European Identity - Individual, Group and Society - HumanitarianNet

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186 EUROPEAN IDENTITY. INDIVIDUAL, GROUP AND SOCIETYSocialising students from this perspective entails giving themreference (orientation) tools so that they can learn how to recognisethemselves and the other in an exchange of identities and how toovercome differences, contradictions and relational conflicts. This willenable them to place themselves in a mobile and constantly changingnetwork and to anticipate forthcoming change.Learning and teaching how to appropriate and negotiatemultiple feelings of belongingCultural plurality is not a recent phenomenon. What is new about itis its acknowledgement and its systematic manifestation in our daily lives.Individuals and groups are presented with many different potentialities. Itseems appropriate to turn to a method based on normalization andnormative categories and to be able to distinguish between the variousidentity models that are entering schools. Individuals have to learn howto appropriate and negotiate feelings of belonging and certaincharacteristics of these feelings. Educational models should focus onhow collective and individual personalities are structured and on howthis plurireferential structure occurs in individuals. In order to do this,educational programmes should refer to the content of Europeancultural identity, to the subject of that identity (a group made up of allEuropean societies), to the menacing situation in which the identitycould find itself and the interpretations of the threats that endanger it.In Europe, positive social identity may lead to negative manifestationsof aggressive ethnocentrism. Identity development within a widercontext redefines the non-group. The case of Europe is illustrative: it isobvious that the strengthening of the feeling of «Europeanness» hascoincided (as a psychosocial correlate) with the development of theEuropean economic community. This has led to the channelling offeelings of rejection which in the more restricted reference frameworksof previous periods were geared towards non-European groups insideEurope: the racist outbreaks in Germany against the Turks and thoseagainst North Africans in France stand out. In Spain, the developmentof the feeling of being a part of Europe is accompanied by rejection ofDominicans, Ecuadorians and other Latin Americans who, in a previousscenario (when identity was defined from the point of view of theHispanic world), were considered part of the group.The varying processes of social comparison highlight the importanceof exploring the consequences of placing the same individual indifferent reference frameworks, be them regional, national or
WHAT MAKES US EUROPEAN? IDENTITY CONSTRUCTION IN THE ... 187supranational. We think that, from a stricter and more operative pointof view, the following two areas should be worked on in the field ofeducation: the relationship between the formation of schemes that aremore related to the social world and the ability to have socialidentification and, on the other hand, the relationship between thedifferentiation and distinctiveness between the concepts “I —we—Others” and the willingness to separate oneself from the others tosocially reject them and discriminate them.Learning how to be in charge of one´s own socializationand not only a product of itFrom an identity perspective, education offers a model of analysisand appropriation of problems and situations as well as a way oflearning about the being, especially on the social and relational fronts.From this standpoint, culture is not defined in terms of an ensemble ofqualities attributed to it but as a communication phenomenon. Thecommunicative and relational aspects are not only the object of specificand structured learning. Thus, we regard spontaneous behaviour(which is often overlooked in education ) as very relevant.Socialization is the process through which individuals learn how toperform in their social environment. Socialization agents are peopleand institutions an individual is related to and from which he or shelearns about values and rules of conduct. The socialization process lastsa lifetime, although three types of socialization are usually distinguished:—Primary socialization, associated with childhood, when the mostimportant elements for living in society, such as language, areinternalized.—Secondary socialization, associated with adolescence and maturity,when more abstract values, such as political ideology, areinternalized.—Tertiary socialization, associated with adulthood, when individualsquestion what was previously learnt and incorporate new values.Present-day social dynamics are characterised by their rushed paceand their precariousness. Every individual is led to experience one ormore successive and sometimes synchronic processes of culture lossand this does not only happen at the professional and geographicallevel. Learning how to cope with change and complexity in socialreality, in technological deficits, in educational games, etc. constitutesan educational challenge in which culture is only one variable thatought to be taken into consideration.
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Inés María Gómez-Chacón (ed.)Eu
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European Identity.Individual, Group
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ContentsIntroduction . . . . . . .
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CONTENTS 914. The Construction of E
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12 EUROPEAN IDENTITY. INDIVIDUAL, G
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Opening AddressCamino Cañón Loyes
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OPENING ADDRESS 29throughout histor
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OPENING ADDRESS 31—To gather expe
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OPENING ADDRESS 33European nature a
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1.What do we Mean When we Say Europ
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WHAT WE MEAN WHEN WE SAY EUROPE 39W
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WHAT WE MEAN WHEN WE SAY EUROPE 41O
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WHAT WE MEAN WHEN WE SAY EUROPE 43u
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WHAT WE MEAN WHEN WE SAY EUROPE 45e
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WHAT WE MEAN WHEN WE SAY EUROPE 47A
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3.Europe, from the Institutional Re
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EUROPE, FROM THE INSTITUTIONAL REFE
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4.The European Dimension of Educati
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THE EUROPEAN DIMENSION OF EDUCATION
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100 EUROPEAN IDENTITY. INDIVIDUAL,
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6.European Programmes from SpainEnc
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EUROPEAN PROGRAMMES FROM SPAIN 113(
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EUROPEAN PROGRAMMES FROM SPAIN 115S
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EUROPEAN PROGRAMMES FROM SPAIN 117s
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EUROPEAN PROGRAMMES FROM SPAIN 119A
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7.Is the European Model Being Rejec
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IS THE EUROPEAN MODEL BEING REJECTE
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IS THE EUROPEAN MODEL BEING REJECTE
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8.Boderline Europeans:Nationalisms
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BODERLINE EUROPEANS: NATIONALISMS A
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THE CONSTRUCTION OF THE EUROPEAN ID
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ConclusionTHE CONSTRUCTION OF THE E
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16.Images of Europe: the Perspectiv
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IMAGES OF EUROPE: THE PERSPECTIVE O
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22.The Construction of European Ide
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THE CONSTRUCTION OF EUROPEAN IDENTI
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