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Module:Education for Democray By: Montse Amorós (ed) DEMÀ (Departament d’Estudis del Medis Actuals)

This project has received funding from the European Commission Erasmus+ Programme under grant agreement no 2016-1-RO01-KA201-024720


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Module: Education for Democracy By: Montse Amorós (ed) DEMÀ (Departament d’Estudis del Medis Actuals)

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This project has received funding from the European Commission Erasmus+ Programme under grant agreement no 2016-1-RO01-KA201-024720

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Table of Contents Introduction ................................................................ Error! No s'ha definit el marcador. Workshop 1: What is democracy for each participant....................................................19 Workshop 2: Prepare a Constitution I .............................................................................26 Workshop 3: Prepare a Constitution II………………………………………………………………….32 Workshop 4: Democratic participation in Education…………………………………………….38 Workshop 5: What is democracy for each participant……………………………………………45 Workshop 6: Conflicts in Education………………………………………………………………………53 Workshop 7: The role of the Media………………………………………………………………………60 Workshop 8: The intervention of other agents in education: social networks………..67

Note: The content of this module has been rewritten in March of 2018, after the revision made by Edulife of the previous version and the comments collected in its application during the months of October and November of 2017 in the educational centres partners of the project We would like to thank all of them for their criticism, their contributions and their advice. We also thank the comments provided by teachers of various high schools in Catalonia during the debate session in the February 2018

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INTRODUCTION

Knowing the democracy, its foundations and qualities, living, practicing it, contributing to its good management, among others, are values that students must learn from very soon. At present, democracy is considered by most countries and people as the only valid and viable system of governance. It is widespread in Europe as it had never been. Almost all European societies are considered democratic, because they are based on th principles of sovereignty of citizenship. The different sections of this module will allow us to know and work on all the beginners that originate, modify and condition the exercise of democracy in many countries. All of them will contribute to the development of skills and competencies that will ultimately lead to: • The power to assume responsibility for the free exercise of their rights and duties as citizens in democracy, • The acquisition of habits of effort, solidarity, individual work and cooperativism. • The rejection of violence and prejudices. • The valuation and respect for the gender difference. • The development of self-confidence, critical and participatory feelings, personal initiative and the ability to learn to learn. • The capacity for decision-making and assumption of responsibilities. • The knowledge and the valuation of one's own culture and other cultures. • The respect for the characteristics of any culture. • The best ease of communication in a foreign language other than vehicular. 4


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• Understanding and enjoying different artistic manifestations. • The development of basic skills in the use of various sources of information, especially in the field of ICTs, which entail their selection, organization and critical interpretation. • The integration of scientific knowledge structured into various disciplines. • The acquisition of basic knowledge that allows the exercise of professional activities and allow the passage of the educational world into the workplace. • Strengthening the entrepreneurial spirit. In the evolution of personal development when carrying out the module, the transversal competencies will play a basic role and will favor the construction of knowledge. The communicative competences (linguistic and audiovisual, artistic and cultural) will allow us to understand and express reality; the methodologies (treatment of information and digital competence, mathematics and learning to learn), activate learning and personal (the development of autonomy and personal initiative), the acquisition of the proposed values. However, all of them will be complementary and closely related to each other, full of meaning and will allow the resolution of situations raised in the society of the 21st century. In the realization of the democracy module we can use each and every one of them, in a very effective way. The linguistic and audiovisual competence skills are always the basis of all learning. They involve knowing how to communicate, in writing, with audio-visual languages and information technologies, and understand the information to build the knowledge. In this particular case, it allows the knowledge of a foreign language, with the proper use of different supports and types of text. They will allow us to interact and converse with other people properly, listen to, read or express ourselves convincingly in this multicultural context.

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The artistic and cultural competence will facilitate the expression, perception, representation, understanding and appreciation of multicultural and artistic reality. It allows to exercise the set of deeds that facilitate the realization of individual and social artistic creations, the open attitude towards other artistic activities different from ours, and the participation in the cultural life that surrounds us. The methodological competences focus certain aspects common to the communicative competence: The competence of information processing and digital competence allows to develop suitable work methods in different school situations, use information technologies to solve problems and conflicts in different environments and promote organizational capacity, the sense of discipline, rigor, discipline and responsibility in school work. Its transversability allows the interaction between areas and curricular contents very diverse and the possibility of communication between different levels and profiles of students, promoting critical and reflective attitudes in the valuation of the digital information. The processing of the information obtained involves the use of a specific basic vocabulary and decoding guidelines. It allows a great involvement of the teaching staff in cases of students with few economic resources in order to transform the information into knowledge, to make it understand and to carry out its integration to the level of knowledge requested. The mathematical competence will allow students to apply mathematical elements and reasoning in everyday situations and develop the ability to analyze, interpret and express information, data and arguments with clarity and accuracy The Learning to learn competence involves acquisition of skills to drive one's own learning and continue to learn effectively and freely throughout life. The student can be involved in the management and control of their own abilities and knowledge, from a sense of competence or personal efficiency. The development of personal competence will entail the development and affirmation of the personal identity of the student, in 6


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the expression of their own values and autonomy and in attitudes such as openness or commitment towards the other people in their environment, the growth of the emotional competences and the structuring of the personal identity of each one. Autonomy and personal initiative will help transform ideas into actions and undertake, consensus and evaluate individual and collective projects.

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https://www.youtube.com/watch?v=riZStaz8Rno

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https://www.youtube.com/watch?v=tPutaPc9gB8

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Workshop 1. What is democracy for each participant? Introduction

At present, democracy is considered by most countries and people as the only valid and viable system of governance. It is widespread in Europe as it had never been. Almost all European societies are considered democratic, because they are based on the principles of sovereignty of citizenship.

