European Identity - Individual, Group and Society - HumanitarianNet

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228 EUROPEAN IDENTITY. INDIVIDUAL, GROUP AND SOCIETYA learning community, or a school intending to become a learningcommunity, will make the effort to draft and develop a pedagogicalproject (the Anglo-Saxons would say a mission statement) and a schoolplan together with the local community. Too often the drafting of thepedagogical project is done by the pedagogical team composed of thehead of school, the management team (if any) and the teaching staff.In the drafting of this pedagogical project and of the school plan it isimportant to involve all the other members of the educational schoolcommunity and of the local community.If one intends to create a learning community one has to involve upfrom the beginning the representatives of the local community. It ismuch easier to ask for active participation of the local community if it isinvolved in the drafting of the pedagogical project and the school planup from the very beginning. This doesn’t mean that the local communityimposes itself totally on the project or plan.Certain schools could ask the local community to reflect on the existingpedagogical project and school plan and to come up with suggestions formodifications or complements. This will increase the motivation and thewillingness of the local community of the local community to involve itselfin the implementation of such a learning community. The drafting of apedagogical project and school plan can be strengthened by the fact that acontract of co-operation is signed between the different partners of thelearning community. The school commits itself to co-operate concretelywith the local community; the local community commits itself to supportcertain educational activities also in a concrete way.Several schools could thus within the same local community drafttheir pedagogical project and their school plan together. In other casesthey could just compare them and harmonize them up to a certainextent or see how they can help one another while fully respecting thespecific characteristics of each school. This doesn’t mean that oneschool would lose some of its specific characteristics; on the contrary,several specificities joined together could strengthen the impact of theactivities of the local learning communities.It is difficult to imagine that different schools in the same localcommunity, wishing all to create a learning community, would nothave discussed together their pedagogical project and their schoolplan. This implies a healthy co-operation between different schoolswithin a same learning community. A healthy and constructive cooperationwill be reflected in help between those schools at differentlevels: exchange of teachers, help to train teaching or administrativestaff, use of pedagogical materials and equipment, use of NICT (NewInformation and Communication Technologies).
THE CONSTRUCTION OF THE EUROPEAN IDENTITY IN THE SCHOOL ... 229Finally a pedagogical project and a school plan should not be seenas documents made out of stone for ever. They have to be evaluatedregularly. The pedagogical project should be evaluated at least everythree years. The school plan and all the actions related to it should beannually assessed. An updating and possible adjustment or modificationare thus to be seen as totally normal events.The Comenius plan 12 of which the objective is to introduce theEuropean dimension activities and European citizenship through theSocrates programme of the European Union (DG EAC 13 ) will beintegrated into the pedagogical project and in the school plan. TheEuropean and international or global dimension will be integrated intothe pedagogical project stressing the importance of European andglobal active citizenship. These dimension will be integrated in thepedagogical project and the school plan through curricular, crosscurricularand extra-curricular activities with a European or internationaldimension, through the mobility of staff members and possibly throughthe mobility of pupils. These activities will be integrated into theactivities of the European (Comenius) partnerships and the Europeanand global networks schools are involved in.A coherent, motivated team composed of membersof the learning communityA key element to implement the pedagogical project and theschool plan which integrate fully the notion of the learning community,is the support and the motivation of a coherent and motivated team atschool. If possible this team will not be solely composed of members ofthe limited educational community (teachers, administrative staff, head,parents and pupils) but there will also be in it representatives of the localcommunity such as the local authorities, the local police, of companies,of members of the civil society (NGOs), etc. A directory of NGOs in thefield of education has been produced by the Commission 14 .12Commission of the European Gommunities: Guidelines for applicants (SocratesProgramme); Brussels page 27;http://europa.eu.int/comm/education/socrates/downfile/guideen.pdf13DGEAC stands for Directorate General Education and Culture of the Commissionof the European union, Brussels; DGEAC deals with all programmes and activities in thefield of education, training, youth and culture; website:http://europa.eu.int/comm/education/index_en.html14Commission of the European communities: List of European associations andsocial partners in the field of education; Brussels:http://europa.eu.int/comm/education/associations/repertoire.pdf
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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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9.Difference as Destabilizing Facto
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DIFFERENCE AS DESTABILISING FACTOR
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11.What Makes us European? Identity
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WHAT MAKES US EUROPEAN? IDENTITY CO
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22.The Construction of European Ide
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THE CONSTRUCTION OF EUROPEAN IDENTI
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