European Identity - Individual, Group and Society - HumanitarianNet

22 EUROPEAN IDENTITY. INDIVIDUAL, GROUP AND SOCIETYidentity and Japanese identity. In this book, two of them are reflected(see chapters by Fujita and Merinero).Strategies for the formation of educators from the standpointof identityThroughout all the sessions, some strategies for schools andteacher and student formation were pointed at; particularly so in thechapter What makes us Europeans? Identity Construction in the SchoolFramework. Certain specific teacher development guidelines from thepoint of view of identity were suggested. Following are some of them:—To define a more sociologist conception of European Identity.—To learn and teach how to appropriate and negotiate multipleidentities.—To learn how to be an agent of one´s own socialization and notonly a product of it.—To reveal some epistemological obstacles: cultural diversity anddisciplinary approaches.—To develop learning communities.—To share experiences that allow a European cultural identity.To reveal some epistemological obstacles: cultural diversityand disciplinary approachesThis point is broadly developed in the chapter entitled Multiculturaland Non-Racist Science Education, where new trends in ScienceEducation research are presented, incorporating education on futurecitizenship, among the aims of Science education. The author explainshow to teach science in a multicultural setting avoiding the typicalprejudices with regards to both race and ethnicity. Solutions pointing ata more satisfactory curricular approach are pointed at. The first solutionconsists of the incorporation of knowledge resulting from thesequencing of the human genome. The second solution has to do withthe demythologisation of science, avoiding the transmission of themost common stereotypes. Lastly, a re-conceptualization of the culturalperspective for Science education is proposed. This work discusses twodifferent Science teaching perspectives: the Western one (bordercrossing) and the Eastern one (multiscientific). The updating of teachertraining and development programmes are crucial in order toaccomplish the aim pursued.