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Citizenship and Governance Education in Europe: a Critical Review of the Literature

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Citizenship and Governance Education in Europe: a Critical Review of the Literature Education and Training for Governance and Active Citizenship in Europe: Analysis of Adult Learning and Design of Formal, Non-formal, and Informal Educational Intervention Strategies Citizenship and Governance Education in Europe: A critical review of the literature Edited by John Holford and Palitha Edirisingha School of Educational Studies University of Surrey UK November 2000 Preface The project on Education and Training for Governance and Active Citizenship: Analysis of Adult Learning and Design of Formal, Non-Formal, and Informal Educational Intervention Strategies is a collaborative project undertaken by teams from the following institutions: Institution Country University of Surrey UK University of Surrey: School of Educational Studies Helsingin yliopisto Finland University of Helsinki: Department of Education Katholieke Universiteit The Netherlands Nijmegen Catholic University, Nijmegen: Department of Social Pedagogy Andragoski center Slovenia Republike Slovenije Slovene Institute for Adult Education, Ljubljana Universitat de Barcelona Spain University of Barcelona: Centre of Research in the Education of Adults (CREA) Katholieke Universiteit Belgium Leuven Catholic University, Leuven: Unit of Social Pedagogy All project teams have contributed to this report, which is the outcome principally of the first workpackage. The workpackage was co-ordinated by the University of Surrey. i CONTENTS CHAPTER ONE INTRODUCTION........................................................................................................................1 John Holford and Palitha Edirisingha 1.1 EDUCATION FOR ACTIVE CITIZENSHIP AND GOVERNANCE 1 1.1.1 Background 1 1.1.2 Culturally Embeddedness 2 1.2 CITIZENSHIP 2 1.2.1 The Current Scope and how the term is being used 3 1.2.2 Main Themes and Concerns 4 1.2.3 Active Citizen 6 1.2.4 Theoretical Perspectives 7 1.2.5 Concluding Remarks 7 1.3 GOVERNANCE 8 1.3.1 Why Governance? 8 1.3.2 The Usage and Forms of Governance 9 1.4 GOVERNANCE AND CITIZENSHIP IN NATIONAL SETTINGS 12 1.5 THE REPORT 15 1.5.1 Structure 15 1.5.2 Gender 15 1.5.3 National Literatures 15 1.5.4 Citizenship and Governance in the European Union 16 CHAPTER TWO THE LEARNING OF CITIZENSHIP AND GOVERNANCE: A GENDER PERSPECTIVE .........................................................................................................................21 Julia Preece 2.1 FEMINISMS 21 2.2 CITIZENSHIP AND THE HISTORICAL LEGACY THROUGH TEXTS 23 2.3 EUROPEAN CITIZENSHIP 25 2.4 TODAY’S CIVIC EDUCATION VALUES 26 2.5 A NEW INTERPRETATION OF CITIZENSHIP? 26 2.6 THE POTENTIAL TO ADDRESS THE GENDER PERSPECTIVE 28 2.7 IMPLICATIONS FOR HOW PEOPLE LEARN TO BE ACTIVE CITIZENS 29 ii CHAPTER THREE THE UNITED KINGDOM........................................................................................................32 Palitha Edirisingha and John Holford 3.1 INTRODUCTION 32 3.2 CITIZENSHIP 32 3.2.1 Active Citizenship 34 3.2.2 Immigration and Minorities 35 3.3.3 Feminist Perspectives 35 3.3 GOVERNANCE 36 3.3.1 The Usage of Governance 36 3.3.2 Civil Society and the Non-Government Sector 39 3.4 EDUCATION FOR CITIZENSHIP AND GOVERNANCE 40 3.4.1 Civic Education 40 3.4.2 Political Literacy and Political Education 41 3.4.3 Citizenship Education 43 3.4.4 Trends in Education for Citizenship in Schools 44 3.4.5 Citizenship Education for Adults 45 3.5 LEARNING OF CITIZENSHIP AND GOVERNANCE 46 3.5.1 Learning and Political Behaviour 47 3.5.2 Political Education in British Schools 47 3.5.3 Classroom Climate and Political Attitudes 48 3.5.4 Learning Active Citizenship through Participation 49 3.5.5 Capacity Building in Area Regeneration Programmes 50 3.5.6 Lifelong Learning and Citizenship 51 3.6 CONCLUSION 51 CHAPTER FOUR FINLAND...................................................................................................................................55 Matti Laitinen and Kari E. Nurmi 4.1 LOCATION AND SCOPE 55 4.1.1 Where Found 55 4.1.2 Forms 55 4.1.3 Disciplines 57 4.2 CITIZENSHIP 59 4.2.1 Key Words 59 4.2.2 Use of 'Active Citizenship' 60 4.2.3 Historical Events and Movements that shaped Citizenship 60 4.2.4 Current Scope of Citizenship 64 4.2.5 Main themes of Citizenship Discussion 69 4.2.6 Theoretical Perspectives 72 4.2.7 Gender as a Citizenship Issue 72 4.3 GOVERNANCE 72 4.3.1 Key Words 72 4.3.2 Usage of ‘Governance’ in the EU and in Finland 73 iii 4.3.3 Historical Events and Movements which have shaped the Notion of Governance 74 4.3.4 Relationship to Corporate Governance and Management 74 4.3.5 The Main Features of the Relationship between the State and Civil Society. 