BibTex RIS Kaynak Göster

Fransa’da Yurttaşlık Eğitimi ve Gençlik

Yıl 2017, Cilt: 5 Sayı: 12, 129 - 152, 01.01.2017

Zeynep Demirci

Öz

Yurttaşlık en genel anlamıyla, bir arada yaşama, yaşanılan toplumda sorumluluk ve dayanışma ruhuna sahip olma, vatandaşlık edinimine bağlı haklara erişim ve bu hakların kullanımını ifade eden bir kavramdır. Son dönemlerde kullanımı gittikçe artan ve ulaşılmak istenen temel hedeflerden biri haline gelen aktif yurttaşlık kavramı ise, bireyin sivil toplum hayatına, yerel, ulusal ya da uluslararası platformlarda gerçekleşen eğitimlere ve faaliyetlere katılımını, topluma ve devlete gönüllü olarak verdiği hizmeti ve onlara karşı taşıdığı sorumluluk duygusunu, demokratik haklarını kullanma bilgi ve becerisine sahip olmasını ifade eder. Günümüzde, küreselleşme ve teknolojinin yarattığı ulus aşırı ve ulus ötesi gelişmelere rağmen, ulusal yurttaşlık kavramı geçerliliğini hala korumakta ve devlet-birey ilişkisi, itaat ve sorumluluk bağlamında gittikçe daha da önemli bir hal almaktadır. Devletine bağlı, ortak çıkarları önceleyen ancak aynı zamanda özgür iradesiyle hareket eden, sorumluluk sahibi bireylerin oluşumunda, eğitim çok önemli bir yer teşkil etmektedir. Çünkü yurttaşlık bilinci, birey ve devlet arasındaki etkileşimle gelişen bir olgudur. Bu nedenle, gençlere verilen yurttaşlık eğitimi ve uygulamaları, bir yandan gençlerin yurttaşlık kavramının temel değerlerini ve fikirlerini anlamasına yardımcı olmakta, diğer yandan bu değerleri ve fikirleri içselleştirmesi için gerekli davranışları ve edinimleri sağlamaktadır. Bu çalışmanın amacı, Fransa’daki gençlerin topluma aktif yurttaşlar olarak katılımını sağlayan yurttaşlık eğitim ve uygulamalarından bahsederek, yurttaşlık eğitiminin temel görünümünü ortaya koyabilmektir. Bir yandan gençlerde, toplum içindeki sorumluluk ve dayanışma duygusunun ve toplumun diğer bireyleriyle kurulan ilişkilerde etik ve sosyal değerlerin gelişiminin, diğer yandan hak ve sorumluluklar boyutunda devletle kurulan ilişkilerin sağlamlaştırılması yoluyla gençlerin aktif yurttaşlar olarak sivil hayattaki beceri ve kazanımlarının güçlendirilmesi çabaları aktarılacaktır. Sonuç olarak çalışmada ilk olarak yurttaşlık kavramı ve kapsamı, okullarda verilen yurttaşlık eğitimi ekseninde incelenecek, ardından Fransa’daki gençlere verilen yurttaşlık eğitimi ve buna yönelik yapılan faaliyetler ortaya konulacak ve son olarak gençlerin bilinçli aktif yurttaşlar olarak sivil hayata katılım hedeflerinden bahsedilecektir

