Abstract
Education for active citizenship is a fundamental dimension of education, especially in the context of today's world. This is proclaimed by educational institutions and authorities, and has been incorporated into official curricula. But the reality of school is frequently incoherent with those statements. Indeed, the predominant school culture is a factor that conditions the activity of teachers as educators for citizenship. Research carried out in Andalusia (Spain) shows the difficulties teachers have in incorporating any education for citizenship into their subjects. Likewise, projects and initiatives coming from non-formal education are insufficiently exploited. These investigations also indicate that educational proposals organized around social and environmental problems facilitate the integration of education for citizenship into the school curriculum and the training of teachers as educators of citizens by getting them involved in these innovative experiences.
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