Etimologically, democracy means the power of the people or political system determined by some people who obey laws.

Democracy is based in two fundamental principles: 1. The beginning of individual autonomy: a person can be subject to the impossibility of other people. 2. The principle of equality: everybody must have the opportunity to influence decisions that affect society.

There are other forms of government that affect every two principles, if the power falls in the hands of a single person (dictatorship) or of a certain social class, which makes decisions in the name of the rest of the population (oligarchy or plutocracy). In these forms of governance, the two principal fundamental democracies are not respected. The most common form of democracy is representative democracy, in which the city’s citizens are represented by a clear and fair election with the majority vote of the population. It is based on the statute of rights, the separation of powers and the protection of human rights and minorities.

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The implementation of this module may involve addressing a complicated subject in itself, depending on the context in which it is developed and the profile of the students to whom it is addressed. It is recommended to adapt it according to the previous conditions and a previous reflection of the teaching staff in order to avoid falling into ambiguous situations not contemplated, such as the lateralization of concepts, the questionable vocabulary or the risk of indoctrination.

Timing

90’

Group

20 to 30 students

Subjects

• •

Groups of normal students. Groups of students of diversity.

Goals

Explain the concept of democracy to the students.

Expose the evolution of the concept throughout history.

List the different types of democracy in force today.

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Consider the educational centre as an extrapolated democratic model in other parcels of everyday life.

Content

Presentation (5’)

Individual definition of democracy (15’)

Formal definition of democracy

Question battery for each participant/group: • • • • • • • • • • •

What is democracy? Is this a fair form of governance? How do we live in our respective countries? Make a list of democracies and catalog them. What conditions must be met to survive in democracy in which state? Democracy is exercised directly in the democracy that you formulate? Or indirectly? Do you ensure and guarantee the basic human rights? Is there freedom of expression? Is justice transparent and independent? Is the political exercise non-discriminatory?

Exhibition of individual definitions (15’) 21


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Differentiation between different types and

• •

What aspects can we consider common to all the different types of democracy? Do you ensure and guarantee the basic human rights?

definitions of democracy (10’)

Representation of the minority in democratic systems

• • • • •

(10’)

Formal definition of minority. Minority’s in the states. Basics rights for minority’s. Is the political exercise non-discriminatory? Do you ensure and guarantee the basic human rights?

Debate (20’)

Conclusion (15’)

Elaboration of definition of democracy

Type of activity

• • •

Group work Creation of consensus Design of rules. Debate.

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Materials (Material applied to basic competencies)

Knowledge of the political system of the country itself.

Knowledge of any types of miners that influence the political functioning of historical societies.

Knowledge of associations or NGOs that influence the political functioning of today's society.

Model of participatory democracy to Denmark.

Bibliography

Albacete, C.; Cárdenas, I. y Delgado, C.: Enseñar y aprender la democracia. Ed.Síntesis. Madrid (2000).

Archibugi, D. & Held, D.: Cosmopolitan Democracy. An Agenda for a New World Order. Polity Press. Cambridge (1995).

Archibugi, D.: The Global Commonwealth of Citizens. Toward Cosmopolitan Democracy. Princenton University Press. Princenton (2008).

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

Golay, Vincent: Swiss political institutions. Éditions Loisirs et Pédagogie. Le-Montsur-Lausanne (2008).

Held, D.: Democracy and the Global Order. Polity Press. Cambridge (1995).

Held, D.: Modelos de democracia. Alianza Ensayo. Madrid (2001). 2ª edición.

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Keen, Ellie y Tirca, Anca: Education for Democratic Citizenship. Teacher’s Guide. Asociata Romana de Educatie Pentru Democratie Si Drepturile Omului. Areddo, Rumania (1999).

Manin, Bernard: Principles of Representative Govermment. Cambridge University Press (2010).

Meyer- Bish, P.: Cultura democrática: un desafío para las escuelas. UNESCO. Paris (1995).

Medina Santana, Jonathan: Educación democrática y política educativa. Cuestiones pedagógicas. Secretariado de Publicaciones. Universidad de Sevilla (2015).

Symonides, Janusz: The State Duty to Promote Human Rights Education. Achievements and Challenges. Institute for Human Rights, Abo Akademi University,The Finnish National Commission for UNESCO y UNESCO. Turku, Abo, Finlandia (1998).

Williamson,T.R.: Problems in American Democracy. Kessinger Publishing’s. Whitefish, Montana (2004).

Wilson, N.G. Encyclopedia of ancient Greece. Routledge. New York (2006).

Web Bibliography

https://youtu.be/A42nJeaLdhM

http://aheadedu.org/en/the-petit-compass/

http://www.coe.int/t/dg4/education/edc/default_EN.asp?

www.democracy.net: List of Electoral Democracies.

https://www.youtube.com/watch?v=ial97hjKIxs

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https://www.youtube.com/watch?v=JgBBfM8SYPA

https://www.youtube.com/watch?v=LabV7EFHHeo

https://www.merriam-webster.com/: Definitions.

http://www.minorityrights.org

http://www.obh.hu/ombbusman

www.oecd.org

https://www.youtube.com/watch?v=OuY-DVsU4BY

https://youtu.be/oXurcGPSl1Y

https://www.youtube.com/watch?v=qbN9kx6YHQQ

https://youtu.be/Qi-getj3JX8

https://youtu.be/RhUx1pArrO4

https://www.youtube.com/watch?v=u6jgWxkbR7A

https://youtu.be/3i8HaFA5EYg

https://youtu.be/5TBOGhA9hdl

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Workshop 2. Prepare a Constitution (I)

Introduction

Human rights constitute the foundation of any democratic system because they are referential for all people, for the sole reason that they are humane and also inalienable.

