Active Citizenship, Identity and Learning - AAN500073

• Title: Active Citizenship, Identity and Learning
• Guaranteed by: Department of Adult Education and Personnel Management (21-KANPR)
• Faculty: Faculty of Arts
• Actual: from 2023
• Semester: summer
• Points: 0
• E-Credits: 4
• Examination process: summer s.:
• Hours per week, examination: summer s.:1/1, Ex [HT]
• Capacity: unlimited / unlimited (16)
• Min. number of students: unlimited
• 4EU+: no
• Virtual mobility / capacity: no
• State of the course: taught
• Language: English
• Teaching methods: full-time
• Teaching methods: full-time
• Note: course can be enrolled in outside the study plan; enabled for web enrollment
• Guarantor: doc. PhDr. Martin Kopecký, Ph.D.
• Teacher(s): doc. PhDr. Martin Kopecký, Ph.D.

Annotation

Last update: Kateřina Gáspárová (08.02.2024)

AAN500073 / ACTIVE CITIZENSHIP, IDENTITY AND LEARNING
5AND / navazující magisterské studium (Masters Programme)
2023/2024
doc. PhDr. Martin Kopecký, Ph.D.
LS 1/1; povinně volitelný předmět (Summer semester, compulsory elective course open to all Erasmus+ students)
Zk / 4 kredity (Examination / 4 credits)


The goal of the course is to present key approaches to the subject matters of active citizenship, identity and (adult) learning. The course applies an interdisciplinary method, relying, above all, on studies in political philosophy, theoretical sociology, and both theory and research in the field of education and learning. Special attention is paid to the perspective of situated learning, with individual and collective identities that are both brought in and co-created by individual citizens. It is necessary to study the problems analysed in order to understand the substance of contemporary global social and cultural transformations that are interlinked with lifestyle changes. <br>

Course completion requirements

Last update: Kateřina Gáspárová (08.02.2024)

Final examination:

In order to be eligible for final oral examination, the student shall write an essay of at least five pages reflecting a selected text on the subject matter. The teacher shall supply the underlying bibliography on 1 April 2024 at the latest. The essay shall be submitted at least ten days before the examination date. During the examination, the student shall answer one of the questions that are identical with topics listed in the Course Contents section above. In order to pass the oral examination, the student is expected to submit the essay, command the content of the lectures, and work with academic sources independently.

Literature

Last update: Kateřina Gáspárová (08.02.2024)

Required Reading:

ILLERIS, Knud (ed.). Contemporary Theories of Learning. Learning Theorists ... In Their Own Words. London, New York: Routledge, 2009. ISBN 0-415-47344-6.
ILLERIS, Knud. Transformative Learning and Identity. London and New York: Routledge, 2014. ISBN 978-0-415-83891-7.
JARVIS, Peter. Towards a Comprehensive Theory of Human Learning. London, New York: Routledge, 2006. ISBN 978 -0-415-35541-4.
JARVIS, Peter. Democracy, Lifelong Learning and the Learning Society: Active Citizenship in a Late Modern Age. London, New York: Routledge, 2008. ISBN 978-0-415-35545-2.
WENGER, Etienne. Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press, 2006. ISBN 0-521-66363-6.

Recommended reading:

BAUMAN, Zygmunt. Identity. Coversation with Benedetto Vecchi. Cambridge: Polity, 2004. ISBN 9780745633091.
BIESTA, Gert et al. Improving Learning through the Lifecourse: Learning Lives. New York: Routledge, 2011. ISBN 978-0-415-57373-3.
CASTELLS, Manuel. The Power of Identity. Oxford. Blackwell, 2004. ISBN 1-4051-0713-8.
ERIKSON, Erik H. Životní cyklus rozšířený a dokončený: devět věků člověka. Praha: Portál, 2015. ISBN 978-80-262-0786-3.
EVANS, Rob, Ewa KURANTOWITZ and Emilio LUCIO-VILLEGAS. (eds.). Researching and Transforming Adult Learning and Communities. The Local/Global Context. Rotterdam: Sense Publishers, 2016. ISBN 978-94-6300-358-2.
GIDDENS, Anthony. Modernity and Self-identity: Self and Society in the Late Modern Age. Standford: Standford University Press, 1991. ISBN 0-8047-1944-6.
ILLERIS, Knud. How We Learn: Learning and Non-learning in School and Beyond. London: Routledge, 2007. ISBN 978-0-415-43846-9.
JANKINS, Richard. Social Identity. London and New York: Routledge, 2003. ISBN 0-415-12053-5.
MELUCCI, Alberto. The Playing Self: Person and Meaning in the Planetary Society. Cambridge: Cambridge University Press, 1996. ISBN 0-521-56482-4.
MERRILL, Barbara, Linden WEST. Using biographical methods in social research. Los Angeles: SAGE, 2009. ISBN 978-1-4129-2958-5.
TAYLOR, Charles. Multikulturalismus. Zkoumání politiky uznání. GUTMANNOVÁ, Amy (ed.). Praha: Filosofia, 2001. ISBN 80-7007-161-3.
WILDEMEERSCH, Danny, Veerle STROOBANTS and Michał BRON Jr. (eds.). Active Citizenship and Multiple Identities in Europe. A Learning Outlook. Frankfurt am Main: Peter Lang, 2005. ISBN 3-631-54202-X.

Syllabus

Last update: doc. PhDr. Martin Kopecký, Ph.D. (08.02.2024)

Course Contents:

1. The concepts of citizenship and active citizenship in social theory and contemporary politics

2. Identity, its nature and sources; individual and collective identities

3. Psychological perspectives on identity development; identity in adulthood

4. Individualization, individualism, lifestyle and identity, recognition in contemporary social theories

5. The relations between active citizenship, learning and identity at local to global levels

6. Identity change under globalization, multiple identities, and cosmopolitan citizenship

7. Community education

8. Social movements as learning sites

9. Dialogue in adult education, theory of transformative learning, education and emancipation in Freire’s theory

10. The role of identity in 19th and 20th century adult education

11. Social learning, situated learning, communities of practice and biographical approaches to research on adult learning

12. Ways to examine the relationship between active citizenship and learning

13. Empirical evidence on the relationship between active citizenship, identity and adult learning