“Responsible trust”: A value to strengthen Active Citizenship

Abstract

There is a widespread idea that societies receiving migratory flows behave hostile in advance to the immigrants. Thus, three arguments underlie the public policies and educational programmes geared to fostering intercultural values and Active Citizenship competencies in multicultural societies: first, that a strong self-identity sense is a problem itself in multicultural societies; second, that multiple, hybrids and fluids identities fit better in the social cohesion principles; and third, that it is possible to train people by formal or non-formal educational programmes with the necessary intercultural values and competencies to live together. However, empirical evidence proves that in Catalonia, Spain, there are indigenous people willing to meet voluntarily with people from different cultural background. The volunteers for the practice of the Catalan language do this active citizenship practice driven by a strong regional identity and without having had any compulsory or non-formal training on Active Citizenship. This research analyses, through the Grounded Theory methodology, this social phenomenon and propose the conceptual category Responsible trust as the moral value that allows to strengthen Active Citizenship among the adult population that is not in the compulsory schooling age.

Keywords

• volunteer; informal learning process; Active Citizenship; values education

Kaynakça

1. ALBOAN, & Universidad de Deusto. (2009). De la ciudadanía local a la global y de la ciudadanía global a la local. El camino andado: ALBOAN.
2. Alvesson, M., & Sköldberg, K. (2009). Reflexive methodology: new vistas for qualitative research (2 ed.). London: SAGE.
3. Banks, J. A. (1997). Educating citizens in a multicultural society. New York: Teachers College Press.
4. Banks, J. A. (2004). Diversity and citizenship education: global perspectives. San Francisco: Jossey-Bass.
5. Barber, B. (2003). Strong democracy: participatory politics for a new age. Berkeley, Calif.; London: University of California Press.
6. Barcelona City Council. (2010). Barcelona Interculturality Plan. Barcelona: Ajuntament de Barcelona.
7. Bolivar, A. (2007). Educación para la ciudadanía: algo más que una asignatura. Barcelona: Graó.
8. Bryant, A., & Charmaz, K. (2010). The SAGE handbook of grounded theory. Los Angeles: SAGE.