They are independent of the states, which have the obligation to defend and guarantee them. Democratic states must protect the rights of persons and, therefore, need a body of law that assists them in this task.

Younger people have learned to value democracy as a way of life. The skills to achieve these goals are not inherent in them, but rather a constructive educational process to know, be conscious and assimilate them. Democracy must be present in all aspects of educational life. The democratic principles of principle must be introduced into school structures and constitute a common practice in school relationships.

The synergy between democratic rights and duties has led to the acceptance of the concept of democracy in a responsible way and coherent between students.

The implementation of this module may involve addressing a complicated subject in itself, depending on the context in which it is developed and the profile of the students to whom it is addressed.

It is recommended to adapt it according to the previous conditions and a previous reflection of the teaching staff in order to avoid falling into 26


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ambiguous situations not contemplated, such as the lateralization of concepts, the questionable vocabulary or the risk of indoctrination.

Timing

45’

Group

20 to 30 students

Subjects

• •

Groups of normal students. Groups of students of diversity.

Goals

• • • • • •

Understand the relationship between rights and duties. Relate rights and duties in real life. Create a series of norms and duties agreed by the group. Emphasize participation in the creation and protection of rights. Prepare for life in democracy. Generate democratic governance within the school environment.

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Content

Presentation (5’)

Individual definition of right and duty (5’)

Time of reflexion

Exhibition of individual definitions (10’)

Rights and duties of citizens (10’)

Do you ensure and guarantee the basic human rights?

Make a list of the rights and other obligations after the consultations in the class. Prepare a list with the corresponding right, from this list. General presentation of the rights and obligations they entail.

Debate (10’)

Conclusion (5’)

• •

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Type of activity

• • • • • •

Group work. Creation by groups of basic rules of general rights applicable to other groups. Make a list of the rights and other duties and obligations after the consultations in the class. Creation of consensus. Design of rules. Debate.

Materials (Material applied to basic competencies)

Copies and / or photocopy of the Universal Declaration of Human Rights.

Declaration of the Rights of the Child.

Declaration of the Rights of Women and of the Citizen.

Universal Declaration of the Rights of Man and of the Citizens.

Newspapers and old magazines with many images.

Rolls of paper, pencils, markers, tail, scissors.

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Bibliography

Beramendi, V.& Angeyo, J.S.: Direct Democracy. The International Idea Handbook. International IDEA. Stockholm (2008).

Dahl, R.: La democracia. Una guía para los ciudadanos. Ed. Taurus (1999).

Declaration of the Rights of Women and of the Citizen.

Declaration of the Rights of the Child.

Denmark Constitution.

French Constitution.

Golay, Vincent: Swiss political institutions. Éditions Loisirs et Pédagogie. Le-Montsur-Lausanne (2008).

Jhonston, D.M., Reisman, W.M.: The Historical Foundations of World Order. Martinus Nijhoff Publishers. Leiden (2008).

Spanish Constitution of 1978.

Symonides, Janusz: The State Duty to Promote Human Rights Education. Achievements and Challenges. Institute for Human Rights, Abo Akademi University, The Finnish National Commission for UNESCO y UNESCO. Turku, Abo, Finlandia. (1998).

Staff writer of The Economist Group: Liberty and Justice for some. London (2007).

The British Library: Britain’s unwritten constitution. London (2015).

The British Library: Magna Carta: an introduction. London (2015).

Thoreau, H.D. On the Duty of Civil Disobedience. New American Library. New York (1960).

United States of America Constitution.

Universal Declaration of the Rights of Man and of the Citizens .

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Web Bibliography

http://www.annalindhfoundation.org/education

http://www.barneombudet.no

http://cabinetoffice.gov.uk/servicefirst/index/consultation.htm

http://www.coe.int/compass

http://www.coe.int/children

http://cyberschoolbus.un.org

www.europa.euint/comm/governance/areas/group3/inhdex_en.htm

https://www.youtube.com/watch?v=nDgIVseTkuE

https://www.youtube.com/watch?v=oh3BbLk5UIQ

https://www.youtube.com/watch?v=oLdVUl2OVzg

http://www.omct.org

http://www.oppnasverige.gov.se/se/?24335

https://www.youtube.com/watch?v=pRGhrYmUjU4

http://www.right-to-education.org/

http://www.savethechildren.net

http://www.terredeshommes.org

www.unicef.org

https://www.youtube.com/watch?v=VO7oS8PqkJY

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Workshop 3. Prepare a Constitution (II)

Introduction

The Constitution is always the maximum law in a State; It is the norm of the legal norms. It is a set of rules that establishes the way in which all citizens of the same State must behave in order to live in peace and in a welfare state. These norms establish the rights and duties that we have the citizens of any democratic State in order to build a better country. It covers important rights such as: the right to life, to health, to education, to housing or to culture.

In the same way that the Constitution offers us these rights, it also establishes duties and obligations that we must fulfill as: respect the rights of others, participate in the political life of the State, collaborate with justice and protect the culture and natural resources.

The implementation of this module may involve addressing a complicated subject in itself, depending on the context in which it is developed and the profile of the students to whom it is addressed.

It is recommended to adapt it according to the previous conditions and a previous reflection of the teaching staff in order to avoid falling into ambiguous situations not contemplated, such as the lateralization of concepts, the questionable vocabulary or the risk of indoctrination.

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Timing

60’

Group

20 to 30 students

Subjects

• •

Groups of normal students. Groups of students of diversity.

Goals

Observe the correspondence of rights and duties within the text of the Constitution.

Make the students aware of the need to enforce the Constitution.

Apply constitutional principles to everyday life.

Prepare for life in democracy.