Anahtar Kelimeler

Yurttaşlık Aktif Yurttaşlık Yurttaşlık Eğitimi Gençlik

Kaynakça

  • • Arendt, H. (1989). La crise de la culture, Paris: Gallimard, « Folio ».
  • • Bier, B. (2014).Éducation à la citoyenneté, justice, prévention: d’une évidence institutionnelle à un questionnement politique”. Cahiers de l’action, 42, 7-13.
  • • Bodeving, C. (2009). Education à la cıtoyenneté, actions et projets, Dossier thématique, Service national de la jeunesse.
  • • Bourdieu, P. (1966). L’écoleconservatrice. Lesinégalitésdevantl’école et devant la culture, RFS, 7-3, 325- 347
  • • Bozec, G. (2016). Education à la citoyennete à l’êcole, Politiques, pratiquesscolaires et effets sur leseleves. Paris: Documentationfrançaise.
  • • Chanthalangsy, P. &Bourarach, F. (2016). Education a la citoyenneté et aux droits de l’homme, Manuel pour les jeunes en Mauritanie, Serie UNESCO, Les jeunes et la participation democratique.
  • • Commission Européenne (2012). L’éducation de la citoyenneté en Europe, Eurydice, l’Agence exécutive éducation, audiovisuel et culture.
  • • Déclarataion universelle des droits de l’homme (1948) from http://www.un.org/fr/universal-declaration-human-rights/index.html
  • • Déloye, Y. (1994). École et citoyenneté. L’individualisme républicain de Jules Ferry a Vichy: controverses. Paris: Presses de Sciences Po (P.F.N.S.P.)
  • • Discours de François Hollande sur l’éducation de citoyenneté (2016) from http://etudiant.lefigaro.fr/lesnews/actu/detail/article/hollande-veut-creer-un-parcours-citoyen-de-l-ecole-elementaire-a-l-age-adulte-18591/
  • • Durkheim, E. (1922). Education et sociologie. Paris: F. Alcan.
  • • Durkheim, E. (1925). Education morale. Paris: F. Alcan.
  • • Garnier, B. (2014).Territoires, identités et politiques d’éducation en France. Carrefours de l’éducation, 38(2), 127-157.
  • • Giraud, M. (1995). L’approche interculturelle: faux débats et vrais enjeux. Identités et cultures à l’école, Migrants formation, 102, CNDP, 51-73.
  • • Mascherini, M., Manca, A.R., Hoskins, B. (2009). The characterization of Active Citizenship in Europe. JRC Europe Commission: EuropeanCommunities
  • • Meirieu, P. (2003). “Préface. Entre l’impossible citoyenneté scolaire et la nécessaire éducation à la citoyenneté”, in Constantin Xypas, Les citoyennetés scolaires, Presses Universitaires de France. Education et formation, 9-14.
  • • Montel, J.-M. (2003). L’éducation à la citoyenneté. Revue Projet, 276, 54-57.
  • • Pagoni, M., Haeberli, P., Poucet, B. (2009). Participation et éducation à la citoyenneté. Carrefours de l’éducation, 28, 3-8.
  • • Percheron, A. (1984), L’école en porte à faux. Réalités et limites des pouvoirs de l’école dans la socialisation politique. Pouvoirs, Revue française d’étude constitutionnelles et politiques, 30, 15-28.
  • • Rapport sur éducation à la citoyenneté et aux comportements responsables, Etude comparée en Angleterre, en Écosse et en France (2009). Ambassade de Grande Bretagne, Institut français d’Ecosse, Ambassade de France au Royaume-Uni, British Council.
  • • Règlement grand- ducal du 28 janvier 1999 concernant l’agrément gouvernemental à accorder aux gestionnaires de services pour jeunes from http://legilux.public.lu/eli/etat/leg/rgd/1999/01/28/n4/jo
  • • Programme d’éducation de 2015 (2015). Ministere de l’Education Nationale from http://www.education. gouv.fr/pid285/bulletin_officiel.html?cid_bo=94717
  • • Programme d’éducation EMC (enseignement morale et civique pour l’école élémentaire et le collège (cycles 2, 3 et 4) from https://www.aphg.fr/IMG/pdf/150717-programme-emc-ecole-college.pdf
  • • Rayou, P. (1998). La Cité des lycéens, Paris: L’Harmattan.
  • • Schissler, H., Nuhoglu Soysal, Y. (2005). The Nation, Europe, and the world: Text books andCurricula in Transition. Oxford: BerhahnBooks.
  • • Schulz W., Ainley J., Fraillon J., Kerr D., Losito B. (2010). ICCS 2009 International Report: Civic knowledge, attitudes and engagement among lower secondary school students in 38 countries. Amsterdam, TheNetherlands: International Association for the Evaluation of Educational Achievement, IEA.
  • • Torney-Purta,J., Lehmann, R., Oswald H., Schulz, W. (2001). Citizenship and Education in Twenty-eight Countries, Civic Knowledge and Engagement at Age Fourteen, IEA.
  • • Weinstock, D. (2004). L’éducation à la citoyenneté dans les sociétés multiculturelles, in La constellation des appartenances, Paris: Presses de Sciences Po (P.F.N.S.P.) Académique, 153-177.
  • • Xypas, C. (2003). La construction à l’école d’une identité de citoyen: obstacles et condition, Le Télémaque, 23, 47-54.

