07. Social Justice and Intercultural Education
Paper
Teaching Democracy in Greek Schools: Prerequisites and Research Outcomes
Anastasia Kesidou
Aristotle University of Thessaloniki, Greece
Presenting Author: Kesidou, Anastasia
Current imperatives for education systems include key objectives, such as developing young people into citizens who will be equipped to live successfully in open, democratic and pluralistic societies. This issue is of crucial importance, taking into account the strengthening of nationalism, intolerance and racism in recent years and the challenges posed by the arrival of large numbers of immigrants and refugees in Greece and in Europe.
The inclusion of immigrant and refugee children into schooling is a matter of crucial importance for European societies. Equal access to school is an unalienable human right of all children, as it is enshrined in the Declaration of Human Rights, the Convention on the Rights of the Child and in other international legal documents. Through education, knowledge is developed and skills, values and attitudes are cultivated, this way ensuring the unimpeded personality development of all children. At the same time, it is the safest way to their inclusion into societies. In the context of an intercultural approach to education, the aim cannot be the linguistic and cultural assimilation of children or their marginalization and the creation of parallel societies within the dominant society. Equal access to school is a legitimate act of respect for the fundamental human right to education, but at the same time it is also a choice with positive results for both children and the wider society.
At the same time, it is of major importance to provide children with quality education, which on one hand, will fully exploit their potential and on the other, will create a culture of democracy, respect, solidarity and justice in school and society. Fully realizing potential means that children will have equal opportunities for advancement in school and society, while a culture of democracy, which will include all children, native, minority, migrant or refugee, should involve a holistic approach; first and foremost, this is understood at the level of an educational policy inspired by a commitment to democratic principles. At the same time, it is important to teach democratic principles through the curriculum and extra-curricular activities, using participatory methods that empower students to think critically and independently and to be able to resolve conflicts. At the same time, democracy can be taught effectively within a democratic school community, so that students can become catalysts for change in their social environment (Council of Europe, 2016).
Intercultural Education has been an issue of importance in Greek education since the 1990s, when Greece became a receiving country for immigrants. After the emergence of the economic crisis in 2009, as well as the dynamic appearance of a far-right extremist group in the political scene, it became evident that the very idea of intercultural education had to be reconsidered and linked to education for democracy in order to help fight xenophobia, racism, chauvinism and euro-skepticism (Kesidou, 2019). This paper seeks to explore the prerequisites and challenges of effective democratic education in Greek schools, taking into account contemporary research data. The data is based on research, which has been conducted by the author in recent years, mainly within a European setting, seeking evidence on the effectiveness of democratic education in Greek secondary schools. The focus is both on educational policy and practice, in terms of the curriculum, teaching methodology, school culture, teachers and students. The research involved the collection of data on the formal education policy, as well as the performance of an in-depth case study in Greece; it revealed a considerable gap between policy and practice as well as that teaching democracy is challenged by inherent weaknesses of Greek education and schooling (Kesidou, 2017, Kesidou, 2021).
Methodology, Methods, Research Instruments or Sources UsedIn recent years, there has been an increasing research interest, at national and European level, on issues concerning education for democracy and in particular on teaching democracy in schools. The field is also of growing interest at a broader international level. A published research by Sant (2019) on Democratic Education: a Theoretical Review (2006-2017) focuses on 377 scientific papers published during the aforementioned period in international journals, only in English, on the topic of "Democratic Education", highlighting the different versions and discourses, their different philosophical foundations and their views on education, but also the relevant criticisms they have made and received. At the same time, it is important to note the extensive research activity that has taken place at the level of international organizations and bodies which, in the context of 'soft governance', act as 'think tanks', providing information and guidance to member states through comparative studies and evaluation reports that influence national policy formulation.
The research was part of a wider research project, which was initiated by the European Parliament’s Committee on Culture and Education. It was conducted by collecting data on the formal education policy of all European Union member states and by performing in-depth case studies in 12 of the member states, one of which was Greece (Veugelers, W., de Groot I. & Stolk V.J., 2017). In particular, a written questionnaire was implemented addressing the research questions concerning education policy on democratic education, content of democratic education, attention to school culture, etc. The in-depth study was conducted on the basis of interviews of teachers who are involved in education for democracy and extended the focus of the research to the curriculum practiced at the school level. The paper also considers a follow up-study conducted a few years later, which highlighted citizenship education policies and practices in 10 European Union member states (Veugelers, W., Zygierewicz, A., 2021).
