Educational responsibility for a critical citizen commitment

In neoconservative periods, education is no longer considered a determinant factor in the quality of life. Then, which should be the first task of education? The answer lies in the configuration of spaces for encounters, recognition, and communication. The responsibility of the educator is to facili...

Full description

Saved in:
Bibliographic Details
Published in:Education policy analysis archives 2018-08, Vol.26
Main Authors: María Lozano Estivalis, Joan Andrés Traver Martí, Tomás Segarra Arnau
Format: Article
Language:English
Subjects:
Ciudadanía crítica
Competencias educativas
Educación sostenible
Responsabilidad Social Universitaria
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In neoconservative periods, education is no longer considered a determinant factor in the quality of life. Then, which should be the first task of education? The answer lies in the configuration of spaces for encounters, recognition, and communication. The responsibility of the educator is to facilitate its construction in the public square, starting from “what we know, we know among all”. Faced with the discourse of educational competences this challenge presents a chance to critically review its interests based on the separation between the public and private spheres, the relationship between education and work, and the definition of citizenship.
ISSN:1068-2341
DOI:10.14507/epaa.26.3688