Index
Teaching the EU: Fostering Knowledge and Understanding in the Brexit Age
ISBN: 978-1-80043-275-8, eISBN: 978-1-80043-274-1
Publication date: 13 May 2021
This content is currently only available as a PDF
Citation
(2021), "Index", Visvizi, A., Field, M. and Pachocka, M. (Ed.) Teaching the EU: Fostering Knowledge and Understanding in the Brexit Age (Emerald Studies in Higher Education, Innovation and Technology), Emerald Publishing Limited, Bingley, pp. 199-204. https://doi.org/10.1108/978-1-80043-274-120211015
Publisher
:Emerald Publishing Limited
Copyright © 2021 Anna Visvizi, Mark Field and Marta Pachocka
INDEX
Active citizenship
, 34
educational measures for
, 32
socioeconomic influence on active citizenship and on attitude of Europeans to EU
, 36–37
Active-learning
, 19, 21–23, (see also Learning)
environments
, 70
techniques
, 70
Africa–Europe relations
, 181
African studies
, 180
After-class tasks
, 21
Asking and taking questions
, 21
Baccalaureate
, 156–157
Bachelor programs
, 158
B-in-EU Jean Monnet Module
Brexit
, 5, 43
crisis
, 19
instrument and participants
, 47–48
meeting PBL
, 43–47
methodology and analysis
, 47–52
operationalizing Brexit in PBL
, 58–63
reasoning Brexit-derived problems
, 52–58
results
, 48–52
teaching EU in times of
, 86
BSc programs in Economics
, 157
Call for participants (CfP)
, 113
Cape Higher Education Consortium (CHEC)
, 79
Cassis-Dijon case
, 89
Centre for European Studies (CES)
, 185
Charter of Fundamental Rights of the European Union
, 34, 55–56
Citizenship competence
, 32
Citizenship education
approach in EU member states
, 31–33
innovative, technology-enhanced approaches to
, 33–36
Civic competence
, 145, 154
Civil Society Organizations (CSOs)
, 104
Cognitive skills
, 78
Common Agricultural Policy (CAP)
, 89, 92
Community of experts on EUMedEA-related Issues
, 115–116
Competence
, 28
Conservative Party (CP)
, 55
Constitutional patriotism
, 31
Constraining dissensus
, 54
Council of Europe (CoE)
, 28, 31–32
Crash Course (CC)
, 9, 104
Critical thinking
, 172
Curriculum
, 6, 12, 142, 185
development
, 180
school
, 142–143
Decolonization
, 180–181
Delors Report
, 94
Democracy
, 17–18, 32, 147, 188, 194
crisis in
, 18
promotion and protection
, 32
Democratic deficit criticism
, 54
Democratic education
, 18
Democratic political culture
, 16, 18
Design thinking
, 86
knowledge management
, 86–87
methodology
, 87–88
phases
, 88
syllabus proposal
, 90–99
in teaching EU
, 89–90
technology in classroom
, 88–89
DG Education and Culture
, 36
Digital citizen
, 29
Digital citizenship education
, 32–33
Digital competences
, 140
Digital media
, 37
Disproportionate measures
, 174
“E-commerce” degree programs
, 119, 127–131
ECB
, 95–96, 98
Education
, 38, 139
Education and Audiovisual and Culture Executive Agency (EACEA)
, 17
Education for Responsible Competent European Citizenship (ERCEC)
, 28
Educational gamification
, 88
Educational institutions
, 34–36, 138–140, 142
Educational measures
, 32
Elite-based integration
, 54
Emissions Trading System
, 58
Employability
, 78
Entrepreneurial education
, 118–119
Entrepreneurship
, 118
among students
, 127–131
education in Europe
, 118
to young people in Poland
, 119–125
Entrepreneurship 2020 Action Plan
, 118
“Entrepreneurship and Finance” degree programs
, 119, 127–131
Erasmus+ Program
, 32–33, 175
ES degree program
, 52–53
EU MEDiterranean border crises and European External Action (EUMedEA)
, 104
community of experts on EUMedEA-related Issues
, 115–116
Crash Course
, 104
interactive methodology
, 108–113
JMC
, 105–108
networking as outcome of EUMedEA CC
, 113–115
EU–African relations
contexts and gaps
, 186–189
historical sketch of
, 181–183
Euro crisis
, 96
Euro group
, 95
Euro-Africa relations
, 180–181
Euro-African studies
, 180
Eurobarometer
studies
, 121
surveys
, 150
“Europa Café” sessions
, 23
European Atomic Energy Community
, 92
European citizens
, 29
European citizenship education
, 35
European Citizenship Learning in a Programme for Secondary Education (ECLIPSE)
, 28
European Coal and Steel Community (ECSC)
, 55, 91
European Commission (EC)
, 56
European Community
, 92
budget
, 93
programs
, 175
European Council
, 31
European democratic deficit
, 19
European dimension in education
, 33
European Dimension of the Romanian Education (EDRE)
, 143
