions and, i
possible, consensus among a g oup o
expe s” (Lande a, 1999, p.32).
As i has been poin ed ou , i s
cha ac e is ic ea u es a e:
-The anonymi y o opinions, g an ing also
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o he pa icipan s he con iden iali y o
hei esponses.
-Feedback du ing he p ocess, as
pa icipan s know he objec i es o he
esea ch, he easons o hei elec ion
and he inal esul s.
-S a is ic measu e o he g oup esponse
(Ga cía Llamas, 2008).
F om his ini ial conside a ion, he
Delphi me hod is he mos sa is ac o y
way o de ine he g oup o elemen s o
he social and ci izenship compe ence and
hei s uc u e. I is possible hus, o
di e en ia e wo phases wi h wo ounds
each. In he i s phase o p elimina y
phase, we asked o he pa icipa ion o a
g oup o p o esso s (15) om he
Uni e si y o Se ille, G anada and
Huel a, engaged in he de elopmen o
he esea ch p ojec “Educa ional Cen e s
and Ci izenship Educa ion” app o ed and
sponso ed by he Regional Minis y o
Economy, Inno a ion and Science o he
Andalusian Regional Go e nmen (P07-
SEJ-02545). A e wa d, in he second
phase mo e expe s we e consul ed. They
we e classi ied as specialis s, acco ding o
he ypology o Lande a (1999), because
hey we e indi iduals wi h knowledge
and expe iences ela ed o he s udied
opic. This g oup o expe s (36) was
composed o book au ho s specialized in
he opic he e s udied, di ec o s o
esea ch p ojec s, agen s wo king o
associa ions specialized in his ield, and
ins uc o s wi h a g ea expe ience in he
a ea.
The esul s o he i s ound we e
analyzed and conside ed o he
elabo a ion o a second p oposal and hus
o a second ound. Fo his eason, we
we e c ea ing a nuance hanks o he
punc ua ions gi en by e e y expe o he
s uc u e and o e e y elemen , calcula ing
he a i hme ic mean o punc ua ions. By
e ising he assessmen s, we decided o
elimina e hose elemen s whose a i hme ic
mean was in e io o h ee. The esul s
ob ained in he i s phase and he
sugges ions made ega ding he s uc u e
o he compe ence lead us o a new sea ch
o answe s in specialized wo ks. I
b ough us o he idea o c ea ing a new
s uc u e based on Eu opean wo ks
(Veldhuis, 1997; Audigie , 2000; To ney-
Pu a e al., 2001; Hosking e al., 2008).
Wi h his new p oposal, he second phase
o he Delphi s udy was ini ia ed, and
posi i e esul s we e achie ed a e wo
ounds o consul a ions.
2.2. Case s udy
A case s udy is, acco ding o Vázquez
& Angulo (2003, p.18):
“an a ea whe e he esea che in e ac s
wi h people whose ac ions and
ela ionships a e going o be analyzed. In
his sense, a case s udy consis s o (and is
de ined by) a social en i onmen wi h a
dual ela ion: On he one hand, because a
case is always a con ex whe e
indi iduals o ac o s li e and in e ac and,
on he o he hand, because he
unde s anding o a single case means
lis ening o he s o ies, p oblems, doub s
and unce ain y o he indi iduals
belonging o he case.”
I is impo an o emembe ha case
selec ion mus no espond o ypical o
ep esen a i e cases because, as S ake
(1983, p.17) indica es, “i is no likely ha
he sample o a single case o some cases
cons i u e a eliable ep esen a ion o he
o he s.” The e o e, he cases wi h mo e
oppo uni ies o lea ning a e he mos
ad isable, as hey enable us o unde s and
he key aspec s o ou esea ch mo e
deeply.
Fo his eason, we decided o choose a
P ima y Educa ion cen e acco ding o
ou c i e ia:
-Numbe o immig an s uden s in he
cen e .
-P e ious knowledge o he de elopmen
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o ac i i ies ela ed o ou objec i e.
-Accessibili y and a ailabili y o
pa icipa ion.
Table 1. De ini ion o Me a-ca ego ies
These c i e ia b ough us o he P e-
school and P ima y Educa ion cen e San
José Ob e o, in he no h o Se ille. An
educa ional cen e cha ac e ized by he
high numbe o immig an s uden s (mo e
han wen y na ionali ies) wi h a b oad
ange o ac i i ies and p ojec s de eloped
a ound he opic o peace ul coexis ence
and in e cul u al en i onmen , and willing
o welcome us in o de o ca y ou ou
s udy.
The p ocess o ga he ing in o ma ion
goes om he i s con ac wi h he cen e
in o de o in oduce he s udy, o he
p esen a ion o he inal epo when he
wo k is inished. Wo ks begin in his way
in Oc obe 2009, a e he i s mee ing
wi h he P incipal o he cen e. F om ha
momen on, he s udy o ganizes a se ies
o pe iodic isi s. One o wo days a week
we ge comple ely in ol ed in he cen e.
This allows us o unde s and he exis ing
in e ac ions be ween membe s and he
cen e’s ope a ing ules, o ind ou
indi iduals o p o ide us wi h key
in o ma ion, and o access he documen s
egula ing he cou se o ac ion o he
cen e. These pe iodic isi s become
essen ial o ou in eg a ion in he
educa ional communi y and hus o
g an ing smoo h in e iews, as well as o
b oadening he possibili ies o selec ing
he obse a ion scena ios.