Content

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Presentation (5’)

Time of reflexion

Individual definition of Constitution (10’)

Exhibition of individual definitions (15’) •

Concretion of the model to work: (15’) •

• • • •

Presentation of diffferent types of Constitutions: by the form, by the difficulty of modification, by the form of establishment, by the validity. The English legislation. Prepare a draft of the model of Constitution. Write an essay of the Constitution. After discussion, write a final text of the Constitution.

• • •

Debate (15’)

Conclusion (10’)

Make a chronology of the appearance of all of them and comment on the situation of humanity in those different eras. Prepare a list of the fundamental and essential rights and duties to draft a Constitution. Draft of the Constitution. Further discussion.

• •

Post-debate modifications.

Write a Constitution model

Group work.

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Type of activity

• • •

Creation by groups of different types of Constitutions: by the form, by the difficulty of modification, by the form of establishment, by the validity. Creation of consensus. Design of rules. Debate.

Materials (Material applied to basic competencies)

• • •

Different types of Constitutions: by the form, by the difficulty of modification, by the form of establishment, by the validity. Exemplary of the Spanish Constitution of 1978. Exemplary of your Constitution (Romania, Italia, Croatia, Turkey, Poland, Belgium).

Bibliography

Constitution of the Kingdom of Spain. 1978.

Constitution of the United States of America.

• • •

Constitution of France.

Constitution of Italy.

Declaration of the Rights of Women and of the Citizen.

Constitution of Denmark.

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Declaration of the Rights of the Child.

English Bill of Rights 1680. Yale Law School. Lillian Goldman Law Library. New Haven (2008).

Golay, Vincent: Swiss political institutions. Éditions Loisirs et Pédagogie. Le-Montsur-Lausanne (2008).

The British Library: Britain’s unwritten constitution. London (2015).

The British Library: Magna Carta: an introduction. London (2015).

Universal Declaration of the Rights of Man and of the Citizens.

Web Bibliography

http://www.actionaid.org

http://web.amnesty.org

http://www.act.gov.au/cmd/documents.cfm

http://www.childnet.com/

http://www.coe.int

http://www.coe.int/compass

http://cyberschoolbus.un.org

http://www.handicap-international.org/index.html

https://www.internationalbudget.org/wp-content/uploads/Citizens-as-PartnersOECD-Handbook.pdf

https://www.youtube.com/watch?v=jGsLzeWRKDM

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http://www.minorityrights.org

http://www.right-to-education.org/

http://www.savethechildren.net

https://www.youtube.com/watch?v=T1TzLj5Aeyk

http://www.vnfi/vn/vm/english:management/govern.htm

http://www.warchild.org

http://web.worldbank.org/

https://www.youtube.com/watch?v=_XAsE5q1vPE

https://www.youtube.com/watch?v=0UzKD8rZCc0

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Workshop 4. Democratic participation in education

Introduction

Participatory democracy allows for the development of formal and nonformal education. It allows for a high degree of participation, taking advantage of the close initiatives of the educational center as well as those of the citizens.

Today, there is a worldwide consensus on the need and importance of educating people about human rights and life in democracy. Also, on the responsibility and commitment of the States to implement this type of education for all their citizens. This situation means that education acquires more democracy and that all those involved in education, classes and subjects of educational life become more involved and participate in it.

Every year, more often than not, the educational communities build interpersonal, organizational and collective management practices. They are concrete actions or daily behaviors that must be conscious and freely assumed by all its members.

The implementation of this module may involve addressing a complicated subject in itself, depending on the context in which it is developed and the profile of the students to whom it is addressed.

It is recommended to adapt it according to the previous conditions and a previous reflection of the teaching staff in order to avoid falling into ambiguous situations not contemplated, such as the lateralization of concepts, the questionable vocabulary or the risk of indoctrination.

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Timing

90’

Group

20 to 30 students

Subjects

• •

Groups of normal students. Groups of students of diversity.

Goals

Awareness students that democratic societies must function as a system of culture of coexistence.

Deepen in the education of human rights and the attitudes and values that sustain democracy.

Work on the skills necessary to participate in a constructive way in democracy, working for it and improving it.

Train students as subjects capable of carrying out autonomous, critical and responsible actions, guided by ethical principles.

Develop competencies for democratic practices.

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Content

Presentation (5’)

National education legislation of each State (15’)

Student participation organizations. (15’)

Types, regulations and practices.

Participation of the family in the school institution. (10+’)

Types, regulations and practices.

Organization of the educational center. (10’)

Practical example of participation (10’)

Debate (15’)

• •

Discussion to improve participation in education received. Ask questions about the convenience or not of this

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participation. From the answers, generate doubts in order to obtain an adequate participation.

Conclusion (10’)

Type of activity

• • • •

Group work Creation of consensus Design of rules. Debate.

Materials (Material applied to basic competencies)

• • •

Graphic material on different types of situations given in the participation of non-teaching institutions in the school environment. What kind of paper should these institutions have? Approach to four different cases.

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Bibliography

Budge, Ian: Direct democracy. Encyclopedia of Political Thought. Taylor & Francis Group. Abingdon (2001).

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

Glaeser, E., Ponzetto, G., Shleifer, A.: Why does democracy need education? Journal of Economic Growth. Springer Publishing. New York (2017).

Goodman, J.: Educación para una democracia crítica.Democracia, Educación y Participación en las instituciones Educativas. Ed. Morón. Sevilla (2008).

Inglehart, R., Welzel, Ch.: Modernisation, Cultural Change and Democracy: The Human Development Sequence. Cambridge University Press. Cambridge (2005).

Keen, Ellie y Tirca, Anca: Education for Democratic Citizenship. Teacher’s Guide. Asociata Romana de Educatie Pentru Democratie Si Drepturile Omului. Areddo, Rumania (1999).

