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The European Union and Education for Democratic Citizenship / Conclusion to Part two
The European Union and Education for Democratic Citizenship / Conclusion to Part two
Contents
Chapter
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1–26
Titelei/Inhaltsverzeichnis
1–26
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27–60
Introduction
27–60
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Contrasting observations
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The gap between the EU and its citizens
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The two-fold challenge for ‘EU citizenship education’
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Three anchor points
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Research questions, method and objectives
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61–180
PART I Education for Democratic Citizenship and the Council of Europe
61–180
61–72
Introduction: Relevance of Council of Europe norms on education for the EU and its Member States
61–72
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73–108
CHAPTER 1 The Charter on Education for Democratic Citizenship and Human Rights Education (EDC/HRE)
73–108
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A Form and substance
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1. Legal status within the Council of Europe legal order
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2. Concept and principles of Education for Democratic Citizenship (EDC)
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B Normative context
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1. Genesis of the Charter on EDC/HRE (2010)
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2. EDC standards after 2010: authoritative value of Charter on EDC/HRE confirmed
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109–178
CHAPTER 2 Effects of the Charter on EDC/HRE in the Council of Europe legal order
109–178
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A Relevance for the interpretation of ECHR provisions
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B Limitation of member states’ margin of appreciation
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C Strengths and weaknesses of the Recommendation on the Charter on EDC/HRE
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1. Strengths
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2. Weaknesses
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3. Implications for the duty to act in good faith
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D Law in context—some caveats
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178–180
Conclusion to Part one
178–180
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181–294
PART II Education for Democratic Citizenship and the European Union
181–294
181–190
Introduction: The schema of modes of reception of exogenic norms
181–190
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191–232
CHAPTER 3 Stronger modes of reception of exogenic norms in the EU legal order
191–232
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A Accession of the EU to conventions (mode 1)
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1. General
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2. Indirect relevance of accession to conventions for Education for Democratic Citizenship
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B General principles of EU law (mode 2)
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1. General
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2. The bold proposition of a general principle on Education for Democratic Citizenship
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C Incorporation of the title of exogenic instruments in EU law (mode 3)
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1. General
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2. Occasional reception of EDC standards by incorporation of the title
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233–291
CHAPTER 4 Weaker modes of reception of exogenic norms in the EU legal order
233–291
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A Incorporation of the substantive content of exogenic norms in EU law (mode 4)
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1. General
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2. Fragmented incorporation of the substantive content of EDC standards
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B Inspiration and cooperation (mode 5)
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1. General
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2. Shared inspiration and cooperation to implement EDC standards
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C Interpretation of EU law taking account of exogenic norms (mode 6)
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1. General
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2. Taking account of the Charter on EDC/HRE in the interpretation of EU law
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291–294
Conclusion to Part two
291–294
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295–588
PART III Content for the EU dimension in Education for Democratic Citizenship
295–588
295–320
Introduction: Criteria for determing content for the EU dimension
295–320
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321–380
CHAPTER 5 Objective, critical and pluralistic EU learning
321–380
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A EU primary law: objectivity
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1. A European constitutional space
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2. Foundational values, objectives and principles of the EU
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B Case teaching: critical thinking and pluralism
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381–464
CHAPTER 6 The EU dimension based on classic EU citizenship rights
381–464
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A The right to move and to reside freely
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B Other EU citizenship rights
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1. The right to equal treatment in European Parliament and municipal elections
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2. The right to equal diplomatic or consular protection
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3. The right to petition the European Parliament
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4. The right to apply to the European Ombudsman
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5. The right to communicate in a Treaty language
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6. The right to a European citizens’ initiative
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C The ambiguities of EU citizenship do not preclude the relevance of EU citizenship rights for EDC
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465–506
CHAPTER 7 The EU dimension based on democratic participation rights in Title II TEU
465–506
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A The right to participate in the democratic life of the Union
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B The right to vote for the European Parliament
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C The right to vote for the national parliament and its EU dimension
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D Rights and opportunities in participatory democracy
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507–586
CHAPTER 8 The EU dimension based on other EU rights and obligations
507–586
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A Relevance of EU rights and obligations for Education for Democratic Citizenship
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1. Additional content
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2. Significant content
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3. Inviting critical thinking
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4. Affecting the large majority of citizens
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B Stories for case teaching
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1. Free movement rights and fundamental rights
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2. Equality rights and obligations
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3. Social rights and obligations
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4. Privacy rights and obligations
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5. Consumer rights and obligations
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6. Environmental rights and obligations
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586–588
Conclusion to Part three
586–588
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589–688
PART IV Competence to provide for the EU dimension in Education for Democratic Citizenship
589–688
589–594
Introduction: Actors
589–594
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595–646
CHAPTER 9 Conferral of competence to the EU
595–646
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A The principles
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B Quality education
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1. Quality education at UN level
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2. Quality education at Council of Europe level
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3. Quality education at EU level
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C Developing the European dimension in education
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D Encouraging the participation of young people in democratic life in Europe
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647–686
CHAPTER 10 Subsidiarity, proportionality and Member State action
647–686
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A Subsidiarity and proportionality of EU action
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B Member State action
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686–688
Conclusion to Part four
686–688
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689–698
Summary and general conclusion
689–698
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699–708
Annexes
699–708
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1. The Charter on Education for Democratic Citizenship and Human Rights Education
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2. Relationship between democracy, human rights and the rule of law
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3. The Reference Framework of Competences for Democratic Culture
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4. EU Recommendation on key competences for lifelong learning
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5. Forms of citizenship education
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709–807
Bibliography
709–807
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1. EU
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2. UN human rights instruments
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3. Council of Europe
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4. EU/CoE
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5. Some comparative law sources
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6. Authors
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The European Union and Education for Democratic Citizenship , page 291 - 294
Conclusion to Part two
Autoren
Kris Grimonprez
DOI
doi.org/10.5771/9783748902034-291
ISBN print: 978-3-8487-6074-9
ISBN online: 978-3-7489-0203-4
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