9. Bryony Hoskins, & Massimiliano Mascherini. (2009). Measuring Active Citizenship through the Development of a Composite Indicator. Social Indicators Research, 90(3), 459-488. Camon, D. (2005) Un şnico camino. Aproximación a la realidad de los países catalanes. Barcelona: Editorial Mediterrània.
10. Charmaz, K. (2006). Constructing grounded theory. London; Thousand Oaks, Calif.: Sage Publications.
11. Clarke, A. (2005). Situational analysis: grounded theory after the postmodern turn. Thousand Oaks, Calif.: Sage Publications.
12. Colardyn, D., & Bjİrnåvold, J. (2005). The learning continuity: European inventory on validating non-formal and informal learning. National policies and practices in validating non-formal and informal learning. Luxembourg: Office for Official
13. Publications of the European Communities. Consorci per a la Normalització Lingüística. (2011), from http://www.cpnl.cat/
14. Constant, A.; Kahanec, M.; Zimmermann, K. (2008). Attitudes towards Immigrants, Other Integration Barriers, and Their Veracity. Berlin: Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor. Discussion Paper Series.IZA DP No. 3650.
15. Coordinadora d’Associacions per la Llengua Catalana. (2012). Xerrem Retrieved 01/02, 2012, from http://www.cal.cat/campanyes_i_projectes_detalle.aspx?id=2
16. Delgado, M. (2009). Seres de otro mundo: Sobre la función simbólica del inmigrante. In II Training Seminar de Jóvenes Investigadores en Dinámicas Interculturales (Ed.), La dinámica del contacto: movilidad, encuentro y conflicto en las relaciones interculturales. Barcelona: CIDOB edicions.
17. European Commission. (2007). Orientations of Young Men and Women to Citizenship and European Identity. Youth and European Identity. Luxembourg: Office for Official Publications of the European Communities.
18. EURYDICE. (2005). Citizenship education at school in Europe. Brussels: Eurydice.
19. Follesdal, A. (2008). European Union Citizenship (Vol. 13). Luxembourg: Office for Official Publications of the European Communities.
20. García, J. L. (2007). Formar ciudadanos europeos. Madrid: Academia Europea de Ciencias y Artes.
21. Glaser, B. (1978). Theoretical sensitivity: advances in the methodology of grounded theory. Mill Valley, Calif: Sociology Press.
22. Glaser, B. G. (1998). Doing Grounded Theory: Issues and Discussions. Mill Valley: Sociology Press.
23. Hoskins B., Jesinghaus, J., Mascherini, M., Munda, G., Nardo, M., Saisana, M., . . . Villalba, E. (2006). Measuring Active Citizenship in Europe (Vol. EUR 22530 EN). Ispra: European Commission Institute for the Protection and Security of the Citizen.
24. Isolde de Groot, Ivor Goodson, & Wiel Veugelers. (2013). Dutch adolescents’ narratives of their citizenship efficacy “Hypothetically, I could have an Impact”. Educational Review. doi: 1080/00131911.2013.768957
25. Joaquim Torres-Pla. (2011). Catalan Language Immersion in Context. Winter(6). Retrieved from http://www.it-intransit.eu/articles/catalan-language-immersion-context
26. Koopmans, R., Statham, P., Giugni, M., & Passy, F. (2005). Contested citizenship: immigration and cultural diversity in Europe. Minneapolis: University of Minnesota Press.
27. Martínez, F., Duval-Hernández, R. (2009) Hostility Toward Immigration in Spain. Berlin: Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor. Discussion Paper Series IZA DP No. 4109.
28. Mascherini, & Hoskins. (2008). Retrieving expert opinion on weights for the Active Citizenship Composite Indicator (Vol. EUR23515 EN). Luxembourg: European Commission Institute for the Protection and Security of the Citizen
29. Òmnium Cultural. (2012). Quedem? Retrieved 01/02, 2012, from http://www.omnium.cat/www/omnium/ca.html
30. Onghena, Y. (2009). Comunicación, espacio pşblico y dinámicas interculturales. Barcelona: Fundación CIDOB.
31. Plataforma per la Llengua. (2013). InformeCAT 2013. 50 dades sobre la llengua catalana. Barcelona: Plataforma per la Llengua.
32. Puig, J. M. (2007). Aprendizaje servicio: educar para la ciudadanía. Barcelona; Madrid: Octaedro, España. Ministerio de Educación y Ciencia. Secretaría General Técnica.
33. Puig, J. M., & Bisquerra, R. (2010). Entre todos: compartir la educación para la ciudadanía. Barcelona: ICE Horsori.
34. Strauss, A., & Corbin, J. (2008). Basics of qualitative research: techniques and procedures for developing grounded theory (3 ed.). Los Angeles: SAGE Publications.
35. Transatlantic trends. (2011). Transatlantic Trends: Immigration 2011. Key findings. Washington: German Marshall Fund of the United States, the Compagnia di San Paolo, y the Barrow Cadbury Trust.
36. Westheimer, J., & Kahne, J. (2004). What Kind of Citizen? The Politics of Educating for Democracy. American Educational Research Journal, 41(2), 237–269.
37. Wolf, P. J., & Macedo, S. (2004). Educating citizens: international perspectives on civic values and school choice. Washington, D.C.: Brookings Institution Press. Appendix A
38. Guideline number In-depth interviews guidelines Open Coding It has been used the In vivo (in italics) / sociological constructs (in bold) coding system. 1 Why do you engage in a volunteering programme to practice Catalan language? Are you participating in any other volunteering programme? Do you identify any relationship between your willingness to participate in the practice of Catalan language with foreigner people and your family values? Do you identify any relationship between your willingness to participate in the practice of Catalan language with foreigner people and your formal education or your non-formal education? Do you identify any relationship between your willingness to participate in the practice of Catalan language with foreigner people and your friends influences? What is your identity (Catalan, Spaniard or European)? Is it necesary to be Catalan in order to perform a volunteering programme to practice Catalan language? What is it to be a Catalan person?