European Identity - Individual, Group and Society - HumanitarianNet

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246 EUROPEAN IDENTITY. INDIVIDUAL, GROUP AND SOCIETYSchools that get Involved in European and internationalco-operationSchools as learning communities are schools that get involved inand collaborate with the local and regional community. In addition,they are schools that encourage youths to open themselves up toEurope and the world. To that end, schools will participate in transnationalco-operation projects, such as Comenius 45 school partnership projects,bilateral co-operation projects or UNESCO projects, such as AssociatedSchools Project network 46 .Schools as learning communities will implement awareness actionsand aid actions for countries experiencing difficulties in Europe or theThird World. They will make youths understand that welfare should beshared, and that sharing and solidarity are the qualities of any goodcitizen of the world.Disciplines and interdisciplinary activities will become enriched bythe European and international perspective in order to place emphasison interdependence between countries and continents. They will insiston the need for global sustainable development.European and international intercultural wealth that is so oftenpresent in schools because of the presence of migrants will be used topromote a real intercultural education and an intercultural understandingbased on tolerance, respect and collaboration. Culturaldifferences have to be celebrated as means of mutual enrichment andshould not be used to divide people and the world in factions andgroups.Learning communities should thus link up at local, regional, national,European and global level with other learning communities. Thisshould be done to exchange their experiences, to encourage oneanother and to strengthen their activities by learning from theirsuccesses and from their failures. Learning communities should alsohelp one another in concrete things to solve concrete problems orchallenges. Different learning communities should create networks soas to help set up new learning communities.45Commission of the European Communities; Socrates programmes, Comeniuschapter: action 1 school partnerships; Brussels:http://europa.eu.int/comm/education/socrates/comenius46UNESCO; Associated Schools Project Network; Paris:http://www.unesco.org/education/asp/
ConclusionTHE CONSTRUCTION OF THE EUROPEAN IDENTITY IN THE SCHOOL ... 247The present text has tried to expand upon some key characteristicsof the learning community and the way in which it contributes to thecreation of European citizenship and to European identity. Learningcommunities should contribute to strengthen European citizenship andEuropean identity within the framework of the development of theEuropean Union.In no way do learning communities intend to contribute to “A” or“ONE” European identity as this doesn’t exits. Each country, region orgroup of people has its own identity which contributes some elementsto a possible European identity which is gradually being build. Such aEuropean identity will not replace local, regional or national identitiesbut will be complementary and supplementary to it. The same appliesto European citizenship versus national citizenship or even multiple andglobal citizenship as expanded upon by Marco Martiniello in his book“La citoyenneté à l’aube du 21e siècle” 47 and in several contributionsto the book “Citoyennetés nationales et citoyenneté européenne” 48co-ordinated by Françoise Parisot.Learning communities can make schools and youngsters and localcommunities aware across Europe and the world of their own identityand how that can in co-operation with other enrich their identity.European and global co-operation intends to maintain the richness ofthe diversity of the variety of identities, the mixed (European andglobal) colorful salad in which every element is still recognizable!); itdoesn’t want to bring about the colorless European or global meltingpot in which the identities disappear and result in loss of personalityand identity.47Marco Martiniello; La citoyenneté à l’aube du 21 e siècle, Fondation Roi Baudouin,Editions Université de Liège, Liège, 1999, 48 pages.48Françoise Parisot (Ed.); Citoyennetés nationales et citoyenneté européenne,Hachette, Paris, 1998, 384 pages.
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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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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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12.The Meaning of European Identity
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THE MEANING OF EUROPEAN IDENTITY: P
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22.The Construction of European Ide
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THE CONSTRUCTION OF EUROPEAN IDENTI
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