Magendzo, Abraham: Los derechos humanos como concepción educativa. I n s t i t u t o Interamericano de Derechos Humanos, San José de Costa Rica (1990).

Meyer- Bish, P.: Cultura democrática: un desafío para las escuelas. UNESCO. Paris (1995).

Rindermann, H: Relevance of education and intelligence for the political development of nations. Democracy, rule of law and political liberty. Kindle Edition. Cambridge University Press. Cambridge (2007).

Symonides, Janusz: The State Duty to Promote Human Rights Education. Achievements and Challenges. Institute for Human Rights, Abo Akademi University, The Finnish National Commission for UNESCO y UNESCO. Turku, Abo, Finlandia. (1998).

Thompson, Denis: The Democratic Citizen: Social Science and Democratic Theory in the 20th Century. Cambridge University Press. Cambridge (1970).

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Web Bibliography

http://www.annalindhfoundation.org/education

http://www.coe.int/children

http://www.crin.org/organisations/vieworg.asp?id=72

http://www.crin.org/childrenaspartners/

http://cyberschoolbus.un.org

http://www.ecpat.net

http://ec.europa.eu/public_opinion/index_en.htm

http://www.europeanchildrensnetwork.org

https://www.youtube.com/watch?v=HDyV4rdy1j0

http://www.intermonoxfam.org

https://www.internationalbudget.org/wp-content/uploads/Citizens-as-PartnersOECD-Handbook.pdf

http://www.minorityrights.org

https://www.youtube.com/watch?v=MTGzPeXar5s

http://www.nordicom.gu.se/clearinghouse.php

https://www.youtube.com/watch?v=QZ43WnR8IdM

http://www.terredeshommes.org

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http://www.un.org

www.wueopa.eu.int/comm/governance/areas/group3/index_en.htm

http://www2.ohchr.org/english/bodies/crc

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Workshop 5. Diversity in education

Introduction

On the educational world, the diversity of students is a regular situation for a long time. Attention to this type of students consists in organizing the regular school elements and curricula, so that they facilitate the learning of all the students, creating general criteria to be able to teach everyone, carrying out training processes directed and guided by the students for the relevant school institutions.

Teaching centers favor the learning, socialization and the integration of students of diversity and allow the formation of plural groups/classes, according to a set of rules and regulations established for this purpose.

To be able to organize this type of group/class, the teacher has to start from the initial situation of each student, in accordance with the objectives that are fixed in the material to be taught.

The grouping of students from different backgrounds with different levels of learning disabilities will enable them to achieve the objectives proposed more effectively. In addition, to respect the individual level of each of these students represents a difficulty for their total integration and slow down, sometimes, the normal development of the group/class.

The implementation of this module may involve addressing a complicated subject in itself, depending on the context in which it is developed and the profile of the students to whom it is addressed.

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It is recommended to adapt it according to the previous conditions and a previous reflection of the teaching staff in order to avoid falling into ambiguous situations not contemplated, such as the lateralization of concepts or the questionable vocabulary.

Timing

150’

Group

20 to 30 students

Subjects

• •

Groups of normal students. Groups of students of diversity.

Goals

Recognize the faculties, traits of identity, needs and rights of others in equality with those of oneself.

Be willing to understand the differences between people, without valuing them a priori as deficiencies.

Improve the social and educational integration of students of diversity in the group / class and in the center, with attitudes of acceptance and respect.

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Facilitate comprehensive education for the treatment of diversity through the use of a variety of resources and strategies for the development of all the abilities of all students.

Use inclusive methodologies to prevent the learning difficulties of students of diversity and help fight school failure.

Guarantee the fulfillment of the above objectives to be able to teach education and an equal education for all.

Content

Presentation (5’)

Education in values (10’)

Respect for difference (10’)

Different types of diversity (10’)

• •

Preparation of a procedure for the performance of each of these types of students. Comparison of the different emerging models

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Students with a specific need for support (10’)

Students with need for educational compensation (10’)

Students with educational support (10’)

High-level students (10’)

Students with intellectual disability (10’)

Students with lack of knowledge of the vehicular language (10’)

Students with special educational needs (10’)

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Recipients, basic actions, resources, individual curricular adaptations, evaluation and monitoring of each type of diversity (10’)

School bullying due to diversity: causes, advice and prevention (10’)

Debate (15’)

Conclusion (10’)

Type of activity

• • • • • •

Group work Creation of consensus Design of rules. Representation of specific situations of each type of diversity. Role-playing where each participant represents a specific type of diversity learner. Debate.

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Materials (Material applied to basic competencies)

Current legislation on each of the different types of diversity of students.

Bibliography

Banks, James A: Cultural diversity and education; Foundations, curriculum and teaching. University of Washington. Roultledge. New York (2016).

Banks, James A: Multicultural education: Issues and perspectives. Roultledge. New York (2009).

Cortina, A.: Ética de la razón cordial. Educar en la ciudadanía en el siglo XXI. Oviedo: Ediciones Nobel. Oviedo (2007).

Cushner, Kenneth: Human Diversity in Action: Developing Multicultural Competencies for the Classroom with PowerWeb. Open University Press. Columbus, Ohio (2005).

Keen, Ellie y Tirca, Anca: Education for Democratic Citizenship. Teacher’s Guide. Asociata Romana de Educatie Pentru Democratie Si Drepturile Omului. Areddo, Rumania (1999).

McLaughlin, T.H.: Citizenship, Diversity and Education: a philosophical perspective. Journal of Moral Education. Cambridge. 1992.

Miyares, A.: Democracia feminista. Madrid: Cátedra. Madrid (2003).