Conclusions, Expected Outcomes or FindingsIn the following, some of the basic conclusions are highlighted, which, to a wide extent, also correspond to further relevant research conducted at the national level (Sira, 2020, Strouni & Kesidou, 2023). The secondary school curriculum seems to include the basic goals and aims regarding democracy but often they do not go beyond the level of mere rhetoric. Teaching democracy is challenged by inherent weaknesses of Greek education and schooling. Aims and contents of democracy often remain inactive due to the traditional teaching and learning methodologies implemented in practice. In this way, the presence of democracy in the curriculum does not guarantee its implementation but it depends largely on the initiative and inspiration of specific schools and teachers. A democratic school culture seems difficult to realize due to the lack of adequate participation and cooperation of teachers, students and parents. Schools could be closer linked to the communities and the real needs of local societies. Teaching democracy can be improved, if the relevant teaching goals are explicitly clarified and asked for by policy makers, if it constitutes an everyday aim for the school community as a whole, if relevant achievements are assessed by the school unit- the latter is important to receive adequate outside support. Teachers should have the possibility to teach students how to be active citizens with an ability to value diversity. It should also be highlighted that democratic education seems to have been reduced in more recent years within the Greek secondary curriculum, while there is also the positive aspect of a growing interest on the part of teachers to be more actively involved in relevant initiatives.
ReferencesCouncil of Europe (2016). Competences for democratic culture – Living together as equals in culturally diverse democratic societies. Strasbourg: Council of Europe https://rm.coe.int/16806ccc07
Ikonomidis, Β.D. & Eleftherakis, Th.G. (2011). Εκπαίδευση, δημοκρατία και ανθρώπινα
δικαιώματα [Education, democracy and human rights]. Athens: Διάδραση.
Katsarou, E. (2020). H δημοκρατία στο σχολείο. Προοπτικές από την αξιοποίηση διαδικασιών έρευνας δράσης και κριτικού γραμματισμού [Democracy at school. Prospects from the use of action research and critical literacy processes]. Athens: Πεδίο
Kesidou, A. (2017). Citizenship and tolerance in the cradle of democracy. In W. Veugelers, I. de Groot & V. Stolk (Eds.), Research for CULT Committee- Teaching Common Values in Europe. Study (pp. 107-114). European Union: Directorate-General for Internal Policies. Policy Department for Structural and Cohesion Policies. Culture and Education.
Kesidou, A. (2019). Preparing educators and researchers for Multicultural/Intercultural Education. In W. Veugelers (Ed.), Education for Democratic Intercultural Citizenship (pp. 148-165). Leiden: Brill/Sense.
Kesidou, A. (2021). Greece. In W. Veugelers, W., A. Zygierewicz (Eds), Implementation of Citizenship Education Action in the EU. European Implementation Assessment (pp. 77-80). Brussels: EPRS | European Parliamentary Research Service.
Sant, E. (2019). Democratic Education: A theoretical review (2006–2017). Review of Educational Research, 89(5), 655-696.
Sira, E. (2020). H ιδιότητα του πολίτη στο ελληνικό γενικό λύκειο: δυνατότητες και όρια ανάπτυξής της σε πλαίσιο εκπαιδευτικών παρεμβάσεων [Citizenship in Greek general Lyceum: possibilities and restraints in a framework of educational interventions]. Phd thesis. Florina: University of Western Macedonia.
Strouni, C., A. Kesidou (2023). Citizenship education in the newly published Greek secondary curricula: A move to individualized citizenship? In N. Palaiologou & E. Samsari (Eds.), Intercultural education on the move: Facing old and new challenges (pp. 271-275).
International Association for Intercultural Education (IAIE).
Tridimas, M.F. (2020). Citizenship education curriculum in Greece beyond ethnocentric or eurocentric approach. Australian and New Zealand Journal of European Studies, 12 (1), 4-24.
Veugelers, W., I. de Groot & V. Stolk (Eds) (2017). Research for CULT Committee- Teaching Common Values in Europe: Study. European Union: Directorate-General for Internal Policies. Policy Department for Structural and Cohesion Policies. Culture and Education.
https://op.europa.eu/en/publication-detail/-/publication/6f527dc2-3c40-11e7-a08e-01aa75ed71a1/language-en
Veugelers, W., A. Zygierewicz (Eds) (2021). Implementation of Citizenship Education Action in the EU. European Implementation Assessment. Brussels: EPRS | European Parliamentary Research Service.
https://www.europarl.europa.eu/thinktank/en/document/EPRS_STU(2021)694207
07. Social Justice and Intercultural Education
Paper
Adolescents with Migrant Background. A Systematic Review and a Metasummary of Qualitative Studies.
