Conditional citizens, suspect subjects: Producing “illegality” and policing citizens in a citizenship education classroom in Spain

Ríos-Rojas, Anne

doi:10.1080/03626784.2017.1409593

Cited by 12 publications

(4 citation statements)

References 27 publications

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“…In Spain, a specific subject on citizenship education was created in 2006 for the first time under a left-leaning government. However, it gave rise to a heated political debate and was discarded in the subsequent education law (LOMCE), passed by a conservative government (Engel, 2014;Ríos-Rojas, 2018;Arbués Radigales & Naval Durán, 2020).…”

Section: The Integration Of Ede Through General Citizenship Education...mentioning

confidence: 99%

“…Despite complying with the recommendations of the EU, the CoE and other international organizations, some conservative elements in Spanish society opposed this subject as they believed it impinged upon their right to freedom of thought (Engel, 2014;Buxarrais & Ortega, 2019). They argued that some of the contents taught within this subject breached the moral values of part of Spanish society, with close links to traditional Catholic morals (Engel, 2014;Ríos-Rojas, 2018). The dispute ended up in court, with polarized sentences in different directions being issued (Gómez Orfanel, 2009).…”

Section: The Integration Of Ede Through General Citizenship Education...mentioning

confidence: 99%

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Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum

García-Álvarez¹,

Arias-García²

2022

EJG

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The European Dimension in Education (EDE) is a policy promoted by the Council of Europe and the European Union that aims to foster active, critical citizenship based on common democratic values. It is also associated with the idea of promoting better knowledge of the European Union and of the concept of European citizenship. Ever since the policy was initially launched, EU Member States have been trying to add a European dimension to their education systems, although little progress has been made. In this paper, we study the way EDE has been integrated into the Spanish education system. Our research is based on an analysis of the national and regional curricula for Social Sciences (Geography, History) and Citizenship Education in compulsory secondary education, as these are the main subjects within which Spanish students are taught civic education. Results showed few signs of progress in the integration of EDE into the Spanish curriculum. In fact, a regressive trend was observed in some cases. The curriculum has varied a lot over the years in line above all with the ideology of the national government. It has also varied considerably across Spain’s different regions, which play an important role in the inclusion of EDE contents in the curriculum. The inclusion of specific subjects on Citizenship Education has provided a considerable boost to the integration of EDE into the Spanish curriculum. However, EU-related content is usually scarce and is never considered as important as content explaining the Spanish political system, citizenship, geography and history. Our paper concludes that a stronger European focus in the national curriculum would be highly recommended, so as to fully embrace EDE. In addition, a cross-party consensus should be reached on citizenship education and its contents, stressing the important role it can play as a separate subject.

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Section: The Integration Of Ede Through General Citizenship Education...mentioning

confidence: 99%

Section: The Integration Of Ede Through General Citizenship Education...mentioning

confidence: 99%

Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum

García-Álvarez¹,

Arias-García²

2022

EJG

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“…In such a way, citizen education plays an important role in constructing a nation and its legitimate citizens (Staeheli and Hammett, 2010). Research maintains that assimilationist and Eurocentric understandings are still widespread within national curriculums and study programs pertaining to citizenship education; and, furthermore, that such programs and curriculums fashion immigrants as subjects who pose a risk (Bonet, 2018; Faas, 2011; Gholami, 2017; O’Connor and Faas, 2012; Ríos-Rojas, 2018).…”

Section: Introductionmentioning

confidence: 99%

Citizenship education policies and immigration in Chile. A dispositive analysis

Velásquez-Burgos

2022

Policy Futures in Education

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In several countries where immigration influxes have changed or increased, citizenship education policies have been strengthened as a way to build social cohesion. In this paper, I took the case of Chile to explore citizenship education policies throughout their references towards immigration. Methodologically, I use the Foucauldian notion of dispositive as an analytical tool to explore the knowledge-power network that shapes citizenship education. I took samples of public opinions, educational documents and reports, and legal documents as part of the heterogeneity that shape the dispositive. These samples come from Chilean magazines, newspapers, and documents released by educational institutions as well as laws. Findings indicate that, if viewed from how it references immigration, the dispositive of citizen education in Chile works as a managerial dispositive of cultural differences; one that places immigrants themselves as commodities. In current neoliberal times, where capitalism multiplies differences and produces cultural commodities, citizenship education works as a technique of governing at a distance to administrate such differences.

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“…Muchos de los textos que defienden la aplicación de algún aspecto concreto del legado filosófico de Foucault a la investigación educativa reflexionan sobre políticas educativas, en especial sobre el trasfondo de reformas puntuales a partir de nociones ya clásicas como las de "biopoder", "gubernamentalidad" o "normalización" (Bondy, 2016;Bye, 2015;Cohen, 2008;Hodge y Roger, 2012;Keller y Keller, 2014;Kollosche, 2016;Perryman, Ball, Braun y Maguire, 2017;Sharma, 2017;Skourdoumbis, 2016;Stickney, 2012). En esta línea, pueden resultar especialmente interesantes los trabajos que reflexionan sobre la educación para la ciudadanía (Nicoll, Fejes, Olson, Dahlstedt y Biesta, 2013;Ríos-Rojas, 2018). Como no podía ser de otra manera, no escasean los estudios que releen la escuela desde la perspectiva foucaultiana sobre el castigo, la disciplina o el control (Asimaki, Koustourakis y Vergidis, 2016;Bartholomaeus, 2016;Bowdridge y Blenkinsop, 2011;Glackin, 2018;Landahl, 2013;Millei, 2012), si bien jamás prestan una atención específica al concepto nuclear de dispositivo.…”

Section: Introductionunclassified

The dispositif: a Foucauldian metaphor for educational research

Luna

2020

ATHENEAD

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El pensamiento de Michel Foucault no deja de inspirar herramientas de análisis útiles para llevar la investigación educativa del siglo XXI a nuevos niveles de profundidad. A partir de una breve panorámica a través de los autores que han reivindicado el potencial de sus ideas y métodos en los últimos años, en este trabajo defiendo concretamente la aplicación del concepto de dispositivo como categoría de análisis óptima para investigaciones educativas de corte cualitativo. Tras una caracterización general del dispositivo desde la perspectiva de la "microfísica del poder", desemboco en la identificación de un tipo específicamente educativo según las técnicas y tecnologías que lo conformarían, concluyendo con una reivindicación de su potencial para la deconstrucción del "régimen de verdad" que lo sustente. Frente al uso desproblematizado de ciertas categorías filosóficas en investigaciones sociológicas, confirmo así la utilidad y la validez de una metáfora capaz de reflejar la complejidad de los procesos educativos, expandiendo y a la vez concretando otros ya perfectamente asentados.

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Conditional citizens, suspect subjects: Producing “illegality” and policing citizens in a citizenship education classroom in Spain

Cited by 12 publications

References 27 publications

Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum

Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum

Citizenship education policies and immigration in Chile. A dispositive analysis

The dispositif: a Foucauldian metaphor for educational research

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