Sarramona, J., Vázquez, G. y Colom, A.J.: Educación no formal. Ed.Ariel. Barcelona (1998).

Sen, A.: Identitat i violència. Qui té interés a convertir la identitat en un conflicte? Ed. La Campana. Barcelona (2009).

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Symonides, Janusz : The State Duty to Promote Human Rights Education. Achievements and Challenges. Institute for Human Rights, Abo Akademi University, The Finnish National Commission for UNESCO y UNESCO. Turku, Abo, Finlandia. (1998).

Web Bibliography

http://www.annalindhfoundation.org/history-teachers-guidebook

http://www.coe.int/t/dg4/education/edc/default_EN.asp?

http://www.crin.org

www.guiainfantil.com

http://www.handicap-international.org/index.html

http://www.hrea.org/compendium

https://www.internationalbudget.org/wp-content/uploads/Citizens-as-PartnersOECD-Handbook.pdf

http://www.minorityrights.org

http://www.right-to-education.org/

https://www.youtube.com/watch?v=rR4kSrgFhIM

http://www.seecran.org

http://www.tbssct.gc.ca/pubs:pol/sipubs/comm/comm1e.html

https://www.youtube.com/watch?v=tPutaPc9gB8

www.unicef.org

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www.universia.es

http://ypmn.blogspot.com/2006_07_23_archive.html

https://www.youtube.com/watch?v=7XzfDCT2s4E

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Workshop 6. Conflicts in education

Introduction

The concept of conflict has been imposed and developed in the educational field as a problem, often linked to phenomena related to violence in classrooms. It is important that teachers and all professionals related to the educational world assume this as a natural reality, and not necessarily negative.

The prevention of violence in classrooms does not arise due to spontaneous generation. It requires an orderly pedagogical decision from the educational center in order to positively improve the internal coexistence and the social climate of the educational community. The training of teachers must be foreseen for the detection of possible conflicts and the creation of mediation groups.

It must consider the conditions of alternative conflict resolution techniques and the development of intervention strategies in the teaching center. At present, there is a new pedagogical tendency that resembles the concept of conflict with the opportunity to change. Some aspects that were conceived as problematic (identity, culture) become realities that enhance new and positive learning opportunities on oneself and others, from agreements or solutions to a given problem.

The implementation of this module may involve addressing a complicated subject in itself, depending on the context in which it is developed and the profile of the students to whom it is addressed.

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It is recommended to adapt it according to the previous conditions and a previous reflection of the teaching staff in order to avoid falling into ambiguous situations not contemplated, such as the lateralization of concepts or the questionable vocabulary.

Timing

150’

Group

20 to 30 students

Subjects

• •

Groups of normal students. Groups of students of diversity.

Goals

Know the role of conflict in life, its different elements and the most common forms of confrontation.

Distinguish between different conflict resolution techniques.

Consider the mediation from a global perspective and as an effective proposal for the resolution of conflicts in the classroom.

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Know the basic communication skills that help to resolve and/or intervene in conflicts.

Content

Presentation (5’)

Exhibition of individual definition of conflict (15’)

Origin of the conflict. (10’)

Analysis.(10’)

Attitudes and ways of confronting the conflict. (10’)

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Resolution: steps to follow. (10’)

Solutions. (10’)

Resolutive techniques: negotiation, pedagogical arbitration, mediation, reflective listening, dynamization or role play. (15’)

Mediation (10’)

Reflective listening (10’)

Elaborate proposals for solving different conflicts that can be presented to a classroom

Design a mediation: Evolution of the conflict, choice of mediator, preliminary preparation, proposals for resolution, consensus, closure

Dynamization or role play (10’)

Effective mediation for the resolution of school conflicts (10’)

Debate (15’) 56


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Conclusion (10’).

Type of activity

• • • •

Group work Creation of consensus Design of rules. Debate.

Materials (Material applied to basic competencies)

Elaborate proposals for solving different conflicts that can be presented to a classroom.

Design a mediation: Evolution of the conflict, choice of mediator, preliminary preparation, proposals for resolution, consensus, closure.

Bibliography

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Aber, J.L., Brown, J.L. & Heinrich, C.G.: Teaching Conflict Resolution: An Effective SchoolBased Approach to Violence Prevention. Columbia University. New York. (1999).

Bodine, R.J.& Crawford, D.K.: The handbook of Conflict Resolution Education: A Guide to Building Quality Programs in Schools. Library of Congress (1998).

Camps, V. y Giner, S.: Manual de civisme. Barcelona: Ed. Ariel. Barcelona (1998).

Cohen, R: The School Mediator’s Field Guide. School Mediation Associates. Watertown MA (1999).

Davies, L: Education and Conflict: The Edge of Conflict. Routledge Farmer. London (2003).

Deutsch, M.: The Resolution of Conflict: Constructive and Deconstructive Practices. Yale University Press. New Haven (1973).

Di Giulio, R.: Positive Classroom Management: A Step by Step Guide to Successfully Runnint the Show Without Destroying Student Dignity. Corwin Press. Thousand Oaks, CA (2000).

Ellis, D.G.: Transforming Conflict: Communication and Ethnopolitical Conflict. Rowman & Littlefield, Boulder, CO (2006).

Fry, D. & Bjorkqvist, K.: Cultural Variation in Conflict Resolution. Lawrence Eribaum, Mahwah, NJ (1997).

Magendzo, Abraham: Los derechos humanos como concepción educativa. I n s t i t u t o Interamericano de Derechos Humanos, San José de Costa Rica (1990).

Sarramona, J., Vázquez, G. y Colom, A.J.: Educación no formal. Ed.Ariel. Barcelona (1998).

