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Education for Citizenship

Code: 101661
Credits: 6
2026/2027
Degree programme Type Course
Social Education OP 3
Social Education OP 4
Education Studies OP 4

Contact lecturer

Name :
Antoni Santisteban Fernandez
Email :
antoni.santisteban@uab.cat

Teaching staff

Jordi Nomen Recio

Group languages

You can consult this information at the end of the document.

Prerequisites

There is not

Objectives

  1. To assess political movements for new democracy from social studies education.
  2. To analyze citizenship democratic education in most of European countries and the world.
  3. To interpret the role of mass media in citizenship democratic and critical thinking education.
  4. To evaluate digital technologies and social networks from social studies and democracy.
  5. To appreciate different democratic citizenship and human rights websites from international organisms, NGO, from EU, UNESCO, Amnesty International, etc.
  6. To characterize criteria for content selection and development of social competence and the rest of competences.
  7. To comprehend different theoretical frameworks and practical proposals from a political, juridical and economical education, for social inclusions, in contexts of formal and non formal education. 
  8. Visibilisation of sexism and inequalities, awareness-raising and creation of opinions.
  9. To stimulate the creation of didactic proposals of Education for the Citizenship of cooperative form, as much in formal contexts as in nonformal contexts.

Learning outcomes

  1. Analyse and apply the contributions of history, geography and social science to the teaching of human rights.
  2. Identifying, describing and analysing didactic models, strategies and curricular material on political culture and civic culture.
  3. Analyse and apply critical reasoning to the understanding of representative versus participatory democracy. Understand power, government and governance.
  4. Reflecting on, evaluating and applying the changes required in educational practice regarding the Concept of participation. Participation as an end and as a means for change.
  5. Reflecting on, evaluating and applying the changes required in educational practice with regard to the Social Participation from the perspective of social players: social movements and associations.
  6. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
  7. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  8. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  9. Propose projects and actions that incorporate the gender perspective.
  10. Communicate using language that is not sexist or discriminatory.
  11. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.

Contents

Block 1

  1. Citizenship in a global world. Citizenship Education: evolution and actuality. Situation in Europe and in the world.
  2. Social and political movements and democratic social studies education. Gender perspective.
  3. Digital technologies and social networks for democratic participation and social studies education.

Block 2

  1. Citizenship Education: plurality, power, conflict, politics, civics.
  2. Critical Media Literacy: TV, cinema, Internet, music, etc.
  3. Citizenship Competences to comprehend XXI Century society and to intervene socially.

Block 3

  1. Methods and strategies of teaching and learning Citizenship. Socio-affective methods and new ways of social interaction.
  2. Political, juridical and economical proposals for social inclusions, in formal and non formal contexts.
  3. Assessment of different citizenship and human rights websites from international organisms, NGO, from EU, UNESCO, Amnesty International, etc.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Attendance and virtual activities 7.5 0.3 2, 5, 7
Reference comments, websites, practical activities, and oral presentation. 75 3 1, 2, 6
Case study from mass media and digital tools 45 1.8 1, 2, 5
Tutorials 22.5 0.9 2

The protagonist in the teaching-learning process is always the student. It is under this premise that this subject methodology has been planned.

Teachers are going to present the theoretical framework and give the students the responsibility to build their knowledge from the references, curricular materials, and didactic proposals.

It is highly important to use digital tools, virtual contexts, human rights websites about democratic education.

The teaching staff will allocate approximately 15 minutes of some class to allow their students to answer the assessment surveys of the teaching performance and of evaluation of the asignatura or module.

The teaching methodology and assessment described may be subject to change depending on health-related criteria, should an exceptional situation arise.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Journal on readings and reflection on materials, websites and digital tools (individual work) 30% 0 0 4, 5, 8, 11
Journal of thematic ideas on formal and non formal education (individual work) 20% 0 0 1, 2, 3, 6
Lesson Plan Design (team work) 50% 0 0 4, 5, 7, 9, 10

Assessment

In order to pass the subject, the assessment activities of the three blocks must be approved. The evaluation of the three blocks involves monitoring the work to be done, and a continuous presentation of what is required at each moment of the course, including involvement and participation in the classroom.

The delivery of the three works will be one week after theend of each of the three blocks.

The first assignment, an individual critical reflection on a reading, will be due on October 2, 2026, and can be recovered, if redone, before December 11, 2026.

The second paper, the individual critical assessment of a didactic proposal for Citizenship Education, must be handed in on November 13, 2026, and can be recovered, if redone before the end of December 11, 2026.

The third work, the design in pairs or trios of a didactic unit of Education for Citizenship and its presentation in class, must be handed in on January 15, 2027. It can be recovered, if redone and delivered no later than January 29, 2027.