Paola Dusi1, Giuseppe Grimaldi2, Maria Mori1, Luca Ghirotto3
1Università degli studi di Verona, Italy; 2Università degli Studi di Trieste, italy; 3AZIENDA USL – IRCCS DI REGGIO EMILIA, Italy
Presenting Author: Dusi, Paola
To be an adolescent with migrant background it is not an easy task. During this phase of life, self-image and self-concept have to be reworked, so one is more fragile and more exposed to one's own evaluation and that, particularly relevant, of peers. Besides, as children of immigrants, they have to cope with many cultural systems of reference, and their identities’ multiple faces to build a coherent sense of identity (Syed, 2010). They face the fundamental key task of exploring and defining their cultural and ethnic identity. Succeeding in this task is considered to be an important resource for accomplishing the generic developmental tasks faced by all young people. This identity challenge (i.e.,) has been studied by many researchers (i.e. Baumert et al., 2024; Benet-Martinez et al., 2002; Behtoui, 2021; Lilgendahl et al., 2018; Portes et al., 2011). Most published research has used a quantitative approach, which leaves very little room for adolescents' lived experiences. In this scenario, qualitative research (QR) for its characteristics, allows us to have access and includes the pre/adolescents’ voices and perspectives (ages 10/11–19/20). Conducting a meta-summary on QR on this topic allows us both to access these subjects’ perspectives and to understand the development in the field (which kind of and how much research has been conducted). The thematic summaries of data resulting from the systematic review can give us insight into little-explored topics and provide suggestions on possible new work paths. To the best of our knowledge a systematic review in this field, with this goal, has not yet been done.
This research by underlining the pre/adolescent point of view, can contribute to enhance the knowledge on this topic.
Methodology, Methods, Research Instruments or Sources UsedSystematic review refers to a family of research approaches that use second-level analysis to answer a specific question. The data used are the results collected from the primary research. Ann Oakley defines a systematic review as a process characterised by transparency and replicability, the result of which is - potentially - also updateable (2000). They differ from other types of research syntheses in the way they formulate a research question, the overall approach to research, the critical appraisal strategy, and the transparency of the inclusion and exclusion criteria of primary studies for review (Davies, 2004). Such a process makes it possible to synthesize the results of many different research in a given field, thus leading to a gain in knowledge that is not only theoretical but also practical (since it provides insights into what works). To sum up, reviews of qualitative studies allow for a deeper understanding of concepts and findings beyond the single qualitative studies. They aim to achieve abstraction and transferability at a higher level beyond the included original studies.
To answer this study's aim, we performed a systematic review and a meta-summary following the 4-step procedure outlined by Sandelowski and Barroso (2006).
This method entails a: i) comprehensive search, ii) appraising reports of qualitative studies, iii) classification of studies, and iv) synthesis of the findings.
Conclusions, Expected Outcomes or FindingsWe searched for qualitative articles published from 2011 to 2020 to retrieve the more recent studies. The following electronic databases were searched: ERIC, PsycINFO (Ebsco), PsycARTICLES (Ebsco), BEI (Ebsco), and Scopus and Web of Science, with no language limitations.
The amount of the abstract downloaded was 1804. Following the merge of the duplicates we analyzed 1452 of them. The screening of the abstracts, based on the inclusion and exclusion criteria defined at the beginning of the research process, led to the elimination of 90.3% of the abstracts found on the databases . We selected 142 abstracts for further analysis of the entire article in order to check whether they met the inclusion and exclusion criteria. We created a drive folder for an intersubjective comparison of the articles to be included and excluded. At the end of the analysis, we included 38 articles that met all the inclusion criteria. To analyze the adolescents’ voices quoted in the selected 38 articles retrived by our search, we used NVivo, a Computer Assisted Qualitative Data Analysis Software (CAQDAS). Through Nvivo we got 871 nodes, and we classified 69 labels. Then, we conducted a further grouping, organizing the 69 labels into 9 main themes. This research, by emphasizing the viewpoint of preadolescents, can help increase knowledge of this topic to inform future research and to explore topics not addressed by traditional research.
