Guide in PDF format

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The course guide is provisional.

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Democratic Education and Participation: Global Citizenship and Social Justice

Code: 45010
Credits: 6

2026/2027

Degree programme	Type	Course
Research in Education	OP	1

Contact lecturer

Name :: Gustavo Gonzalez Valencia
Email :: gustavo.gonzalez@uab.cat

Teaching staff

: Antoni Santisteban Fernandez
: Myriam Gonzalez Sanz
: Mariona Massip Sabater
: Jordi Castellvi Mata
: Nuria Aris Redo

Group languages

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

Prerequisites

None

Objectives

Establishing the basis for citizenship education research, political education, the study of second generation rights, visibilisation of sexism and inequalities..
Analyzing research on teaching and the study of heritage from digital resources.
Interpreting relevant social issues to develop citizenship and communication skills.

Learning outcomes

CA46 (Make proposals for improvement and/or innovation projects grounded on research-based evidence in democratic education.) Make proposals for improvement and/or innovation projects grounded on research-based evidence in democratic education.
CA47 (Act in the field of democratic education, assessing the social, economic and environmental impact so as to contribute to a more accessible, sustainable, diverse and just society that respects human rights.) Act in the field of democratic education, assessing the social, economic and environmental impact so as to contribute to a more accessible, sustainable, diverse and just society that respects human rights.
CA48 (Act in the field of democratic education, assessing inequalities based on sex/gender, ethnicity or any other circumstance.) Act in the field of democratic education, assessing inequalities based on sex/gender, ethnicity or any other circumstance.
KA49 (Describe the methodological paradigms, approaches and designs of research on democratic education.) Describe the methodological paradigms, approaches and designs of research on democratic education.
KA50 (Identify different lines of research on democratic education and for global citizenship.) Identify different lines of research on democratic education and for global citizenship.
KA51 (Identify problems in the field of democratic education and offer solutions for educational needs using innovative approaches.) Identify problems in the field of democratic education and offer solutions for educational needs using innovative approaches.
SA36 (Produce a comprehensive review of the scientific literature on democratic education, education for social justice and global citizenship.) Produce a comprehensive review of the scientific literature on democratic education, education for social justice and global citizenship.
SA37 (Develop the most consistent design and methodology with the research goals in democratic education.) Develop the most consistent design and methodology with the research goals in democratic education.

Citizenship education: democratic culture, global citizenship, political, legal and civic education.
Economic citizenship and second generation rights.
Political education and gender perspective.
Education for natural, cultural and artistic heritage. Heritage and museums. The role of the image and simulation.
Social problems or controversial issues.
Citizenship education wiht agonistic perpective
Citizenship, social thinking and communication skills.

Learning activities and methodology

Title	Hours	ECTS
Oral presentation of work	10	0.4
Reading articles and documentaries.	78	3.12
Tutorials	6	0.24
Analysis and discussion of articles and documentary sources	16	0.64
Lectures by the teacher	20	0.8
Classroom practice: solving problems/cases/exercises.	20	0.8

The training activity will be structured around the following dynamics:

Lectures by the teacher.
Reading articles and documentaries.
Analysis and discussion of articles and documentary sources.
Classroom practice: solving problems/cases/exercises.
Oral presentation of work.
Visit to relevant institution to the modul.
Tutorials.

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	Learning outcomes
Class attendance and participation in discussions.	25%	CA46, CA48, KA51, SA37
Construction of a theoretical framework to relate education for citizenship to its field of study	50%	CA47, CA48, KA51, SA36
Critical analysis of bibliography or research.	25%	CA48, KA49, KA50, KA51

The evaluation is the process established to assess the achievement of learning outcomes based on the evidence defined in the subject's guide.

The subject's evaluation will take place throughout the academic year through the proposed activities (the syllabus provided at the beginning of the subject will specify the activities and submissions to be completed).

The submission of assignments will primarily be done through the virtual campus. Other submission methods may be enabled, subject to prior agreement with the teaching staff.

Evaluative activities:

Critical analysis of research proposals in the field of education for citizenship (individual): 25%
Critical analysis of innovation proposals in the field of education for citizenship (individual): 25%
Construction of a theoretical framework to relate education for citizenship to its field of study (individual): 50%

Evaluation dates:

Critical analysis of research proposals in the field of education for citizenship: during classes.
Critical analysis of innovation proposals in the field of education for citizenship: during classes.
Construction of a theoretical framework to relate education for citizenship to its field of study: To be submitted during the last week of classes.
Recovery evaluation is scheduled for the last week of June.
Each activity will be assessed and graded within a maximum of twenty (20) days from the submission date

Single evaluation:

The unique evaluation needs to be requested within the deadlines and procedures set by the Faculty of Education.

This subject allows for a unique evaluation. In this case, attendance is essential for evaluation as previously specified. Failure to comply with attendance requirements would require the student to take the recovery exam. To be eligible for the unique evaluation, 66% of the evaluation activities need to be submitted, but the maximum grade for each activity would be 5 out of 10.