European Economic Community (EEC)
, 92, 167
European elections
, 19
European exchange rate mechanism (ERM)
, 93
European Higher Education Area (EHEA)
, 78
European identity
, 30–31, 139, 144
European integration process
, 3, 86
European International Studies Association (EISA)
, 113
European Monetary System (EMS)
, 93–94
European Monetary Union (EMU)
, 89, 95
European Parliament (EP)
, 31
European Single Market
, 97–98
European Stability Mechanism
, 97–98
European Studies (ES)
, 3, 43
European Studies Association of Sub-Saharan Africa (ESA-SSA)
, 184
European studies in Africa and African Studies in Europe
, 183–186
European Union (EU)
, 3, 16, 28, 44, 104, 117, 139
approach in education and inclusion of digital technologies into educational process
, 139–142
approach to citizenship education in EU member states
, 31–33
citizens of EU in twenty-first century
, 28–30
citizenship
, 29
countries
, 31
European identity and attitude of European citizens
, 30–31
EU–Turkey relations and impact on EU studies
, 168–170
funds
, 119–125
innovative, technology-enhanced approaches to citizenship education
, 33–36
member states
, 139
politics
, 19
simulation
, 46
socioeconomic influence on active citizenship and on attitude of Europeans to EU
, 36–37
teaching
, 16–19
teaching and learning
, 86
website
, 34
Euroscepticism
, 31
EURTF/FRONTEX premises
, 113
Eurydice
, 31
Exhibitions
, 23
Expertise
, 109
Facebook
, 89, 113, 146
“Fees Must Fall” movements
, 182
First World War
, 91
Fiscal Union (FU)
, 96
Formal education
, 18, 138–139
Free movement
, 29
FrenchAfrique
, 182
Gamification
, 86, 88
Generic skills development
, 78
Geography
, 155–156
Georg Eckert Institute (GEI)
, 34–35
Gezi Park Protests
, 170
Google Docs
, 146
Google Plus
, 146
Gross National Income (GNI)
, 57
Group work
, 21–22
Helsinki Summit (1999)
, 169
Higher education (HE)
, 44, 70, 170
Higher education institutions (HEIs)
, 3, 44, 74, 193–194
Hungary
, 149
Baccalaureate
, 156–157
EU membership
, 150
evolution of knowledge and awareness of EU in
, 150–152
National Core Curriculum
, 154–156
teacher training
, 160–161
teaching EU at primary and secondary education level
, 153–154
teaching EU at tertiary education level
, 157–160
textbooks
, 161
Ice-breaking strategies
, 20
Identity
, 28, 30
Idiosyncratic evolutions of mainstream parties
, 56
Informal education
, 138–139
Information and communication technology (ICT)
, 6, 196
advances in
, 6
skills
, 35
Institutional reform
, 96
International Business Economics (IBE)
, 158
International Evaluation Association “International Civic and Citizenship Education Study” (IEA ICCS)
, 30
International Organizations (IOs)
, 104
International Public Management (IPM)
, 158
International Relations (IR)
, 45
Italian Political Science Association (SISP)
, 113
Italian University Association of European Studies (AUSE)
, 113
Jean Monnet action programs
, 19
Jean Monnet Chair (JMC)
, 104–108
Jean Monnet Scholarship Programme
, 169
Kahoot!
, 86, 89
Knowledge dumping
, 173
Knowledge management
, 86–87
Knowledge production
, 180
Labour Party (LP)
, 55–56
Learn Europe
, 145
Learning
, 16, 109, (see also Problem-based learning approach (PBL))
EU
, 86
methods
, 145
strategies
, 19–23
Learning corner
, 145
Learning outcomes (LOs)
, 72
Lisbon Treaty
, 96
Maastricht the Treaty on European Union
, 95
Messina Conference
, 92
Mind mapping
, 88
Ministries of education
, 34
Mobile devices
, 86, 89
Monetary cooperation
, 92–93
Monetary union (MU)
, 93
Motivation
, 20–21
Multiannual Financial Framework (MFF)
, 57
National constituencies
, 54
National Core Curricula/curriculum (NCC)
, 150, 154–156
National University of Public Service (NUPS)
, 158
Networking as outcome of EUMedEA CC
, 113–115
Non-formal education
, 138–139, 176
Non-Governmental Organizations (NGOs)
, 104
Non-recycled plastic
, 58
Open Educational Resources (OERs)
, 114
Organization for Economic Cooperation and Development (OECD)
, 35, 79
Ottoman Empire
, 167–168
Pedagogical value of simulations
, 71–73
Pedagogy
, 44, 46, 59
Political culture
, 17
Political participation
, 18
Political socialization
, 16–17
Portfolio
, 63
Post-Bologna education
, 45
Post-simulation debriefing
, 72
Practical skills acquisition
, 78–79
Presentations in class
, 22–23
Primary education level, teaching EU at
, 153–154
Problem-based learning approach (PBL)
