Tallinn Declaration

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On July 4, 2001 the International Institute for Policy, Practice and Research in the Education of Adults
issued the Tallinn Declaration as part of a three point agenda for the next three years. The first point, the
declaration, was to set and explain the frame-work of our actions and to link up with others working in the
area of civic education and the politics of inclusion in relation to the process of global transformation. The
Institute since its initial organization in 1986 has focused first on ethnicity, ethnic conflict and ethnic conflict
resolution, and then on the policy for the education of adults. At this time we see the focus on civic education
as the critical task and asks its members, friends and their colleagues in other networks to sign and publicize
the declaration.
The second point, the school-to-school international linkages (Sites for Democracy-Sites for
Citizenship), was to show in practice what we are talking about in theory. The initial step is to link civic
literacy education in specific classes or programs in middle schools, high schools, adult education and
university education to classes in Detroit (Southeast Michigan). At the next Institute meeting and seminar in
Dubrovnik at the Inter University Centre May 2-10, 2002 we hope to have established 60 such linkages
(see list attached after the Tallinn Declaration below). At those meetings we will diversify the linkages so that
the linkage to Detroit was a pilot setting up one way how to do it but opening the way for many other linkage
points. The project starts by have a Youth Urban Agenda project see www.urbanagenda.wayne.edu in a
specific class or site and comparing outcomes, issues and environments within which the agenda has to be
implemented between the students and teachers in the given classes. Once this is done student and teacher
exchanges are developed. We have developed such linkages with Novosibirsk, South Africa, Honduras,
Croatia, Slovenia, and Belgium at the middle, high school, adult education and university levels with actual
exchanges having occurred with Novosibirsk, South Africa, Honduras, Croatia, Slovenia and Belgium.
The third point was to establish a research and study group on the theme of the Declaration and to have
presentations and discussions of the key issues and policy options at the May 2002 meetings in Dubrovnik.
We had developed this method of approach in our work on Ethnicity including our participation in the United
Nations Research Institute for Social Development and the UNESCO CONFINTEA V process.




  Global Transformation, Civic Education and
            the Politics of Inclusion
                                                               International Institute for Policy, Practice
                                                                and Research in the Education of Adults
                                                                                      Tallinn: July 4, 2001



