La población de regiones rurales europeas ante cuestiones sobre desarrollo internacionalun estudio de encuesta

  1. José María Marbán Prieto
  2. Noelia Santamaría-Cárdaba
  3. Luis Torrego Egido
Revista:
ReiDoCrea: Revista electrónica de investigación y docencia creativa

ISSN: 2254-5883

Año de publicación: 2021

Volumen: 10

Páginas: 1-11

Tipo: Artículo

DOI: 10.30827/DIGIBUG.70946 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: ReiDoCrea: Revista electrónica de investigación y docencia creativa

Resumen

This article seeks to ascertain the views of people living in Europe's rural regions on various issues related to international development. The need to have an active citizenship that advocates human, sustainable and fair development makes this study particularly relevant. The methodology used was quantitative, as a survey study was carried out in which 3026 people from Bulgaria, Cyprus, Greece, Italy, Malta, Poland and Spain participated. The results indicate that there is a need to improve the training of the European rural population on global and developmental issues in order to promote social transformation.

Referencias bibliográficas

  • Abós, P. (2015). El Modelo de Escuela Rural ¿Es un Modelo Transferible a Otro Tipo de Escuela?. Educação & Realidade, 40(3), 667-684.
  • Ajisafe, R. A. (2016). Corruption and poverty in Nigeria: evidence from ardl bound test and error correction model. Journal of Emerging Trends in Economics and Management Sciences, 7(3), 156-163.
  • Annan-Diab, F., & Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education, 15(2), 73-83.
  • Babones, S. (2016). Interpretive quantitative methods for the social sciences. Sociology, 50(3), 453-469.
  • Birdsall, N., Rodrik, D., & Subramanian, A. (2005). How to help poor countries. Foreign affairs, 136-152.
  • Birt, L., Poland, F., Csipke, E., & Charlesworth, G. (2017). Shifting dementia discourses from deficit to active citizenship. Sociology of Health & Illness, 39(2), 199-211.
  • Bourn, D. (2011). Discourses and Practices around Development Education: From Learning about Development to Critical Global Pedagogy. Policy & Practice: A Development Education Review, 13, 11-29.
  • Bourn, D., Hunt, F., Blum, N., & Lawson, H. (2016). Primary Education for Global Learning and Sustainability. York: Cambridge Primary Review.
  • Califano, B. (2015). Los medios de comunicación, las noticias y su influencia sobre el sistema político. Revista mexicana de opinión pública, (19), 61-78.
  • Cardona, C. (2002). Introducción a los Métodos de Investigación en Educación. Madrid: EOS.
  • Cassen, R. H. (1976). Population and development: a survey. World Development, 4(10-11), 785-830.
  • Council of Europe. (2008). Global Education Guidelines: A Handbook for Educators to Understand and Implement Global Education. Lisbon: North-South Centre of the Council of Europe.
  • Council of Europe. (2019). Global Education Guidelines: Concepts and Methodologies on Global Education for Educators and Policy Makers. Lisbon: North-South Centre of the Council of Europe.
  • Easterly, W., & Levine, R. (2016). The European origins of economic development. Journal of Economic Growth, 21(3), 225-257.
  • Evans, O., & Kelikume, I. (2019). The impact of poverty, unemployment, inequality, corruption and poor governance on Niger Delta militancy, Boko Haram terrorism and Fulani Herdsmen attacks in Nigeria. International Journal of Management, Economics and Social Sciences, 8(2), 58-80.
  • Fisman, R., & Miguel, E. (2010). Economic gangsters: Corruption, violence, and the poverty of nations. Nueva Jersey: Princeton University Press.
  • Fröhlich, R. (Ed.). (2018). Media in War and Armed Conflict: Dynamics of Conflict News Production and Dissemination. London: Routledge.
  • Fröhlich, R., & Jungblut, M. (2018). Between factoids and facts: The application of ‘evidence’in NGO strategic communication on war and armed conflict. Media, War & Conflict, 11(1), 85-106.
  • García, J. (2015). Economía sumergida y relaciones laborales en Europa. Revista latinoamericana de derecho social, 21, 31-59.
  • Giangrande, N., White, R. M., East, M., Jackson, R., Clarke, T., Saloff, M., & Penha, G. (2019). A competency framework to assess and activate education for sustainable development: Addressing the UN sustainable development goals 4.7 challenge. Sustainability, 11(10), 2832.
  • Grande, I., y Abascal, E. (2005). Análisis de encuestas. Madrid: ESIC.
  • Gorard, S. (2003). Quantitative methods in social science research. Londres: A&C Black.
  • Gundlach, E., & Paldam, M. (2009). The transition of corruption: From poverty to honesty. Economics Letters, 103(3), 146-148.
  • Gupta, S., Davoodi, H., & Alonso-Terme, R. (2002). Does corruption affect income inequality and poverty? Economics of governance, 3(1), 23-45.
