Percorrer por autor "Cazgir, Kardelen"
A mostrar 1 - 4 de 4
Resultados por página
Opções de ordenação
- Progress report 1. Deliverable 1.2Publication . Lantela, Pilvikki; Meriläinen, Susan; Mulberry, Philippa; Woods, Philip; Cazgir, Kardelen; Neves, ClaudiaMost education for democracy omits a fundamental dimension of learning – that is, the aesthetic and embodied nature of learning. The ambition of the AECED project is to remedy this omission by enhancing and enriching education for democracy through a focus on aesthetic and embodied learning. The project will create an innovative Pedagogical Framework and associated Guides for education professionals and stakeholders , through which they can apply aesthetic and embodied learning for democracy in their educational, organisational and cultural context. The Framework and Guides have been tested in 19 case studies in 6 different European countries: Croatia, Finland, Germany, Latvia, Portugal, and the UK. The project’s societal impact will be achieved through new pedagogical approaches to education for democracy that engage learners’ and educators’ hearts as well as minds, increase capacity to engage actively in democratic citizenship that connects and evolves locally, and strengthens the ways in which practising democracy challenges social injustices and engages with conflict and antagonisms. The project will introduce new innovative pedagogies and engage educators’ creativity in developing aesthetic and embodied learning for democracy, through the use of the project’s Pedagogical Framework and Guides by ‘early adopter’ education stakeholders in all phases of education (primary, secondary, higher education and adult/professional) and ensuring research results and pedagogical resources are available after the project’s funded period. During the second project year, all six partners completed their case studies (testing the prototype Framework and Guides through Participatory Action Research) and compiled national reports to be followed by a transnational cross-case analysis. These findings will feed into planning and formulating the launch-ready Pedagogical Framework and associated Guides, to be finalised by the end of November 2026. To crystallise the conceptual foundation for aesthetic and embodied learning for democracy, and to make a scientific impact, the project’s Concepts group has produced, and is producing, AECED position papers explaining the core concepts related to aesthetic and embodied learning for democracy. By the end of the second year, the AECED project has submitted 16 deliverables and reached four milestones, according to the plan. All deliverables submitted in year two are further elaborated in each WP subsection.
- Prototype framework, including its rationale, development and features – in English language and partner country language versions. Deliverable 3.1Publication . Neves, Claudia; Abelha, Marta; Almeida, Ana Patrícia; Abrantes, Pedro; Jääskeläinen, Pauliina; Culshaw, Suzanne; Cazgir, Kardelen; Oganisjana, Karine; Ozols, Roland; Pažur, Monika; Petzold, Julia; Smith, Karen; Spahn, Lea; Weber, Susanne ; Woods, Philip
- Prototype guides – in English language and partner country language versions. Deliverable D3.2Publication . Neves, Claudia; Abelha, Marta; Almeida, Ana Patrícia; Abrantes, Pedro; Jääskeläinen, Pauliina; Culshaw, Suzanne; Cazgir, Kardelen; Oganisjana, Karine; Ozols, Roland; Pažur, Monika; Petzold, Julia; Spahn, Lea; Weber, Susanne ; Aladrović, Katarina; Smith, Karen; Woods, Philip
- Report case(s) Design. Report, by each partner, of their case(s) design (including ethics permission) and how it contributes to the total projectPublication . Pažur, Monika; Jääskeläinen, Pauliina; Petzold, Julia; Cazgir, Kardelen; Spahn, Lea; Weber, Susanne; Kozlovskis, Konstantins; Oganisjana, Karine; Lace, Natalja; Ozols, Rolands; Neves, Claudia; Almeida, Ana Patrícia; Abelha, Marta; Oliveira, Juliana Gazzinelli de; Abrantes, Pedro; Woods, Philip; Mpamhanga, Karen; Culshaw, Suzanne; Reeves, HannaThe purpose of this deliverable is for all partners to share their case designs, ethics permissions, and explain their contributions to the overall project goal. The project aims to create an innovative, evidence-based aesthetic and embodied pedagogical Framework that impacts the practice of education for democracy and the associated Guides to pedagogical practice that support responsive, participatory pedagogies.1 For that, the six AECED partner countries use a Participatory Action Research (PAR) design through which they co-create, trial, and analyse a prototype pedagogical Framework and four associated Guides for elementary school, secondary school, higher education, and adult/professional education. In this deliverable, we present the case design for all 19 cases, covering a wide array of institutional trialing settings to ensure a differentiated and diverse set of data for reflecting on, analysing, evaluating, and re- designing the pedagogical Framework and the practice Guides. In alignment with the research aim and overarching research questions of the project, we have formulated specific research questions for all national partners, as outlined in the methodological Framework. These questions serve as guiding principles for the cross-case analysis, ensuring that each partner's research aligns with the overall objectives and contributes to a comprehensive understanding of the project's focal areas. In the following, we will give a short overview of the case design phase that also encompasses the approval of each country's ethics commission. Both aspects will then be portrayed in the appendix.