Yıl 2017, Cilt: 5 Sayı: 12, 129 - 152, 01.01.2017

Zeynep Demirci

Öz

In its broadest sense, citizenship is a concept of living together, a responsibility and solidarity spirit, an access to rights and their use. The concept of active citizenship means that the individual has the knowledge and skills to participate to the civil society’s life, education and activities that take place at local, national or international platforms, voluntary services to society and to the state and the use of democratic rights. Nowadays, the concept of national citizenship maintains its validity and individual-state relations become increasingly important in the context of obedience and responsibility. Education constitutes a very important place in the creation of responsible individuals, who are affectively attached to the state and prioritize common interests but act at the same time with free conscience. The conscience of citizenship is a phenomenon that is developed through the interaction between individuals and state. Education and practices for citizenship on the one hand will help young people understanding the core values and ideas of the citizenship concept and on the other hand, through education for citizenship, the youth can have necessary attitudes for the internalization of these values and their necessary acquisition. The aim of this study is to demonstrate the basic view of education and practices for citizenship in the participation of the youth to the society as active citizens. In society, by the ways active citizenship is strengthened through responsibility, the development of ethical and social values in the relations established with others, solidarity within the community, solidarity in the context of state relations with “rights and responsibilities” of citizens and the development of youth skills and achievements in civic life will be discussed.Therefore, in this research the concept and scope of citizenship will be examined firstly, then the youth’s citizenship education and the efficiency of the activities and projects will be discussed. At the end, we will talk about the ways of youth collective participation in social life as active citizens