People all around the globe are seeking to respond to the massive changes that the world
is undergoing in nearly all aspects of life. These profound changes are usually referred to
as "globalization". This transformation, which is more than a set of important changes,
poses significant historical challenges to the policy-making and implementation
processes. The accompanying dangers of social and physical violence coupled with the
growing division between "winners" and "losers" demand urgent innovative
approaches in the social and political realms. "The challenges…cannot be met by
governments, organizations or institutions alone; the energy, imagination and genius if
people, and their full, free and vigorous participation in every aspects of life are also
needed." (UNESCO--CONFINTEA V, Hamburg 1997).
The key resource for addressing the challenges represented by this great transformation is
the civic learning and education of individuals and their collectivities. Three policy and
practice-related questions need to be addressed:
     What have we learned from the past two generations of adult learning in
            relation to policy making, implementation, relevant strategies and structures ?
       What are the basic issues and themes which confront people today ?
       How can adult education and learning address theses issues and themes ?
Over the past two generations, tens of thousands of adult educators and millions of adult
learners in various parts of the world have accumulated an immense store of life-world
knowledge and experience. This knowledge and experience is critical in developing
interrelationships between the local and the global, and in the formation of new alliances,
structures and practices that move towards a politics and learning of inclusion. Such an
approach provides the basis for confronting and refuting the alleged "inevitable" direction
of this transformation.
Civic education and lifelong learning is essential for coping with the uneven and
contradictory process of global change. Crucial to these processes is the inclusion of
people's knowledge and experience in the policy making and practice of a globalizing
society. The struggles for learning environments, open to democratic agenda building,
is a necessary condition for translating people's needs into appropriate demands, and
resulting in meaningful responses. This can only occur through the promotion of civic
education and inter cultural learning initiatives and the creative development of new
forms and practices of democratic citizenship.
We, the signatories and members of the International Institute present at the Tallinn
meeting, will continue to develop and research interconnected civic education and
learning activities that critically engage the globalizing processes. We invite those who
share the concern outlined in the Declaration to join us in contributing towards the
necessary creation of more democratic and inclusive societies.
BOCKSTAEL, Eric           Emeritus University of Louvain (Belgium) and Wayne State University (USA)
BHOLA, H.S.               Indiana University (USA)
CUSHINGBERRY Jr., George C. Commissioner of Wayne County (USA)
FEINSTEIN, Otto          Wayne State University (USA)
FORRESTER, Keith University of Leeds (UK)
GUNDARA, Jagdish University of London (UK)
HAMILTON, Sheri           Civic Literacy Institute (South Africa)
KATUS, Jozsef             Leiden University (Netherlands)
KRAMER, Dan               Wayne State University (USA)
LeBOUTTE, Pierre Dr. Parthage (Belgium)
MARJA, Talvi               Emeritus Tallinn Pedagogical University (Estonia) President of AEAE Andras
MARTINEZ, Rodolfo Wayne State University (USA)
McLEOD, Keith             University of Toronto (Canada)
MOHORIC SPOLAR, Vida A. Slovenian Institute for Adult Education (Slovenia)
NTIRI, Daphne              Wayne State University (USA)
PARTINGTON, Lynne Wayne State University (USA)
PIERET, Lucien             Principal Emeritus St. Mary's Secondary School (Belgium)
QUENUM, Jean Claude Dr. Wayne State University (USA)
SANTIVANEZ-LIMAS, Vicente Universidad de San Martin de Porres - Lima (Peru)
STAVENHAGEN, Rodolfo Colegio de Mexico (Mexico)
TOTH, Janos Sz.    managing president Hungarian Folk High School Society, V. P. European Association
                                      for Education of Adults (EAEA).
USTINOVA, Mara Dr.                   Institute of Ethnology + Anthropology, Russian Academy of Sciences
VOLKOVA, Olga                        Institute of Archeology + Ethnography, Siberian Branch Russian Academy of Sciences
ZAGAR, Mitja                         Institute for Ethnic Studies and University of Ljubljana (Slovenia)
                                        (24)
Sites for Democracy/Sites for Citizenship
International School-to-School Contacts
Afghanistan
   Wardak School (Wardak Province) - Meads Middle School , Northville (Kris Nedam)
Argentina
   St. Gregory's College Middle School (Buenos Aires) - Earhart Middle School (D. Flaherty)
Belgium
   Institut Sainte-Marie de Chatelineau (Brussels) - Friends School, Detroit (Julie Poll)
Brazil
   Ogamita School (Rio de Janeiro) - Dunn Middle School, River Rouge (Larry Bohner)
Canada
   University of Toronto - Wayne State University
   University of Windsor - Wayne State University
Chile
   Raimapu School (Santiago) -North Farmington High School (Elias Khalil)
Croatia
   Inter-University Centre (Dubrvnik) - Wayne State University
   University of Dubrovnik - Wayne State University
Honduras
   Maximilian Kolbe Institute (Flores-Comayagua) - Academy of the Americas (Naomis Khalil)
Russia
    School N130 (Novosibirsk) - Page Middle School Madison Heights (Dan Kramer)
Slovenia
   Institute of Ethnic Studies (Ljubljana) - Wayne State University
   University of Ljubljana - Wayne State University
South Africa
   Nathanial Nyalisa High School (Grahamston) - Mumford High School (Delores Darnell)
   Bethelsdrop High School (Port Elizabeth) - McKenzie High School (Deborah Woods)
   Zitheleni High School (Johannesburg) - River Rouge High School (David and Lylette Woods)
   Kliptown High school (Johannesburg) - Southwestern High School (Omari Kikuyu)
   University of Natal - Wayne State University
   Rhodes University (Grahamston) - Wayne State University
   Wittwatersrand University (Johannesburg) - Wayne State University
Projects Being Developed for 2001
Argentina - two high schools
Belgium - University of Leuven, University of Louvain, two high schools
Bolivia - one high school
Bosnia - High School for Nurses and Medical Technicians, Technical High School,
England - University of Bradford, University of Leeds, University of London, two high schools
Estonia - Tallinn Pedagogic University, Tartu University, two high schools, one middle school
Ghana - two high schools
Honduras - 3 junior high schools, 1 high school
Hungary - Hungarian Folk High School Association, two high schools, one folk high school
Macedonia - University of Macedonia, Mosa Pijade High School
Netherlands - University of Leiden, European Society for Voluntary Associations, two high schools
Portugal - University of Lisbon, Youth Program (street children)
Russia - Russian Academy of Sciences, Institute for Ethnography and Anthropology, Russian Academy of
          Sciences (Siberia), Institute of Archeology and Ethnography, two high schools in Novosibrisk
Serbia - Novi Sad Trade and Business High School
South Africa - University of Capetown, two high schools
Contacts being developed in:
Armenia                  Australia              Bulgaria                China                    France
Germany                  Greece                 Ireland                 Italy                    Japan
Jordan                   Lebanon                Mexico                  Peru                     Poland
Romania                  Scotland               Spain                   Turkey

				
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