ReferencesBaumert, J., Becker, M., Jansen, M. & Köller, O. (2024). Cultural Identity and the Academic, Social, and Psychological of Adolescents with Immigration Background. Journal of Youth and Adolescence, 53, 294-315.
Behtoui, A. (2021). Construction of self-identities: children of immigrants in Sweden. Identities, 28:3, 341-360.
Benet-Martinez, V., Leu, J., Lee, F., & Morris, M. (2002). Negotiating biculturalism: Cultural frame switching in biculturals with oppositional versus compatible cultural identities. Journal of Cross-Cultural Psychology, 33, 492-516.
Davies, P. (2004) Systematic reviews and the Campbell collaboration. In G. Thomas & R. Pring (Eds.) Evidence-based practice in education (pp. 21–33). Maidenhead: Open University Press.
Erikson, E. (1968). Identity: Youth and crisis. New York: W. W. Norton & Company.
Ho, M., & Bauder, H. (2010). We are chameleons. Identity capital in a multicultural workplace. Brussels: CERIS, Working Paper 77.
Lilgendahl, J.P., Benet-Martinez V., Bishop, M., Gilson, K., Festa, L., Levenson, C. & Rosenblum, R. (2018). “So now, I Wonder, What Am I?”: A Narrative Approach to Bicultural Identity Integration. Journal of Cross Cultural Psychology, 49(10), 1596-1624.
Long H.A., French D.P., &. Brooks J.M. (2020). Optimising the value of the critical appraisal skills programme (CASP) tool for quality appraisal in qualitative evidence synthesis. Research Methods in Medicine & Health Sciences, 1(1), 31-42. doi:10.1177/2632084320947559
Moher D. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. Annals of Internal Medicine, 151(4), 264.
Oakley, A. (2000). Experiments in knowing: gender and method in the social sciences. Cambridge: Polity Press.
Phinney, J. S. (1992). The multigroup ethnic identity measure: A new scale for use with adolescents and young adults from diverse group. Journal of Adolescence Research (2), 156-176.
Portes, A., Vickstrom, E., & Aparicio, R. (2011). Coming of age in Spain: The self-identification, beliefs and self-esteem of the second generation. The British Journal of Sociology, 62(3), 387–417.
Sandelowski M, Barroso J. (2006). Handbook for synthesizing qualitative research. New York: Springer.
Syed, M. (2010). Developing an integrated self: Academic and ethnic identities among ethnically-diverse college students. Developmental Psychology, 46, 1590-1604.
Tong A., Flemming K., McInnes E., Oliver S., Craig J. (2012). Enhancing transparency in reporting the synthesis of qualitative research: ENTREQ. BMC Medical Research Methodology, 12(181).
Vertovec, S. (2006). New complexities of cohesion in Britain: Superdiversity, transnationalism, and civil integration. London: Commission on Integration and Cohesion.
07. Social Justice and Intercultural Education
Paper
A Look at Dance in Upper-secondary Schools: Democratization and Awareness
Joana Mesquita1,2, Eunice Macedo1,2, Helena Costa Araújo1,2
1University of Porto, Portugal; 2Centre for Research and Intervention in Education of the Faculty of Psychology and Educational Sciences
Presenting Author: Macedo, Eunice
This paper explores what dance experiences young people can have in upper-secondary school and what happens within. The main concern is the apparent prevalence of inequalities in access to dance in education for young Portuguese.
Dance can introduce strong body awareness, allow people to enjoy a 'totalizing' self-experience (Karkou & Oliver, 2017), linking the capacity for expression, movement, balance, and knowledge of the body with relationships with the social environment (Costa et al., 2004). Enabling dance in education can immeasurably expand students' abilities to master more complex tasks and support social and emotional learning across the curriculum, stimulating self-fulfillment, the sensitive construction of relationships, promoting responsibility and leadership, inspiring to understand and address the most critical challenges of their times as citizens of the world (Brown, 2017).
The European Action Strategy recognizes the transformative potential of cultural practices - such as dance - to strengthen democracy (Council of EU, 2022). Articulate art and education may stimulate cognitive development and make the learning processes more relevant to modern societies (UNESCO, 2006).