, 44
Brexit meeting
, 43–47
design method
, 46
operationalizing Brexit in
, 58–63
PBL1
, 58
PBL2
, 58
PBL3
, 58
Project classes
, 129
Public education
, 150
Public Governance
, 158, 160
Race relations
, 180
Reading
, 22
Regional Operational Programme of the Silesia Voivodeship
, 126–127
Regions
, 125–126
Relational skills
, 78
Research
, 35, 105, 109
Resources
, 22
Restructuration
, 126
Rewards
, 21
“Rhodes Must Fall” movements
, 182
Romanian educational system, evidence from
, 142–147
Schengen Agreement
, 89
Schengen Area
, 55–56
Science, Technology, Engineering and Mathematics (STEM)
, 182
Search and rescue operations (SAR operations)
, 112
Second World War
, 91
Second-degree studies
, 129
Secondary education level, teaching EU at
, 153–154
Secondary school
, 153
Silesia Province
, 125–126
Simulations
, 70
case study of EU-based simulation
, 73–76
findings
, 76–77
pedagogical benefits
, 75
pedagogical value
, 71–73
Single currency
, 55–56
Small-and medium-sized enterprises (SMEs)
, 128
Social competence
, 154
Social media
, 86, 89, 146
Social networks
, 9, 22, 36, 86, 146
Social Protocol
, 55–56
Social sciences
, 31, 33, 47, 70, 182
Soft skills
, 33, 45, 52, 128, 138
Sovereignty
, 11, 55–56, 96, 98
Stability and Growth Pact (SGP)
, 96
Standing Group on European Union (SGEU)
, 113
Structural adjustment programs (SAPs)
, 182
Student-activating learning environments
, 70
Talks
, 23
Tasks
, 20–22
Teachers
, 35, 86
experience
, 16
geography
, 161
ICT-based activities
, 141
training
, 34, 160–161
Teaching
, 109
material
, 34
strategies
, 16, 19–23
teaching–learning activity
, 16
tools
, 34
Teaching and Learning International Survey (TALIS)
, 35
Teaching EU
, 3, 16–19, 86
Brexit and
, 5
conceptual framework
, 5–6
context
, 4–5
law in Turkey
, 170–172
obstacles in
, 172–174
at primary and secondary education level
, 153–154
programs
, 174–176
at tertiary education level
, 157–160
Teaching Young People European Studies (TYPES)
, 73
Technical skills
, 78
Technological devices
, 22
Technology
in classroom
, 88–89
technology-enhanced approaches
, 37
Textbooks
, 161
Thatcherian legacy
, 56
Times Higher Education (THE)
, 186
Traditional tools
, 142
Transformation learning
, 47
Treaty of Rome
, 92
Turkey
, 167
EU–Turkey relations and impact on EU studies
, 168–170
right methodology to overcome obstacles
, 170–176
Turkish Republic
, 167
Twenty-first century skills
, 86–87
Twitter
, 89, 109, 113
UK Independence Party (UKIP)
, 54–55
UK-based Quality Assurance Agency for Higher Education (QAA)
, 71
UK’s University Association of Contemporary European Studies (UACES)
, 73–74
Unity in diversity
, 31
University College London (UCL)
, 189
University of Economics in Katowice
, 125–127
Urząd Marszałkowski Województwa Śląskiego (UMW)
, 126
Value added tax (VAT)
, 94
Web-Pad tools
, 86, 89
Work Plan for Culture
, 37
World Economic Forum (WEF)
, 44, 119
YouTube
, 89, 146
- Prelims
- Part 1: Why Bother? Higher Values and the Universal Cause in Teaching the EU
- Chapter 1: What Is at Stake in Teaching the EU in Times of Brexit? An Introduction
- Chapter 2: “Why Bother?” Learning and Teaching About European Union Politics
- Chapter 3: Vision, Not Division: EU and EU Citizenship in Teaching About the EU
- Part 2: Innovation in Teaching and Learning the EU in HEI in Times of Brexit
- Chapter 4: Brexit as a Breeding Ground for Problem-Based Learning
- Chapter 5: Using Simulations to Teach Within UK Higher Education: An Analysis of Student Perceptions of European Studies-Based Simulations’ Pedagogical and Other Benefits
- Chapter 6: Technological Tools in Teaching the EU: A Design Thinking Proposal
- Chapter 7: Mixing Teaching, Research and Expertise Within the Jean Monnet Chair Framework: The EUMedEA Crash Course
- Chapter 8: The Regional Dimension of Teaching About the EU and Entrepreneurship in Poland
- Part 3: Country and Regional Dimensions of Teaching the EU: Issues and Implications
- Chapter 9: Teaching and Learning the European Union in Romania: Traditional and Digital Tools
- Chapter 10: Teaching EU in Hungary
- Chapter 11: Teaching EU law in Difficult Times in Turkey
- Chapter 12: Turning the Tide in Curriculum Development in Teaching European Studies in Africa
- Chapter 13: Teaching the EU, and Teaching How to Think: Concluding Remarks
- Index