  • Gutterman, E. (2017). Poverty, corruption, trade, or terrorism? Strategic framing in the politics of UK anti-bribery compliance. The British Journal of Politics and International Relations, 19(1), 152- 171.
  • Kenny, S., & Taylor, M. (2016). Challenging the third sector: Global prospects for active citizenship. Bristol: Policy Press.
  • Mesa, M. (2019). La Educación para la Ciudadanía Global y los Objetivos de Desarrollo Sostenible: Una Agenda para la Transformación Social. Revista Internacional De Educación Para La Justicia Social, 8(1), 7-11.
  • Mkandawire, M. T., Kayembe, A. E., & Katombosola, B. (2016). Does development aid help poor countries to develop? a critical analysis of Africa’s situation. American Scientific Research Journal for Engineering, Technology, and Sciences, 26(2), 53-66.
  • Murphy, M. (2016). The impact of migration on long-term European population trends, 1850 to present. Population and Development Review, 225-244.
  • Observatorio de Cooperación Internacional para el Desarrollo de la Universidad de Valladolid (OCUVa). (2016). Resumen ejecutivo del diagnóstico de la Educación para el Desarrollo en el ámbito rural europeo: resumen ejecutivo. Valladolid: OCUVa.
  • Pais, A., & Costa, M. (2020). An ideology critique of global citizenship education. Critical Studies in Education, 61(1), 1-16.
  • Pashby, K., da Costa, M., Stein, S., & Andreotti, V. (2020). A metareview of typologies of global citizenship education. Comparative Education, 56(2), 144-164.
  • Rieckmann, M. (2017). Education for sustainable development goals: Learning objectives. París: UNESCO.
  • Sachs, J. (2012). From millennium development goals to sustainable development goals. The Lancet, 379(9832), 2206-2211.
  • Sachs, J. (2015). Achieving the sustainable development goals. Journal of International Business Ethics, 8(2), 53.
  • Sachs, J., Schmidt-Traub, G., Mazzucato, M., Messner, D., Nakicenovic, N., & Rockström, J. (2019). Six transformations to achieve the sustainable development goals. Nature Sustainability, 2(9), 805-814.
  • Sachs, J. (2020). The Ages of Globalization: Geography, Technology, and Institutions. Nueva York: Columbia University Press.
  • Salahuddin, M., Vink, N., Ralph, N., & Gow, J. (2020). Globalisation, poverty and corruption: Retarding progress in South Africa. Development Southern Africa, 37(4), 617-643.
  • Santamaría-Cárdaba, N. (2020). Looking for the way out of the labyrinth: analysis of the definition of development education. Educação e Pesquisa, 46, 1-17.
  • Santamaría-Cárdaba, N., Marbán, J., & Torrego, L. (2019). Diagnóstico de la Educación para el Desarrollo en áreas rurales: un análisis correlacional de las actitudes de la población europea. Revista de fomento social, (294), 177-200.
  • Schot, J., Boni, A., Ramirez, M., & Steward, F. (2018). Addressing the sustainable development goals through transformative innovation policy.
  • Tassara, C. (2013). Cooperación para el desarrollo, relaciones internacionales y políticas públicas. Teorías y prácticas del diálogo euro-latinoamericano. Medellín: Ediciones UNAULA.
  • Torres-Soriano, M. R. (2011). Guerras Youtube: el impacto de las nuevas tecnologías de la información en el tratamiento mediático de los conflictos armados. Cuadernos de estrategia, (148), 129-157.
  • Weber, H., & Sciubba, J. D. (2019). The effect of population growth on the environment: Evidence from European regions. European Journal of Population, 35(2), 379-402.
  • Wietzke, F. B. (2020). Poverty, Inequality, and Fertility: The Contribution of Demographic Change to Global Poverty Reduction. Population and Development Review, 46(1), 65-99.
  • Wu, S., & Christensen, T. (2020). Corruption and Accountability in China's Rural Poverty Governance: Main Features from Village and Township Cadres. International Journal of Public Administration, 1- 11.
  • ONU. (2015). Transforming our World: The 2030 Agenda for Sustainable development. Nueva York: United Nations.
  • Unión Europea. (2001). Sesión nº 2383 del Consejo DESARROLLO -. Bruselas, 8 de noviembre de 2001.
  • Viña, J. G. (2015). Economía sumergida y relaciones laborales en Europa. Revista latinoamericana de derecho social, 21, 31-59.
  • Weeks, J. R. (2020). Population: An introduction to concepts and issues. Boston: Cengage Learning.
  • Yapa, L. (1996). What causes poverty?: A postmodern view. Annals of the Association of American Geographers, 86(4), 707-728.
  • Zamora-Polo, F., Sánchez-Martín, J., Corrales-Serrano, M., & Espejo-Antúnez, L. (2019). What do university students know about sustainable development goals? A realistic approach to the reception of this UN program amongst the youth population. Sustainability, 11(13), 3533.
Fuente de los datos: Dialnet