The activities to be submitted for the single evaluation are the same as those for the continuous evaluation, along with an evaluative interview. The submission date is the same as that for the construction of a theoretical framework to relate education for citizenship to its field of study. The weightage for activities in the single evaluation is as follows:

Critical analysis of research proposals in the field of education for citizenship (individual): 25%
Critical analysis of innovation proposals in the field of education for citizenship (individual): 25%
Construction of a theoretical framework to relate education for citizenship to its field of study (individual): 50%.

Synthesis assessment is not permitted in this course.

NA (Not evaluable) will be considered that student who has not delivered any evaluation activity.

Gender perspective:

During the sessions, the gender perspective will be considered by reviewing and questioning androcentric biases, hidden gender assumptions, and stereotypes. It will also involve incorporating knowledge produced by women and critical perspectives that reveal androcentric conceptualizations and highlight the social and cultural mechanisms underlying gender inequalities.

This module requires the inclusion of a gender perspective through (self-)critical reflection on one's own subjectivity and how it affects teaching (for further details, refer to: Agud Morell, Ingrid; Amat, Meritxell; Bertran, Marta; [et al.]. (2020). Gender perspective in education. Conceptual framework. Barcelona: UAB. <https://ddd.uab.cat/record/226865>).

Obervations

In this course, the use of artificial intelligence (AI) technologies is permitted as an integral part of the development of coursework, provided that the final outcome reflects a significant contribution from the student in terms of analysis and personal reflection. Students must clearly identify which parts have been generated using such technologies, specify the tools employed, and include a critical reflection on how these tools have influenced boththe process and the final outcome of the activity. Failure to disclose the use of AI will be considered a breach ofacademic integrity and may result in a grade penalty or more severe sanctions in serious cases.

Bibliography

Bibliography Citizenship Education

Apple, M.W. & Beane, J.A. (comps.) (1997). Escuelas democráticas. Madrid: Morata.

Ballbé Martínez, M., González Valencia, G., & Ortega Sánchez, D. (2021). Invisibles y ciudadanía global en la formación del profesorado de Educación Secundaria. Bellaterra: Journal of Teaching and Learning Language and Literature, 14(2), e982.

Blevins, B., & Talbert, T. L. (2016). Challenging neoliberal perspectives: A framework for humanizing social studies teacher education. In A. R. Crowe & A. Cuenca (Eds.), Rethinking social studies teacher education in the twenty-first century (pp. 23–39). Springer International Publishing. https://doi.org/10.1007/978-3-319-22939-3_2

Caballero Dávila, L. F., González Valencia, G. A., y Santisteban Fernández, A. (2020). La propuesta de ciudadanía radical y las representaciones sociales de estudiantes de bachillerato en Colombia. Sophia Austral, (26), 237-258. http://dx.doi.org/10.4067/S0719-56052020000200237

COUNCIL OF EUROPE. (2018). Reference framework of competences for democratic culture. Volume 1. Context, concepts and model. Council of Europe. Council of Europe: Strasbourg

COUNCIL OF EUROPE. (2018). Reference framework of competences for democratic culture. Volume 2. Descriptors of Competences for Democratic Culture. Council of Europe: Strasbourg

COUNCIL OF EUROPE. (2018). Reference framework of competences for democratic culture. Volume 3. Guidance for Implementation. Council of Europe: Strasbourg

El-Amin, A., & Cohen, C. (2018). Just representations: Using critical pedagogy in art museums to foster student belonging. Art Education, 71(1), 8–11. https://doi.org/10.1080/00043125.2018.1389576

Gutiérrez Giraldo, M. C., & Santisteban Fernández, A. (2024). La educación para una ciudadanía democrática en la formación del profesorado en Iberoamérica. REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales, (15), 6–10.

González-Valencia, G., González-Monfort, N., Arís Redó, N., & Santisteban Fernández, A. (2024). Competencias de cultura democrática del Consejo de Europa: Cómo se interpreta desde la formación del profesorado. Acta Scientiarum. Education, 46(1), 1–15.

González Valencia, G. A., & Santisteban Fernández, A. (2016). La formación ciudadana en la educación obligatoria en Colombia: entre la tradición y la transformación. Educación y Educadores, 19(1), 87–103.

Gonzalez-Valencia, G., Sabater, M. M., & Fernandez, A. S. (2022). Critical global citizenship education: A study on secondary school students. Frontiers in Education, 7, 867113, 1–15.