Sen, A.: Identitat i violencia. Qui té interés a convertir la identitat en un conflicte? Ed. La Campana. Barcelona (2009).

UNESCO: Education for a Culture of Peace in a Gender Perspective. Paris (2001).

Weeks, D.: The Eight Essential Steps to Conflict Resolution. Jeremy Tarcher Inc, Los Angeles, CA (1992).

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Web Bibliography

http://www.annalindhfoundation.org/education

https://www.youtube.com/watch?v=_bvfXYT9_as

http://www.coe.int/compass

https://www.youtube.com/watch?v=DazLm-VB-Ik

http://www.eenet.org.uk

www.europa.eu.int/comm/gofernance/areas/group3/index_en.htm

https://www.youtube.com/watch?v=GP7-3sE3fjc

http://www.mediawise.org.uk

http://www.minorityrights.org

http://www.obh.hu/

• • •

http://www.ohchr.org

http://www.pdhre.org/

http://www.right-to-education.org/

https://es.scribd.com/document/272701792/JUEGOS-COOPERATIVOS

http://www.ucw-project.org

http://www.om.fi/1184.html#alku

http://www.un.org

www.unicef.org

http://usdoj.gov/oip/foia_updates/Vol_XVII_4/page2.htm

https://www.youtube.com/watch?v=ZJdUqVbCltg&t=19s

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Workshop 7. The media

Introduction

In today's society, the communication media are one of the most important channels of control for citizens. The communication media have a very important role to democratic societies in transmitting information and opinions of other social actors. This function will only be valid if the media takes their role seriously.

The education of our students is located exclusively in the school on 20% of contents; the other 80% correspond to the media (cinema, television, mobile telephony, internet, press, etc.), which has a significant influence on the formation of young people. The multitude of messages emited originate a society formulated on models of individual and/or collective behaviour, information or consumption, created by policities, multinationals or specific minorities. The characteristics that influence the quality education that all society demands in the whole of its conjunction cannot be ignored when analysing these characteristics.

Today, the educational landscape is changing and versatile and involves an apprenticeship of the traditional skills and abilities combined with a correct development within and with the media.

The communication media have to progressively incorporate the educational landscape as an educational instrument. Students have to learn how to develop clearly in and with different communication environments, but in a programmed way. In order to achieve this, we must also train the teacher properly, who must also be aware of the technological reality in which he or she lives and works. 60


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The implementation of this module may involve addressing a complicated subject in itself, depending on the context in which it is developed and the profile of the students to whom it is addressed.

It is recommended to adapt it according to the previous conditions and a previous reflection of the teaching staff in order to acoid falling into ambiguous situations not contemplated, such as the lateralization of concepts, the questionable vocabulary or the risk of indoctrination.

Timing

60’

Group

20 to 30 students

Subjects

• •

Groups of normal students. Groups of students of diversity.

Goals

Adapt resources and materials from different media and present them as material for traditional classes.

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Present these materials as sources for the teaching activity, using mainly television in a progressive and adapted way to the curricular content, taking into account the great presence that it has in our societies.

Keep in mind that not always the stereotypes and behaviors reproduced in the television material are models to follow and that they must be carefully selected.

Acting actively to create critical spectators with a correct interpretation of television material.

Learn to value oral and written language, the plastic and the musical expression.

Adapt the new technology to school.

Content

Presentation (5’)

The influence of the media on young people (10’)

The written press (5’)

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The radio (5’)

The television (5’)

The social networks (5’)

Advertising (5’)

Advertising as an art

Analysis (5’)

Debate (10’)

Conclusion (5’)

Group work

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Type of activity

• • • • • • • • •

Creation of consensus Design of rules. Application of social networks to education: Advertising board. Work space. Consultancy. Resources. Evaluation. Debate.

Materials (Material applied to basic competencies)

Treatment of news through different means.

Written press: Intentionality.

Radio information: Fascination of the imagination.

Sensory combination in an audiovisual advertisement.

Produce and shoot a TV advertisement.

Bibliography

Baker, C.: The impact of Instructor Immediacy and Presence for Online Student Affective Learning, Cognition and Motivation. The Journal of Educators Online. Grand Canyon University. Phoenix AZ (2010).

Bates, A.: Teaching, Open Learning and Distance Education. Routledge. London/New York (1995).

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Bates, T.: Understanding Web 2.0 and Its Implications for e-Learning. Information Science Reference. New York (2011).

Bates, T.: Synergies between online learning, on-campus teaching and flexible learning. Online Learning and Distance Education Resources. The Open University UK (2014).

Berk, R.A.: Multimedia teaching with video clips: TV, movies, YouTube and mtvU in the college classroom. International Journal of Technology in Teaching and Learning. EDC. Boston (2009).

Brokop, F.: Accessibility to E-Learning for Persons With Disabilities: Strategies, Guidelines, and Standards. Edmonton AB.NorOuest College/eCampus Alberta (2008).

Green, C.: Open Education, MOOCs, Student Debt, Textbooks and Other Trends. COHERE Conference, Vancouver (2013).

Hernández, R: Promoting engagement in MOOCs through social collaboration. Procedings of the 8th EDEN Research Workshop . Oxford (2014).

Jung, I. & Gunawardena, C.: Culture and Online Learning: Global Perspectives and Research. Sterling, Stylus, Sterling VA (2014).

Jung, I, & Latchem, C: Quality Assurance and Accreditation in Distance Education and e-Learning. Routledge, New-York-London (2012).

Mayer, R.E.: Multimedia Learning. Cambridge University Press. Cambridge (2009).

Sarramona, J., Vázquez, G. y Colom, A.J.: Educación no formal. Ed.Ariel. Barcelona (1998).

