European Identity - Individual, Group and Society - HumanitarianNet

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238 EUROPEAN IDENTITY. INDIVIDUAL, GROUP AND SOCIETYor in contracts with groups of pupils or individual pupils. The schoolwill also be aware of the fact that violence can result from the behaviorof the staff itself et will also have rules of conduct for that particularrule. All the contracts and regulations will be established in co-operationand with e common agreement of all the groups concerned. They willbe assessed regularly and at least at the beginning or the end of everyschool year. Those contract will contain sanctions and the way in whichthe sanctions will be applied in concertation with the group concerned.A basic rule being that immediate reaction to any act of violenceshould be avoided as this is counterproductive; it is indeed better to leta few days go by and to discuss the matter with all the persons orgroups concerned: the pupil or pupils, the parents, the teachers orother staff members.A strong co-operation will be put in place with all the agents of thelocal community who can contribute to create a caring and secureenvironment built on trust and respect and which is the basis for bettereducation and learning. In particular better co-operation has to bedeveloped with social services or mediators, with the police, withmedical services and psychologists which can help in specific cases ofviolence both the victim. and the aggressor./ Certain forms of violenceare very difficult to perceive and require thus specific approaches; this is,for example the case with obese youngsters who are easily stigmatizedpar their fellow students and even by members of staff. Several of theelements mentioned above are highlighted in the publication «Laviolence en milieu scolaire» of Eric Debarbieux and Cathérine Blaya andin other of their publications 28 .The school in the learning community will apply itself in particular totackle violence by making youngsters responsible themselves through peereducation activities which are also referred to later on when discussing thecontribution of the learning community to active citizenship. Peereducation activities enable young people to do themselves somethingabout certain forms of violence with the support of adults.The school also has to be a caring school for the other members ofthe educational community such as parents and staff. Particular28Eric Debarbieux ; La violence en milieu scolaire 1: Etat des lieux, Paris, 1996.Eric Debarbieux, Alix Garnier, Yves Montoya, Laurence Tichit; La violence en milieuscolaire 2 : Le désordre des choses, Paris, 1999.Eric Debarbieux et Catherine Blaya; La violence en milieu scolaire 3: dix approches enEurope; Paris, 2001, 206 pages.Eric Debarbieux et Catherine Blaya; Violence à l’école et politiques publiques, Paris,2001.
THE CONSTRUCTION OF THE EUROPEAN IDENTITY IN THE SCHOOL ... 239attention will have to be paid to make parents of migrant children athome and of other categories of disadvantaged children such asunemployed parents. Developing structures to support and welcomesuch parents is an important element also in increasing their motivationfor the education of their children and to create a true learningcommunity. In certain cases the learning community can also set up inservicetraining events for them to see to it that they can be betterinvolved in educational and social activities of that community.The combat against racism, xenophobia and anti-Semitism is anotherelement which contributes to make the school a caring and safeenvironment to live and learn; hence it requires specific attention inevery learning community. Very often this topic is linked to the one ofviolence and also required the joint and concerted action of severalmembers of the learning community. A co-operation with associations,NGOs, members of the so-called civil society, active in this field seemsto be very appropriate.The Commission has supported many actions in the field of thecombat against racism and xenophobia and is still doing so in differentareas of society. Specifically the Commission is addressing this topic inschool education through the Socrates program 29 within which everyaction is called to pay particular attention to this topic. As far as schooleducation is concerned the Comenius 30 chapter has for many yearssince 95 given particular attention on this topic and has funded manyEuropean projects in that field. Comenius 3 31 networks have beenstarted up like the ACODDEN 32 network. Major NGOs have been veryactive, just to name one with e Anne Frank Foundation 33 in theNetherlands.Finally there is also the area of sexual, psychological, mental andphysical abuse against children outside the school, such as in the family orin the society at large. Learning communities have to take this problemseriously and take action at their level in co-operation with other29Commission of the European Communities; The Socrates programme: http://europa.eu.int/comm/education/socrates.30Commission of the European Communities; The Socrates programme; Comeniuschapter:http://europa.eu.int/comm/education/socrates/comenius.31Commission of the European Communities; the Socrates programme; ComeniusNetworks:http://europa.eu.int/comm/education/socrates/comenius/activities/comenius3.htm32Centre Européen Juif d’Information; ACODDEN Comenius 3 Network: Aclassroom of difference-Diversity Education Network; acodden@ceji.org33Anne Frank Stichting; http://www.annefrank.nl/ned/default2.html
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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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