The correction by the teaching staff will be carried out 15 days after the submission.

Class attendance is mandatory: the student must attend a minimum of 80% of classes, and the grade may be penalized by 10% if this limit of absence is exceeded, if it is unjustified.

Equally, active participation in class dynamics and dialogues are evaluation criteria.

In this course, the use of Artificial Intelligence (AI) technologies is permitted as an integral part of the assignment, provided that the final result reflects a significant contribution from the student in their analysis and personal reflection. Students must clearly identify which components were generated with this technology, specify the tools used, and include a critical reflection on how they influenced the process and the final outcome of the assignment. Specific validations will be carried out to guarantee authorship and the acquisition of skills in case of suspected academic fraud. Lack of transparency in the use of AI will be considered a breach of academic honesty and may result in a penalty in the assignment grade, or more severe sanctions in serious cases. The sanctionwill be decided specifically for each case.

In accordance with UAB regulations, plagiarism or copying of any individual or group document will be penalized with a mark of 0 for that document, without any possibility of replacement. During the completion of an assignment or individual examination in class, if the teacher has reason to believe that a student attempts to copy or discovers any kind of unauthorized document or device, the student involved will receive a grade of 0.

To achieve a passing grade in this course, students should demonstrate, through their oral presentations and written assignments, that they have superior communication skills and that they have acorrect command of the vehicular language and languages listed in the course syllabus, being competent in articulating a critical and argued discourse on the reality studied. The evaluation of all individual and group work tasks in the course includes criteria based on the quality, in terms of accuracy and fluency, of the tasks presented by the learners. Students are expected to demonstrate academic skills, which include the ability to express themselves fluently and accurately and understand written academic texts.

It should be noted that the students' attitude of respect and coexistence are intrinsic to the learning of citizenship education, and, therefore, the inclusive perspective is essential, referring to gender or any other condition. An attitude that may break the rules of coexistence will be penalized in the same subject for being inconsistent with the same skills being pursued.

SINGLE ASSESSMENT

This signature does incorporatethe possibility of a single assessment. In this case, the three works will be of the same typology and learning results of the continuous evaluation. All three will have to be delivered on January 15, 2027, being able to recover, if the necessary ones are redone, on January 29, 2027. If applicable, the review of the final qualification will follow the same criteria and will take place on the same date established for the continuous assessment.

SUMMARY TEST

A final summary test is allowed for repeat students. This test will be requested from the faculty at the beginning of the course. It will consist of the submission of an assignment (to be specified) on January 15, 2027.

Bibliography

References

- Albacete, C. et al. (2000). Enseñar y aprender la democracia. Síntesis.

-Alvermann, D.E., Hagood, M.C. (2000). Critical Media Literacy: Research, Theory, and Practice in “New Times.” The Journal of Educational Research, 93(April 2010), 193–205. doi:10.1080/00220670009598707

- Apple M.W.; Beane, J.A. (comps.) (1997). Escuelas democráticas. Morata.

-Ball, O.,Gready, P. (2007). Los derechos humanos. Intermón Oxfam.

-Bolivar, A. (2007). Educación para la ciudadanía. Algo más que una asignatura.Graó

-Camps, V,Giner, S. (1998). Manual de civisme. Ariel

-Casas, M., Botella, J. (2003). La democracia y sus retos en el siglo XXI. Elementos para la formación democrática de los jóvenes. Praxis.

- Cortés, C. (2005). The “information” media. En Smith Crocco, M. (coord.). Social Studies and the Press. Keeping the beast at bay?. (pp. 25-35). Connecticut: Information age publishings.

-Cortina, A. (1998).Ciudadanos del Mundo. Hacía una teoría de la ciudadanía. Alianza.

-Debray, R. (2000). El civisme explicat a la meva filla. Barcelona. Empúries.

- Díaz Matarranz, J.J.,Santisteban, A.; Cascajero, A. (eds.) (2013). Medios de comunicación y pensamiento crítico. Nuevas formas de interacción social. Universidad de Alcalá/AUPDCS, 253-267.

- Heater, D. (2007).Ciudadanía. Una breve historia. Alianza Editorial.

-López, F., Arànega, S. (comp.). El mundo en guerra. La educación para la paz (3-12 años). Graó.