Nevertheless, a European political agenda governed by numbers and vehemently market-oriented (Council of EU, 2019; Macedo, 2018) still prevails, focused on providing young people with the skills to successfully enter the world of work. Although this is also important, it may lead schools to become instrumental to the market (Nada et al., 2022). Education can and must go further.
In Portugal, the “Profile of Pupils Leaving Compulsory Schooling”(2017) considers these concerns and European guidelines, establishing a set of principles, areas of competence, and values that should be included in education, while simultaneously recognizing the importance of a more humanist education, based on social justice. The “Curricular Matrices of Upper-secondary Education” in Portugal(2018) show that the human, expressive, and artistic dimensions are growingly neglected as we progress through the education system. The "Guiding Principles of Curricular Revision"(2001) blur the core of secondary education, turning it into a "passageway" between elementary and higher education, devaluing its central role.
The curricular pillars of the Portuguese education system aim to respond to the National and European Qualifications Framework as recommendations that have reaffirmed competitive, economic, and mercantilist principles, leaving small room for exercising citizenship of body, brain, and soul. Appears necessary to unleash new strategies to connect education to humanity to build an increasingly democratic and citizen society (International Commission on the Future of Education, 2022). Dance is a possible way forward.
In this paper we establish a dialogue between the field of education and the one of dance. Experience with the arts is recognized as a right, and access to dance is defended within the education framework for all, to build fairer, more equitable, and sustainable presents and futures (idem). We argue that education with the arts incorporates ethical, aesthetic, and solidarity principles (Macedo, 2021; Monteiro, 2021) and that the arts are a way of life and of building relationships rather than a technical practice.
It seems trivial to assume the importance of arts in education, at least in a theoretical way (Monteiro, 2014). However, we are still being confronted with a duel between science and arts, reason and emotion, as dissociated. Science is seen as the primary source of reliable, cognitive, and valuable knowledge rather than the artistic experience seen as less valid and credible. This segmented view tends to be reproduced in the educational system where the arts become secondary (Eisner, 2002), with dance coming lastly in the curriculum (EURYDICE, 2009). We argue that dance has a strong potential for young people’s personal and social development, intertwining in a more holistic perspective of education that needs further investment and research.
Methodology, Methods, Research Instruments or Sources UsedThis paper is part of a larger research funded by FCT that questions whether and how young people's dance experiences relate to their well-being and their view of themselves as citizens.
To debate the importance of greater social justice in access to dance in schools, this paper focuses on i) the apparent prevalence of inequalities in young people's access to dance in schools; ii) the observed implications of their participation in dance.
After mapping upper-secondary educational institutions offering dance in Porto district, Portugal, to address the following objectives: i) Identify upper-secondary education institutions (public, private, artistic and professional) in Porto's district that have dance spaces; ii) Understand the formats of this offer (extracurricular activity, school sports, dance clubs, among others); iii) Understand who is responsible for the initiative of creating these spaces. Through access to the GesEdu digital portal – provided by the Directorate of Education Statistical Services – we could identify 183 upper-secondary educational institutions. The schools with dance spaces were identified through consultation with official institutional websites, public social network pages, email contacts, and telephone calls. It should be noted that only 22 educational institutions did not reply.
Next, 6 public educational institutions were selected for participant observation over 10 weeks to address the question: what social dynamics take place in dance spaces? The choice schools implied a set of criteria: 1) schools that seemed to have a solid commitment to dance (based on mapping); 2) inland and on the coast - geographical diversity; 3) offer of different dance formats. Schools were invited to participate in the research by e-mail. Meetings were scheduled with the directors and responsible teachers, and we met with the young people to ensure that they wanted and agreed to make part of the research in the conditions defined. Then, we stayed in the field during the weeks observing and taking notes of how young people move, occupy, and socialize in dance spaces. After that, we conducted content analysis to analyse the field notes.
The ethical principles of research are considered throughout the journey, from recognizing the copyright of the arguments mobilized through the informed consents and assents systematically reinforced to the return of the data to the research participants.
Conclusions, Expected Outcomes or FindingsThis paper presents the results of two stages of research: mapping and participant observation. Through a quantitative approach, the main results of the mapping allowed us to understand that only 39 upper-secondary educational institutions in Porto’s district offer dance (about 24.2%) from the universe of 161 respondents. We also realized that the offer of dance at the upper secondary level is restricted to a tiny universe of educational institutions, which is even less expressive when we look further inland or refer to public educational institutions. So, we conclude that access to dance in education is not sufficiently democratized, the right to its practice is unequal.