Schunk, D. : Learning Theories : An Educational Perspective. Pearson, New York (2011).

Web Bibliography

http://www.atirtfgeai.gc.ca/home-e.html

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http://www.barneombudet.no

www.betesiclicks.com

http://www.crin.org/childrenaspartners/

http://www.eduinnova.es/monografias09/medios_comunicacion.pdf.

https://www.internationalbudget.org/wp-content/uploads/Citizens-as-PartnersOECD-Handbook.pdf

http://odiseo.com.mx/bitacora-educativa/2006/06/medios-masivos-comunicacionsu-influencia-educacion.

http://www.om.fi/1184.html#alku

http://oracleofbacon.org.

http://sdsfdgfghfh.blogspot.com.es/2014/06/influencia-de-los-medios-masivosde.html

http://www.seecran.org

https://www.timetoast.com/timelines/yo-las-tic-y-la-escuela-9350b2aa-4743479f-b123-9dfc41d5a689

• •

http://www.ucw-project.org

www.unicef.org

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Workshop 8: The intervention of other agents in communication

Introduction

In today's society there are other important agents in the communication channels, which facilitate changes and advances in the production of knowledge for the educational community.

It is fundamental to link these sources of foreign knowledge to the educational center, in order to acquire information, exchange and disseminate it.

All this implies the establishment of collective working standards with other institutions of different kinds: other types of schools, libraries, universities, research centers, NGOs.

An inter-institutional agreement must always be established in order to define the objectives of collaboration, the forms of relationship and commitments between the teaching center and the other participating institutions. The work between these two types of institutions is always a very complex task, since it has to coordinate different types of knowledge and learning. Usually, these types of collaboration constitute magnificent forms of democratic participation, they are usually very positive and are transformed into continuous training experiences and practical bone work.

In the work with other institutions, it is advisable that the function of linking is assigned to a referring team that coordinates the actions, without neglecting the participation and contribution of all the integrants. 67


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In the same way, there are other educational instruments that facilitate learning, forcibly implanted in the current educational panorama as are certain applications of messaging (Whatsapp), very specific Web sites (You Tube) or gamification (educational tool based on leisure games and often used in blended learning).

The implementation of this module may involve addressing a complicated subject in itself, depending on the context in which it is developed and the profile of the students to whom it is addressed.

Timing

150’

Group

20 to 30 students

Subjects

• •

Groups of normal students. Groups of students of diversity.

Goals

Allow collaborative learning.

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Channel the information that students must receive.

Analyze the sociability and the interactions that arise in the different forms of communication today.

Consider the advantages of the use of social networks in the learning process.

Consider the disadvantages produced by the incorrect or bad use of these other agents, such as cyberbullying or cyber-zooming.

Content

Presentation (5’)

The communicating agents (5’)

The group of friends (10’)

The social networks (10’)

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Horizontal social networks: Facebook, Google+ (10’)

Vertical social networks: modalities (10’)

Linkedin, Twitter, Instagram, Pinterest, Flickr (10’)

The themed blog (10’)

The bloggers (10’)

The influencers (10’)

The messenger: WhatsApp (10’)

Internet: You Tube (10’)

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The gamification (10’)

• •

Debate (15’)

Create a group of WhatsApp to prepare a class work group. Create a blog to channel all the information of a group / class throughout a school year.

Conclusion (15’)

Type of activity

• • • •

Group work. Creation of consensus. Design of rules. Debate.

Materials (Material applied to basic competencies)

Computer.

Mobile phone.

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Bigliography

Kaplam, A.& Haenlein, M: Users of the world, unite! The challenges and opportunities of social media. Bussiness Horizons (2010).

Manguel, A.: A History of Reading. Harper Collins. London (1996).

Robinson, J. Broadcasting Over the Air. BBC, London (1982).

Saettler, P.: The Evolution of American Educational Technology. Libraries Unlimited, Englewood CO (1990).

Watters, A.: The Monsters of Education Technology, Hack Education (2014).

Watters, A.: Claim your domain. Hack Education (2015).

Watters, A.: The Revenge of the Monsters of Education Technology. Hack Education (2015).

Watters, A.: The Curse of the Monsters of Education Technology . Hack Education (2017).

Watters, A.: A History of Teaching Machines: A Timeline. Hack Education (2018).

Web Bibliography

https://boards.lan.leagueoflegends.com.es

http://www.crin.org/childrenaspartners/

http://www.coe.int

www.blog.educalab.es

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www.blog.tiching.com

https://www.youtube.com/watch?v=DzNyIuvUoF0

http://www.environement.gouv.fr/ministere/comitesconseils/cndp-fichedescriptive.htm

www.europa.eu.int/comm/governance/areas/group3/index_ex.htm

http://www.europeanchildrensnetwork.org

https://www.youtube.com/watch?v=FgTmOQvsrnc

https://game-learn.com

www.gpd-ada-blogspot.com

http://www.hcsc.gc.ca/english/index.htm

http://www.ifcw.org

http://www.mediawise.org.uk

http://www.nordicom.gu.se/clearinghouse.php

https://www.youtube.com/watch?v=N4znQDyz038

www.odin.dep.no/bfd/engelsk/

https://www.youtube.com/watch?v=riZStaz8Rno

http://www.seguridadweb20.es/media/WEB20estudio.pdf

https://www.youtube.com/watch?v=SzQXtDjq4Js

http://web.worldbank.org/archive/website01048/WEB/0__

http://www.wvi.org

https://www.youtube.com/watch?v=yo6oyHHGv6U

https://www.youtube.com/watch?v=1TWHsiMYSxw

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Education for Democracy  

Module to Erasmus+ project, "New Educations"

Education for Democracy  

Module to Erasmus+ project, "New Educations"

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