Löfström, J., & Weber, B. (2022). Economic education: Its past, present, and future. JSSE - Journal of Social Science Education, 21(2), 1–7. https://doi.org/10.11576/jsse-5678

Massip Sabater, M., Castellví Mata, J., & Pagès Blanch, J. (2020). La historia de las personas: Reflexiones desde la historiografía y de la didáctica de las ciencias sociales durante los últimos 25 años. Panta Rei: Revista Digital de Historia y Didáctica de la Historia, 14(2), 167–196. https://doi.org/10.6018/pantarei.445831

Massip Sabater, M., & Espinet, M. (2024). Delearning capitalism: Is degrowth a decolonial perspective in social science education? Journal of Social Science Education, 23(4). https://doi.org/10.11576/jsse-7127

Massip Sabater, M., & Castellví Mata, J. (2019). Poder y diversidad. Los aportes de la interseccionalidad a la didáctica de las ciencias sociales. Clío. History and History Teaching, (45). https://doi.org/10.26754/ojs_clio/clio.2019458646

Massip Sabater, M., & Sant, E. (2022). Género y educación ciudadana. Enfoques feministas-relacionales en la educación política. REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales, 11, 35–51. https://doi.org/10.17398/2531-0968.11.35

Oliveira, Amurabi, & Fernández, Antoni Santisteban. (2024). The rise of populisms and the democratic crisis: Challenges for the teaching of human and social sciences today. Acta Scientiarum. Education, 46(1), e70525. Epub 01 de dezembro de 2023.https://doi.org/10.4025/actascieduc.v46i1.70525

Pagès, J. & Oller, M. (2007). Las representaciones sociales del derecho, la justicia y la ley de un grupo de adolescentes catalanes de 4º de ESO. A Enseñanza de las Ciencias Sociales, 6, pp.3-17.

Pineda-Alfonso, J. A., Alba-Fernandez & N. De, Navarro-Medina, E. (2019). Handbook of research on education for participative citizenship and global prosperity. Hershey PA: IGI global.

Sant, E. (2021). Political Education in Times of Populism: Towards a Radical Democratic Education. London: ‎ Palgrave Macmillan

Sant, E., Davies, I., Shultz, L., & Pashby, K. (2018). Global citizenship education : a critical introduction to key concepts and debates. London: Bloomsbury Academic.

Sant, E. & González-Valencia, G. (2018). Global Citizenship Education in Latin America. Davies, L. et al. (eds.). The Palgrave Handbook of Global Citizenship and Education (pp. 67-82). London: Palgrave Macmillan

Sant, E., & da Costa, M. (2024). Un/learning to disagree. A response to \"Pragmatist thinking for a populist moment: Contingency and racial re-valuing in education governance\". Democracy & Education, 32(2), Article 9, 1–6.

Santisteban, A. & González-Monfort, N. (2018). Education for citizenship and identities. Pineda, J.A., De Alba, N. and Navarro, E. (eds.). Handbook of Research on Education for Participative Citizenship and Global Prosperity. pp. 551-567. Hershey, Pennsylvanie: IGI Global International.

Sant Obiols, E. (2021). Educación política para una democracia radical. Forum. Revista del Departamento de Ciencia Política, 20, 138–157.

Santisteban, A. & Pagès, J. (2007). La educación democrática de la ciutadania: una propuesta conceptual. A Ávila, R.M.; López Atxurra, R.; Fernández de Larrea, E. Las competencias profesionales para la enseñanza-aprendizaje de la CienciasSociales ante el reto europeo y la globalización. 353-367. Bilbao: Asociación Universitaria del Profesorado de Didáctica de las Ciencias Sociales / Universidad del País Vasco.

Bibliography cultural heritage education

Ávila Ruíz, R.M.- Borghi, B.- Mattozzi, I. (eds. 2009) La educación de la ciudadanía europea y la formación del profesorado. Un proyecto educativo para la \"Estrategia deLisboa\".Bolonia: Didpast-AUPDCS.

Ballesteros, E.- Fernández, C.- Molina, J.A.- Moreno, P. (coord., 2003) El patrimonio y la Didáctica de las Ciencias Sociales. Cuenca: Universidad de Castilla la Mancha/AUPDCS.

Branchesi, L. (a cura di, 2006) Il patrimonio culturale e la sua pedagogia per l’Europa. Roma: Armando editore.

Carreras, C.-Munilla, G. (coord., 2001). Gestió del patrimoni històric. Barcelona: Edicions de la Universitat Oberta de Catalunya.

DD.AA. (1995) Le patrimoine culturel et sa pédagogie: un facteur de tolérance, de civisme et d’intégration sociale. Actes du seminaire. Bruxelles: Editions du Conseil de l’Europe, pàg. 119-124.

DD.AA. (2006) Introducción al patrimonio cultural. Gijón: Ed. Trea.

Prats, LL. (1997). Antropologia y patrimonio. Barcelona: Ariel.

Torres Moreno, C., & González Sanz, M. (2016). Compartir, aprender y crear: Una metodología pedagógica creada por AL:M.A (Almería, Museos y Arte) para la deconstrucción activa de la imagen del otro a través del patrimonio. En C. R. García Ruiz, A. Arroyo Doreste, & B. Andreu Mediero (Coords.), Deconstruir la alteridad desde la Didáctica de las Ciencias Sociales: Educar para una ciudadanía global (pp. 44–49). Universidad de Las Palmas de Gran Canaria.

Software