-Nomen, J. (2007). ¿Quién soy? ¿Cómo me relaciono con los demás? Pagès, J.,Santisteban, J. (coords.). Educación para la ciudadanía y los derechos humanos. Guías para la enseñanza secundaria obligatoria. Wolters Kluwer. http://www.guiasensenanzasmedias.es/temaESO.asp?tema=5&materia=ciuda&dir=&nodo=3

-Nomen, J. (2008). Valores y juventud. Pagès, J.,Santisteban, J. (coords.). Educación para la ciudadanía y los derechos humanos. Guías para la enseñanza secundaria obligatoria. Wolters Kluwer. http://www.guiasensenanzasmedias.es/temaESO.asp?tema=12&materia=ciuda&dir=&nodo=6

-Nomen, J. (2009). En busca de la igualdad de genero. Pagès, J.,Santisteban, J. (coords.). Educación para la ciudadanía y los derechos humanos. Guías para la enseñanza secundaria obligatoria. Wolters Kluwer.

http://www.guiasensenanzasmedias.es/temaESO.asp?tema=13&materia=ciuda&dir=&nodo=7

- Oller, M.,Santisteban, A. (2011). Valores democráticos y educación para la ciudadanía. Santisteban, A., Pagès, J. (coords.).En Didáctica del Conocimiento del Medio Social y Cultural en la Educación Primaria.(pp.295-318).Síntesis

-Pagès, J., Santisteban, A. (1994). Democràcia i participació. Eumo.

-Puig, J. M. et al. (2006). Aprenentatge Servei. Educar per a la ciutadania. Octaedro.

- Ross, E.W. (2013). Spectacle, critical pedagogy and critical social studies education. En Díaz, J., Santisteban, A., Cascajero.A, (eds.) Medios de comunicación y pensamiento crítico. Nuevas formas de interacción social. (pp. 19-43). Servicio de publicaciones.

- Santisteban, A.(2004). Formación de la Ciudadanía y educación política, en Vera, M.I. y Pérez, D. La Formación de la ciudadanía: Las TICs y los nuevos problemas. AUPDCS. (pp.377-388). http://dialnet.unirioja.es/servlet/articulo?codigo=1454090

- Santisteban, A.,Pagès, J. (2007) El marco teórico para el desarrollo conceptual de la Educación para la Ciudadanía, en Pagès, J., Santisteban, A. (coord.). Educación para la ciudadanía. Madrid: Wolters Kluwer. Guías para Educación Secundaria Obligatoria. http://www.guiasensenanzasmedias.es/materiaESO.asp?materia=ciuda

- Santisteban, A. (2008). La participació democràtica i l’associacionisme. Una proposta de treball per al districte 2 de la ciutat de Terrassa. Cicle Superiord’Educació Primària. Ajuntament de Terrassa.

- Santisteban, A. (2009). Cómo trabajar en clase la competencia social y ciudadana.En Aula de Innovación Educativa, 189, (pp.12-15).

- Santisteban, A. (2012) La investigación sobre el desarrollo de la competencia social y ciudadana para una participación crítica. En De Alba, N.; García, F.; Santisteban, A. Educar para la participación ciudadana en la enseñanza de las ciencias sociales. Díada. (pp.277-286). http://dialnet.unirioja.es/servlet/articulo?codigo=3977777

- Smith Crocco, M. (ed.) (2005). Social Studies and the Press. Keeping the Beast at Bay? Greenwich-Connecticut.

Journals

- Perspectiva Escolar (1999), 234. Educació política

- Perspectiva Escolar, (2002), 270. Educació per a la ciutadania

- Íber. Didáctica de las Ciencias Sociales, geografía e historia, (2005), 44. Nuevos enfoques de la educación cívica y de la educación política.

- Íber. Didáctica de las Ciencias Sociales, geografía e historia, (2010), 64. Ciudadanía.

- Aula de Innovación educativa, (2009), 187. La competencia social y ciudadana.

- Cuadernos de Pedagogía, (2007), 366. Educación para la ciudadanía

Websites

- Senderi. Educació en valors (5 de juliol de 2021). http://www.senderi.org/

- Amnistia Internacional. Educació en drets humans (5 de juliol de 2021). http://www.amnistiacatalunya.org/edu/cat/index.html

- Unió Europea.(5 de juliol de 2021). http://www.oei.es/valores2/055ES.pdf

- UNESCO. (5 de juliol de 2021).

http://www.unesco.org/new/es/global-citizenship-education

- OXFAM Intermón. (5 de juliol de 2021). http://www.oxfamintermon.org/es/que-hacemos/campanas-educacion

Report

Comisión Europea/EACEA/Eurydice, (2017). La educación para la ciudadanía en el contexto escolar europeo. Informe de Eurydice. Oficina de Publicaciones de la Unión Europea.

https://op.europa.eu/o/opportal-service/download-handler?identifier=6b50c5b0-d651-11e7-a506-01aa75ed71a1&format=pdf&language=es&productionSystem=cellar&part=

Software

No specific software is required.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 4 Catalan first semester morning-mixed