Reference : Beyond the stereotypes of generations X, Y and Z: higher education for democratic inn...
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Social & behavioral sciences, psychology : Education & instruction
Beyond the stereotypes of generations X, Y and Z: higher education for democratic innovation and enhancing citizens’ engagement
Deca, Ligia mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Identités, Politiques, Sociétés, Espaces (IPSE) >]
Higher education for democratic innovation
Bergan, Sjur mailto
Gallagher, Tony mailto
Harkavy, Ira mailto
Council of Europe
Council of Europe Higher Education Series no. 21
[en] higher education ; internationalisation ; democracy
[en] Democracy, as well as human rights and the rule of law, constitute core European values. However, they are continuously challenged by socio-political and economic realities all around the world, with Europe no exception. How can democracy be preserved when it results in elected governments limiting democratic rights and liberties for the sake of security or financial stability? How can human rights be preserved when societies are faced with terrorist threats or when national economies are tested by immigration pressures? Is rule of law guaranteed when those elected to uphold democratic principles – members of parliament and city councils – are either prisoners of interest groups or, as in the case of certain countries, try to use their status to escape legal investigation on charges of corruption? These are the dilemmas that citizens belonging to several generations are facing. Higher education is increasingly expected to prepare future graduates for solving them. Starting from the assumption that higher education institutions should now involve a much wider range of learners than before through lifelong learning programmes, the differences between how different generations learn become very important to calibrate educational experiences and facilitate inter-generational dialogue. This contribution illustrates some of these differences and discusses some ways in which they could be taken into account in designing higher education for democratic societies.
Researchers ; Professionals ; Students ; General public

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