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The study makes an analysis of the legal framework which Member States must take into account when designing their policies on citizenship education. The Charter on Education for Democratic Citizenship and Human Rights Education of the Council of Europe and the international right to education are read in conjunction with EU law. Suitable content for the EU dimension in mainstream education is explored. A method for objective, critical and pluralistic EU learning is proposed, based on the Treaties and on case teaching (stories for critical thinking). Member States are invited to take more action to ensure quality education. The EU has the legal competence to support the EU dimension in education. In the present state of EU law, quality education is no longer conceivable without an EU dimension incorporated in various key competences. At present the author works at the implementation of the ideas developed in the book as an Affiliated Senior Researcher at Leuven University (Case4EU-project in Belgium and other EU Member States). Das Werk bringt die Europarats-Charta zur politischen Bildung zusammen mit dem EU-Recht. Es steckt den rechtlichen Gestaltungsrahmen der Mitgliedstaaten im Hinblick demokratische Bildung und Erziehung ab. Auf der Basis konkreter Methoden werden Maßnahmen vorgeschlagen, mit denen die Mitgliedstaaten eine qualitativ höherwertige demokratische Bildung sicherstellen können. Dies ist ohne eine genuin europäische Dimension in verschiedenen Schlüsselkompetenzen nicht mehr denkbar.

Europapolitik --- Values --- Europäische Erziehung --- human rights education --- Europäische Bürgerrechte --- Education --- European Union --- schools --- citizenship education --- Demokratische Bildung --- citizenship competence --- rights --- Europarecht --- Democracy --- Erziehungspolitik --- citizens --- civic competence --- European citizenship

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The study makes an analysis of the legal framework which Member States must take into account when designing their policies on citizenship education. The Charter on Education for Democratic Citizenship and Human Rights Education of the Council of Europe and the international right to education are read in conjunction with EU law. Suitable content for the EU dimension in mainstream education is explored. A method for objective, critical and pluralistic EU learning is proposed, based on the Treaties and on case teaching (stories for critical thinking). Member States are invited to take more action to ensure quality education. The EU has the legal competence to support the EU dimension in education. In the present state of EU law, quality education is no longer conceivable without an EU dimension incorporated in various key competences. At present the author works at the implementation of the ideas developed in the book as an Affiliated Senior Researcher at Leuven University (Case4EU-project in Belgium and other EU Member States). Das Werk bringt die Europarats-Charta zur politischen Bildung zusammen mit dem EU-Recht. Es steckt den rechtlichen Gestaltungsrahmen der Mitgliedstaaten im Hinblick demokratische Bildung und Erziehung ab. Auf der Basis konkreter Methoden werden Maßnahmen vorgeschlagen, mit denen die Mitgliedstaaten eine qualitativ höherwertige demokratische Bildung sicherstellen können. Dies ist ohne eine genuin europäische Dimension in verschiedenen Schlüsselkompetenzen nicht mehr denkbar.

Europapolitik --- Values --- Europäische Erziehung --- human rights education --- Europäische Bürgerrechte --- Education --- European Union --- schools --- citizenship education --- Demokratische Bildung --- citizenship competence --- rights --- Europarecht --- Democracy --- Erziehungspolitik --- citizens --- civic competence --- European citizenship

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Civil rights --- EDUCATION FOR PEACE. --- HUMAN RIGHTS EDUCATION. --- Multicultural education --- Multicultural education. --- Paix --- Peace --- TEACHING MATERIALS. --- TOLERANCE. --- Toleration --- Tolérance --- Éducation interculturelle --- Éducation interculturelle. --- Study and teaching. --- Étude et enseignement.

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In the aftermath of the genocide, the Rwandan government has attempted to use the education system in order to sustain peace and shape a new generation of Rwandans. Their hope is to create a generation focused on a unified and patriotic future rather than the ethnically divisive past. Yet, the government’s efforts to manipulate global models around citizenship, human rights, and reconciliation to serve its national goals have had mixed results, with new tensions emerging across social groups. Becoming Rwandan argues that although the Rwandan government utilizes global discourses in national policy documents, the way in which teachers and students engage with these global models distorts the intention of the government, resulting in unintended consequences and undermining a sustainable peace.

Education and state --- Education --- Citizenship --- Transitional justice --- Peace-building --- Reconciliation --- Genocide --- Peace making --- Peacemaking --- Reconciliatory behavior --- Quarreling --- Building peace --- Peacebuilding --- Conflict management --- Peace --- Peacekeeping forces --- Justice --- Human rights --- Birthright citizenship --- Citizenship (International law) --- National citizenship --- Nationality (Citizenship) --- Political science --- Public law --- Allegiance --- Civics --- Domicile --- Political rights --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Social aspects --- History --- Law and legislation --- Government policy --- Rwanda --- Atrocities. --- Rwanda, Rwandan, genocide, political violence, human rights, education, post-genocide, government, Rwandan government, peace, unification, patriotism, citizenship, reconciliation, teachers, students, global models, school, peacebuilding, state-building, limitations of education, intergroup conflict, Rwandan genocide.