TY - JOUR
T1 - Images and identity
T2 - Children constructing a sense of belonging to Europe
AU - Healy, Mary
AU - Richardson, Mary
N1 - © 2016, The Author(s). This is an author produced version of a paper published in the European Educational Research Journal, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at https://doi.org/10.1177/1474904116674015. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.
PY - 2016/11/21
Y1 - 2016/11/21
N2 - The European Framework for Key Competences (2006) promotes a shared European identity as a priority for assuring a cohesive future for the European Union (EU), yet the development of a discrete European identity remains acutely contentious, with critics claiming it is too shallow to support the bonds of solidarity needed to engender and support a shared ‘future together’. Most EU member states now have some sort of citizenship curriculum within their state education systems and most are aware that such programmes are difficult to introduce, to teach and to assess within conventional school curricula. However, much of the citizenship education literature tells us that educators are conscious of the problematic nature of exploring citizenship identities. Drawing on both philosophical perspectives and an empirical investigation undertaken by one of the authors, this paper argues that issues of belonging may prove a useful way to explore wider conceptions of citizenship. The research was designed to examine how visual art and citizenship education could be combined to explore and extend children’s notions of European identity, using data from Images & Identity, an EU-funded 2-year curriculum development project on citizenship and art education in the Czech Republic, England, Ireland, Germany, Malta and Portugal.© 2016, The Authors. This is an author produced version of a article published in EUROPEAN EDUCATIONAL RESEARCH JOURNAL uploaded in accordance with the publisher’s self- archiving policy. The
final published version (version of record) is available online at the link.
Some minor differences between this version and the final published version may
remain. We suggest you refer to the final published version should you wish to
cite from it.
AB - The European Framework for Key Competences (2006) promotes a shared European identity as a priority for assuring a cohesive future for the European Union (EU), yet the development of a discrete European identity remains acutely contentious, with critics claiming it is too shallow to support the bonds of solidarity needed to engender and support a shared ‘future together’. Most EU member states now have some sort of citizenship curriculum within their state education systems and most are aware that such programmes are difficult to introduce, to teach and to assess within conventional school curricula. However, much of the citizenship education literature tells us that educators are conscious of the problematic nature of exploring citizenship identities. Drawing on both philosophical perspectives and an empirical investigation undertaken by one of the authors, this paper argues that issues of belonging may prove a useful way to explore wider conceptions of citizenship. The research was designed to examine how visual art and citizenship education could be combined to explore and extend children’s notions of European identity, using data from Images & Identity, an EU-funded 2-year curriculum development project on citizenship and art education in the Czech Republic, England, Ireland, Germany, Malta and Portugal.© 2016, The Authors. This is an author produced version of a article published in EUROPEAN EDUCATIONAL RESEARCH JOURNAL uploaded in accordance with the publisher’s self- archiving policy. The
final published version (version of record) is available online at the link.
Some minor differences between this version and the final published version may
remain. We suggest you refer to the final published version should you wish to
cite from it.
U2 - 10.1177/1474904116674015
DO - 10.1177/1474904116674015
M3 - Article
SN - 1474-9041
VL - 16
SP - 440
EP - 454
JO - European Educational Research Journal
JF - European Educational Research Journal
IS - 4
ER -
