Work Package 2: Qualitative research in formal educational settings

[Months: 4-30]

Lead: CRRC
Partner Institutions: ASTON UDU, PILAR, MSGSU, UPF, UKBA, SPPU, HAW HAMBUR

This work package focuses on formal educational settings to explore how policies and practices for the provision of cultural literacy are institutionalised. Education is one of the main institutional settings within which young people acquire resources and develop their cultural literacy skills. The overarching objective of the WP is to carry out a qualitative exploration of this process within formal educational settings, in order to examine the inter-dependencies between cultural literacy, formal education, pedagogical approaches, and learning experiences. The research design of this WP was informed by the outcomes of WP1 on existing policies, national programmes and major initiatives regarding European culture and the enhancement of cultural literacy. Where no dedicated policies are in place (e.g. in Georgia), the fieldwork will focus on attitudes to the desirability and practicality of such policies and explore how teachers approach issues relevant to cultural literacy in the absence of formal guidance. In all other cases, education practices are being analysed using a two-step approach: First, consortium members examine how formal policies are operationalised in key pedagogical tools that shape teaching practice; such as national curricula, and textbooks recommended by education authorities and/or used in the selected schools (see below). This involves a thematic content analysis of curricula, and textual analysis of textbooks, which, among other things, explores the meanings and constructions of European identity and the approaches to cultural literacy that underpin them. Second, classroom-based teaching practices are being explored  to examine the inter-dependencies between different institutional contexts, national guidance, pedagogical tools, teaching practices and content, and learning experiences. In each country, fieldwork is being carried out in 3 schools, selected to reflect socio-demographic (ethnic/cultural) and geographic (e.g. big metropolitan centres, smaller provincial towns, rural localities) variations.

Deliverables: