Socios o clientes: educación para la participación ciudadana en el Tercer Sector

  1. Fran Garcia-Garcia 1
  2. Cruz Pérez-Pérez 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Aldizkaria:
Educatio siglo XXI: Revista de la Facultad de Educación

ISSN: 1989-466X,  1699-2105

Argitalpen urtea: 2019

Zenbakien izenburua: Educación para la participación ciudadana: estudios y propuestas.

Alea: 37

Zenbakia: 1

Orrialdeak: 41-54

Mota: Artikulua

DOI: 10.6018/EDUCATIO.363371 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Educatio siglo XXI: Revista de la Facultad de Educación

Laburpena

Citizen participation is a key to develop democratic societies which guarantee education for all. In this sense, the Third Sector for social and educational action is an essential scenario. However, there are operational problems arising from the application of external evaluations on service excellence and quality. These problems are analysed to define the current state of the Third Sector and its educational implications, offering solutions and guidance for practice. Distribution of responsibilities for welfare, influence of external evaluation on the Third Sector, lack of citizen ability to participate in it, and challenges and functions of education within this framework are addressed. The results of the analysis highlight protecting the original meaning of the Third Sector, decentralising the influence of external evaluations and taking advantage of recent pedagogical trends. In addition, the conclusion points to the need for an alliance between formal education and the Third Sector to train empathic and morally autonomous citizens

Erreferentzia bibliografikoak

  • Addicott, K. (2017). There may be trouble ahead: exploring the changing shape of non-profit entrepreneurship in third sector organizations. Public Money & Management, 37(2), 81-88, doi:10.1080/09540962.2016.1266142
  • Arendt, H. (1998). The Human Condition. Chicago, IL: University of Chicago Press.
  • Booth, T. & Ainscow, M. (2015). Guía para la Educación Inclusiva. Desarrollando el aprendizaje y la participación en los centros escolares. Madrid: OEI y FUHEM.
  • Carl, J. (1994). Parental Choice as National Policy in England and the United States. Comparative Education Review, 38(3), 294–322. doi:10.1086/447254
  • Cooke, G. & Muir, R. (Eds.) (2012). The relational state. How recognising the importance of human relationships could revolutionise the role of the state. London: Institute for Public Policy Research.
  • Cortina, A. & Conill, J. (2001). Educar en la ciudadanía. Valencia: Instituto Alfonso el Magnánimo.
  • Daviet, B. (2016). Revisiting the Principle of Education as a Public Good. Recuperado de http://unesdoc.unesco.org/images/0024/002453/245306E.pdf
  • Dewey, J. (2002). Human Nature and Conduct. North Chelmsford, MA: Courier Corporation.
  • EFQM. (2017). EFQM Model. Fundamental concepts. Recuperado de http://www.efqm.org/efqm-model/fundamental-concepts
  • Escámez, J. & Gil, R. (2002). La educación de la ciudadanía. Madrid: CCS-ICCE.
  • Esping-Andersen, G. (1999). Social Foundations of Postindustrial Economies. New York, NY: Oxford University Press.
  • Freire, P. (2012). Pedagogía del oprimido. Madrid: Siglo XXI.
  • Giddens, A. (1999). The Third Way: The Renewal of Social Democracy. Hoboken, NJ: Wiley.
  • Howard, M. (1981). War and the liberal conscience. Oxford: Oxford University Press.
  • Iglesias, M. & Carreras, I. (2013). La colaboración efectiva en las ONG. Alianzas estratégicas y redes. Barcelona: Instituto de Innovación Social ESADE y Fundación PwC.
  • ISO. (2017). How we develope standards. Recuperado de https://www.iso.org/developing-standards.html
  • McCuaig, L., Enright, E., Rossi, A., Macdonald, D., & Hansen, S. (2016). An Eroding Social Justice Agenda: The Case of Physical Education and Health Edu-Business in Schools. Research Quarterly for Exercise and Sport, 87(2), 151-164. doi:10.1080/02701367.2016.1163978
  • Melão, N. F., Guia, S. M., & Amorim, M. (2016). Quality Management and Excellence in the third sector: examining European Quality in Social Services (EQUASS) in non-profit social services. Total Quality Management & Business Excellence, 28(7/8), 840-857. doi:10.1080/14783363.2015.1132160
  • Myers, J. (2017). To austerity and beyond! Third sector innovation or creeping privatization of public sector services? Public Money & Management, 37(2), 97-104. doi:10.1080/09540962.2016.1266152
  • Nussbaum, M. C. (2009). Frontiers of Justice: Disability, Nationality, Species Membership. London: Harvard University Press.
  • ONU. (1948). Universal Declaration of Human Rights. Recuperado de http://www.un.org/en/universal-declaration-human-rights/
  • Pérez-Pérez, C. (2016). Educación en valores para la ciudadanía. Estrategias y técnicas de aprendizaje. Bilbao: Editorial Desclée de Brower, S.A.
  • Peters, M. A. (2016). From State responsibility for education and welfare to self-responsibilisation in the market. Discourse: Studies in the Cultural Politics of Education, 38(1), 138-145. doi:10.1080/01596306.2016.116385
  • Pettit, P. (1997). Republicanism: A Theory of Freedom and Government. New York, NY: Oxford University Press.
  • Polanska, D. V. & Chimiak, G. (2016). Organizing without organizations: on informal social activism in Poland. International Journal of Sociology and Social Policy, 36(9/10), 662-679. doi:10.1108/IJSSP-11-2015-0120
  • Puig, J. M., Batlle, R., Bosch, C., & Palos, J. (2006). Aprenentatge Servei. Educar per a la cuitadania. Barcelona: Ediciones Octaedro S.L.
  • Sen, A. (1999). Development as freedom. New York, NY: Anchor Books.
  • Säfström, C. A. (2018). Liveable life, educational theory and the imperative of constant change. European Educational Research Journal, 17(5), 621-630. doi:10.1177/1474904118784480
  • Systeme Innovación y Consultoría. (2015). El Tercer Sector de acción social. Impacto de la crisis. Madrid: Systeme Innovación y Consultoría.
  • UNESCO. (2015). Rethinking Education. Towards a global common good? Paris: United Nations Educational, Scientific and Cultural Organization.
  • UNESCO. (2016). Implementing the Right to Education. A Compendium of practical examples. Paris: United Nations Educational, Scientific and Cultural Organization.
  • Vera-Toscano, E., Rodrigues M., & Costa, P. (2017). Beyond educational attainment: The importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC. European Journal of Education, 52(2), 217-231. doi:10.1111/ejed.12211
  • Weber, M. (2000). Basic Concepts in Sociology. New York, NY: The Citadel Press.
Datuen iturria: Dialnet