Through a qualitative approach, using content analysis on the field notes from participant observation, we defined a set of categories and subcategories that sought to reflect on: What relationships are established in dance spaces? How do young people organize themselves? What space is there for young voices? What power relations are (de)constructed?
Education is a privileged means of promoting social justice and equal opportunities, particularly during compulsory schooling (Despacho no.182/2022, 15 julho). As such, we argue that public educational institutions are fundamental to providing cultural experiences – such as dance – to young people who could not have them in other ways. Although what is referred to in the Work Plan for Culture 2023-2026 (Council of EU, 2022) (on a European level) and in the National Plan for the Arts 2019-2024 (Vale et al., 2019) (on a national level), defending the widening and democratization of access to arts for its importance to people’s life, we conclude that much work needs to be done. We intend to take the dance to a different level through educational research – like this one – providing solid data to introduce it in scientific, political, and social debates.
ReferencesBrown, Ann(2017). Provoking Change: Dance Pedagogy and Curriculum Design. In Vicky Karkou, Sue Oliver, & Sophia Lycouris (Eds.), The Oxford handbook of dance and wellbeing(pp. 399-414). Oxford University Press.
Costa, Anny, Monteiro, Estela, Vieira, Neiva, & Barroso, Maria(2004). A Dança como meio de conhecimento do corpo para a promoção da saúde dos adolescentes[Dance as a means of body-knowledge for the promotion of adolescents' health]. Doenças Sex Transm, 16(3), 43-49.
Council of the European Union(2019). A new strategic agenda 2019-2024.
Council of the European Union(2022). EU Work Plan for Culture 2023-2026.
Decreto-lei no. 7/2001, 18 janeiro. Princípios Orientadores da Revisão Curricular[Guiding Principles of Curricular Revision]. Portugal.
Decreto-lei nº 55/2018, 6 julho. Currículo dos ensinos básico e secundário e os princípios orientadores da avaliação das aprendizagens[Curricular Matrices of Upper-secondary Education]. Portugal.
Despacho 6478/2017, 26 julho. Perfil dos Alunos à Saída da Escolaridade Obrigatória[Profile of Pupils Leaving Compulsory Schooling]. Portugal.
Despacho no. 182/2022, 15 julho. Apoio financeiro do Estado às entidades de ensino artístico especializado[State financial support for specialized arts education entities]. Portugal.
Eisner, Elliot(2002). The Arts and the Creation of Mind. Yale University Press.
EURYDICE(2009). Arts and Cultural Education at School in Europe.
International Commission on the Future of Education(2022). Reimagining our futures together: a new social contract for education. UNESCO.
Macedo, Eunice(2018). Vozes Jovens entre Experiência e desejo: Cidadania educacional e outras construções. Edições Afrontamento.
Macedo, Eunice(2021). Educação como Experiência Ética, Estética e Solidária: Buscando Inspiração em Freire. Mais Leituras Editora.
Monteiro, Ana, Pereira, Ana, Mesquita, Joana, & Costa, Margarida(2021). Arte num livro de histórias para contar ao mundo: Um artefacto humano, espelho das aprendizagens. In Eunice Macedo (Ed.), A Educação como Experiência Ética, Estética e Solidária: Buscando inspiração em Freire(pp. 217-229). Mais Leituras Editora.
Monteiro, Elisabete(2014). Não basta ter dança nas escolas[It's not enough to have dance in schools]. In José Pereira, Manuel Vieites, & Marcelino Lopes (Eds.), As Artes na Educação(pp. 129-140). Intervenção.
Nada, Cosmin, Macedo, Eunice, Guedes Teixeira, Elsa, & Araújo, Helena C.(2022). Growing up in a never-ending crisis. Profesorado, 26(3), 125-149.
UNESCO(2006). Roteiro para a Educação Artística. Desenvolver as Capacidades Criativas para o Século XXI [Roadmap for Art Education. Developing Creative Capacities for the 21st Century]. Lisboa: Comissão Nacional da UNESCO.
Vale, Paulo, Brighenti, Sara, Pólvora, Nuno, Fernandes, Maria, Albergaria, Maria(2019). Estratégia do Plano Nacional das Artes 2019-2024. Lisboa, Portugal.
Vicky Karkou, Sue Oliver, & Sophia Lycouris(2017). The Oxford handbook of dance and wellbeing. Oxford University Press.
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