Non-s uc u ed and semi-s uc u ed
in e iews, documen s’ analysis, as well
as he examina ion and he ield no ebook
co espond o he ins umen s used in ou
s udy.
The in o ma ion ga he ed h ough hese
di e en ins umen s is a anged so ha i
is possible o unde s and he da a
ob ained. When he ma e ial is o ganized
and homogeneous, he con en is analyzed
in o de o, acco ding o Tója (2006),
e eal he gi en meanings ( he e iden
ones and he implici ones). Fo ha
eason, he elemen s a e classi ied and
codi ied in ca ego ies ep esen ing he
global sense mo e clea ly.
As a esul , a ca ego ical sys em is
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de eloped and i is o med by he h ee
me a-ca ego ies explained in he Table 1.
As he key ins umen o ca ego iza ion,
codi ica ion and la e in e p e a ion o he
esul s, we use a compu e so wa e
p og am o quali a i e analysis called
ATLAS. i.
3. Resul s
Thanks o he Delphi s udy, we could
iden i y a g oup o 89 elemen s
o ganized in i e dimensions
ep esen ing he social and ci izenship
compe ence. As a esul and as shown
in Appendix, we ind 30 ypes o
knowledge subdi ided in poli ical
knowledge (11), social knowledge (9),
cul u al knowledge (5) and inally
economic knowledge (5). Mo eo e , a
g oup o 17 skills, 8 a i udes, 19 alues
and 14 desi ed beha iou s a e ou lined.
All hese elemen s ob ained a
punc ua ion abo e 3,59 in a scale o 5
poin s, being alues he ca ego y wi h
he mos homogeneous and ob aining
a highe punc ua ion du ing he
di e en phases and ounds o he
Delphi s udy.
He e we can app ecia e he esul s
ob ained in he case s udy ega ding e e y
me a-ca ego y desc ibed abo e:
a) Resul s om me a-ca ego y “Elemen s
o he Social and Ci izenship
compe ence”
Figu e 4 shows he dis ibu ion o he
elemen s om he social and ci ic
compe ence acco ding o how much
hey appea (in pe cen age) a e he
da a analysis. I is wo h men ioning
he high pe cen ages ob ained by
alues and skills, bo h wi h mo e ha
30%, in compa ison wi h he low
pe cen ages o beha iou s and
a i udes, below 10%. Finally, he
aspec o knowledge is in he middle
wi h a 16%.
Figu e 4. Resul s me a-ca ego y “elemen s and ci ic
ci izenship compe ence”
The educa ional cen e chosen gi es mo e
ele ance o he de elopmen o alues,
which cons i u e he co e o he
compe ence. The “ espec o di e ence
and di e si y” is he mos highligh ed
alue, which makes sense i we ake a
look o one o he educa ional pu poses o
he cen e unde lining he necessi y o :
“Taking di e si y as educa ional model
by in eg a ing ac i i ies o he
de elopmen o he s uden in he
cu iculum, always aking in o accoun
his/he own pe sonali y, social, economic
and e hnic aspec s, as well as heal h,
ea ing and hygienic habi s” (P1:
Educa ional pu poses).
F om his b oad pe spec i e, whe e
di e si y is conside ed as an educa ional
model, all membe s o he cen e mus
“ espec and alue cul u al, sexual, e hnic
di e ences, e c. as a sou ce o pe sonal
en ichmen ” (P2: Educa ional Plan o he
cen e).
Mo eo e , aking in o accoun he high
numbe o immig an s in he cen e , i is
eally impo an o peace ul coexis ence
“ o espec eedom o hough as well as
eligious and mo al con ic ions” (P3:
Plan o peace ul coexis ence).
The e o e, esul s show an educa ional
cen e whe e a en ion is ocused on
os e ing knowledge, skills, a i udes and
beha iou s ha help indi iduals o wo k
and li e in a mul icul u al en i onmen ,
| 2012 | ol. 1 | Nº1
Uni e si y o Alican e
[32]
Tója , J. C. (2006). In es igación
cuali a i a: comp ende y
ac ua . Mad id: La Mu alla. [Full
ex ] [Back o ex ]
To ney-Pu a, J., Lehmann, R., Oswald,
H. & Schulz, W. (2001).
Ci izenship and Educa ion in
Twen y-eigh Coun ies.
Ams e dam: IEA. [Full ex ] [Back
o ex ]
Vázquez, R. & Angulo, F. (Coo ds.).
(2003). In oducción a los
es udios de casos: los p ime os
con ac os con la in es igación
e nog á ica. A chidona
(Málaga): Aljibe. [Abs ac ] [Back
o ex ]
Veldhuis, R (1997). Educa ion o
Democ a ic Ci izenship:
Dimensions o ci izenship, co e
compe encies, a iables and
in e na ional ac i i ies.
S asbou g: Council o Eu ope.
[Full ex ] [Back o ex ]
Zabala, A. y A nau, L. (2007). 11 Ideas
Cla es. Cómo ap ende y
enseña compe encias.
Ba celona: G aó. [Full ex ] [Back o
ex ]