Anahtar Kelimeler

Citizenship Active Citizenship Citizenship Education Youth

Kaynakça

  • • Arendt, H. (1989). La crise de la culture, Paris: Gallimard, « Folio ».
  • • Bier, B. (2014).Éducation à la citoyenneté, justice, prévention: d’une évidence institutionnelle à un questionnement politique”. Cahiers de l’action, 42, 7-13.
  • • Bodeving, C. (2009). Education à la cıtoyenneté, actions et projets, Dossier thématique, Service national de la jeunesse.
  • • Bourdieu, P. (1966). L’écoleconservatrice. Lesinégalitésdevantl’école et devant la culture, RFS, 7-3, 325- 347
  • • Bozec, G. (2016). Education à la citoyennete à l’êcole, Politiques, pratiquesscolaires et effets sur leseleves. Paris: Documentationfrançaise.
  • • Chanthalangsy, P. &Bourarach, F. (2016). Education a la citoyenneté et aux droits de l’homme, Manuel pour les jeunes en Mauritanie, Serie UNESCO, Les jeunes et la participation democratique.
  • • Commission Européenne (2012). L’éducation de la citoyenneté en Europe, Eurydice, l’Agence exécutive éducation, audiovisuel et culture.
  • • Déclarataion universelle des droits de l’homme (1948) from http://www.un.org/fr/universal-declaration-human-rights/index.html
  • • Déloye, Y. (1994). École et citoyenneté. L’individualisme républicain de Jules Ferry a Vichy: controverses. Paris: Presses de Sciences Po (P.F.N.S.P.)
  • • Discours de François Hollande sur l’éducation de citoyenneté (2016) from http://etudiant.lefigaro.fr/lesnews/actu/detail/article/hollande-veut-creer-un-parcours-citoyen-de-l-ecole-elementaire-a-l-age-adulte-18591/
  • • Durkheim, E. (1922). Education et sociologie. Paris: F. Alcan.
  • • Durkheim, E. (1925). Education morale. Paris: F. Alcan.
  • • Garnier, B. (2014).Territoires, identités et politiques d’éducation en France. Carrefours de l’éducation, 38(2), 127-157.
  • • Giraud, M. (1995). L’approche interculturelle: faux débats et vrais enjeux. Identités et cultures à l’école, Migrants formation, 102, CNDP, 51-73.
  • • Mascherini, M., Manca, A.R., Hoskins, B. (2009). The characterization of Active Citizenship in Europe. JRC Europe Commission: EuropeanCommunities
  • • Meirieu, P. (2003). “Préface. Entre l’impossible citoyenneté scolaire et la nécessaire éducation à la citoyenneté”, in Constantin Xypas, Les citoyennetés scolaires, Presses Universitaires de France. Education et formation, 9-14.
  • • Montel, J.-M. (2003). L’éducation à la citoyenneté. Revue Projet, 276, 54-57.
  • • Pagoni, M., Haeberli, P., Poucet, B. (2009). Participation et éducation à la citoyenneté. Carrefours de l’éducation, 28, 3-8.
  • • Percheron, A. (1984), L’école en porte à faux. Réalités et limites des pouvoirs de l’école dans la socialisation politique. Pouvoirs, Revue française d’étude constitutionnelles et politiques, 30, 15-28.
  • • Rapport sur éducation à la citoyenneté et aux comportements responsables, Etude comparée en Angleterre, en Écosse et en France (2009). Ambassade de Grande Bretagne, Institut français d’Ecosse, Ambassade de France au Royaume-Uni, British Council.
  • • Règlement grand- ducal du 28 janvier 1999 concernant l’agrément gouvernemental à accorder aux gestionnaires de services pour jeunes from http://legilux.public.lu/eli/etat/leg/rgd/1999/01/28/n4/jo
  • • Programme d’éducation de 2015 (2015). Ministere de l’Education Nationale from http://www.education. gouv.fr/pid285/bulletin_officiel.html?cid_bo=94717
  • • Programme d’éducation EMC (enseignement morale et civique pour l’école élémentaire et le collège (cycles 2, 3 et 4) from https://www.aphg.fr/IMG/pdf/150717-programme-emc-ecole-college.pdf
  • • Rayou, P. (1998). La Cité des lycéens, Paris: L’Harmattan.
  • • Schissler, H., Nuhoglu Soysal, Y. (2005). The Nation, Europe, and the world: Text books andCurricula in Transition. Oxford: BerhahnBooks.
  • • Schulz W., Ainley J., Fraillon J., Kerr D., Losito B. (2010). ICCS 2009 International Report: Civic knowledge, attitudes and engagement among lower secondary school students in 38 countries. Amsterdam, TheNetherlands: International Association for the Evaluation of Educational Achievement, IEA.
  • • Torney-Purta,J., Lehmann, R., Oswald H., Schulz, W. (2001). Citizenship and Education in Twenty-eight Countries, Civic Knowledge and Engagement at Age Fourteen, IEA.
  • • Weinstock, D. (2004). L’éducation à la citoyenneté dans les sociétés multiculturelles, in La constellation des appartenances, Paris: Presses de Sciences Po (P.F.N.S.P.) Académique, 153-177.
  • • Xypas, C. (2003). La construction à l’école d’une identité de citoyen: obstacles et condition, Le Télémaque, 23, 47-54.
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Zeynep Demirci Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 5 Sayı: 12

Kaynak Göster

APA Demirci, Z. (2017). Fransa’da Yurttaşlık Eğitimi ve Gençlik. Gençlik Araştırmaları Dergisi, 5(12), 129-152.
 Kapak Resmi İndir

ÖNEMLİ NOT: DERGİMİZ ÖZEL SAYILAR HARİCİNDE HER YILIN NİSAN, AĞUSTOS VE ARALIK AYLARINDA OLMAK ÜZERE YILDA ÜÇ DEFA YAYIMLANMAKTADIR. ADAY ÇALIŞMALAR SAYIYA ÖZEL GÖNDERİLMEMEKTEDİR. DERGİMİZE GÖNDERİLEN MAKALELER DEĞERLENDİRME SÜRECİNİN TAMAMLANMASINI TAKİBEN UYGUN OLAN İLK SAYIDA YAYIMLANMAKTADIR.