74 4.3.6 Issue of Gender addressed in the Governance Literature 74 4.4 EDUCATION FOR CITIZENSHIP AND GOVERNANCE 76 4.4.1 Main Approaches in Education 76 4.5 LEARNING CITIZENSHIP AND GOVERNANCE 78 4.6 OTHER ISSUES 80 4.6.1 Democracy and Equality 80 4.6.2 Sivistys 80 4.7 COMMENTS AND CONCLUSIONS 80 4.8 PAST AND PRESENT INFLUENTIAL WRITERS 81 4.8.1 National Revival 81 4.8.2 First Republic 82 4.8.3 Second Republic 82 4.8.4 Important Authors that are Ignored Abroad 83 CHAPTER FIVE THE NETHERLANDS ..............................................................................................................91 F. Basten and R. van der Veen 5.1 INTRODUCING THE HARMONY MODEL AND THE AGENDA CULTURE: SETTING THE STAGE FOR THE NETHERLANDS 91 5.2 THE DEBATING-SOCIETY: ITS MEMBERS AND ITS TOPICS 92 5.3 CITIZENSHIP IN THE NETHERLANDS: MORAL LESSONS FOR A TOUGH CROWD 93 5.3.1 The Liberal Roots of Dutch Citizenship: From virtuous gentlemen to empty state 93 5.3.2 The Shift from Keeper to Pastor: The rise and fall of the welfare state 95 5.3.3 An Alternative Frame: The neo-republic view of the state and its citizens 97 5.4 GOVERNANCE IN THE NETHERLANDS: FROM DISCIPLINE TO HEDONISM 99 5.4.1 The Treacle State: The sweetest democracy in the world 100 5.4.2 Politicians with Balls and Muscular Language: Restoration of the primacy of politics 101 5.4.3 Governmentspeak Analyzed: Why citizenship is not an issue 103 5.5 EDUCATION FOR CITIZENSHIP AND GOVERNANCE: INFORMATION AND PERSUASION 104 5.5.1 Education on Behalf of the Government: Informing the public 105 5.5.2 ‘The Good Life’: Political parties and social movements teach morals 106 5.5.3 The Academic Contribution: Community & organisation development 107 5.6 CITIZENSHIP AND GOVERNANCE: THE LEARNING-BY-PARTICIPATING PARADIGM 108 5.6.1 Democratisation of Business and Labour: Learning employees and learning organizations 108 5.6.2 Motivation for Political and Social Participation 109 5.6.3 How Citizens Learn to Become Active Citizens 109 5.7 COMMENTS & CONCLUSIONS: THE HARMONY MODEL AND THE AGENDA CULTURE REVISITED 110 iv CHAPTER SIX SLOVENIA ..............................................................................................................................117 Urban Vehovar and Angela Ivancic 6.1 HISTORICAL BACKGROUND 117 6.2 METHODOLOGICAL REMARKS 118 6.3 CITIZENSHIP 119 6.3.1 Emergence of the Civil Society as the First Step to ‘Active Citizenship’ 119 6.3.2 Formal-Legal Dimension of Citizenship as a Key Dimension of Citizenship in the Democratic Slovenia 120 6.4 GOVERNANCE 123 6.4.1 The Role of NGOs in the Development of New Forms of Governance 123 6.4.2 From the “Delegate System” to Local Self-Government 125 6.4.3 Transition form Workers Self-Management to Social Partnership 126 6.4.5 Gender Issue in the Literature on Citizenship and Governance in Slovenia 127 6.5 EDUCATION AND LEARNING FOR CITIZENSHIP AND GOVERNANCE 128 6.5.1 Values and Civic Education in the Socialist Regime 129 6.5.2 Education for Citizenship and Governance in the Democratic Slovenia 130 6.5.3 Education and Learning for Active Citizenship and Governance in Adult Education 132 7. CONCLUSIONS 134 CHAPTER SEVEN SPAIN.......................................................................................................................................145 Ramón Flecha, Lídia Puigvert, Albino Santos, and Marta Soler 7.1 LOCATION AND SCOPE OF THE LITERATURE 145 7.1.1 Predominant Lines of Research 145 7.1.2 Location of Spanish Literature on Citizenship and Governance 146 7.2 CITIZENSHIP 147 7.3 GOVERNANCE 150 7.4 EDUCATION FOR CITIZENSHIP AND GOVERNANCE 152 7.5 CONCLUSIONS 154 CHAPTER EIGHT BELGIUM................................................................................................................................162 A. Snick, D. Wildemeersch and R. Celis 8.1 INTRODUCTION: LOCATION & SCOPE OF THE LITERATURE 162 8.2 CITIZENSHIP: THE MAKING OF A NOTION IN THE FLEMISH CONTEXT 163 8.3 GOVERNANCE 167 v 8.4 EDUCATION FOR CITIZENSHIP AND GOVERNANCE 170 8.5 LEARNING CITIZENSHIP AND GOVERNANCE 173 8.6 OTHER IMPORTANT ISSUES 174 8.7 COMMENTS AND CONCLUSIONS 174 CHAPTER NINE THE EUROPEAN COMMISSION.........................................................................................181 Palitha Edirisingha 9.1 CITIZENSHIP 181 9.1.1 European Issues 181 9.1.2 Citizenship in the European Union 181 9.1.3 Active Citizenship 184 9.1.4 Active Citizenship with a European Dimension 185 9.1.5 Education for Citizenship 186 9.1.6 Guidelines for Future Actions 188 9.2 GOVERNANCE 189 9.2.1 Emergence of Governance 189 9.2.2 Governance in the EU 190 9.2.3 Recommendations for the Commission 191 9.2.4 How Governance is Practiced in the EU 192 9.3 CONCLUSIONS 193 CHAPTER TEN CONCLUSION ........................................................................................................................196 John Holford 10.1 CITIZENSHIP 196 10.2 GOVERNANCE & CIVIL SOCIETY 197 10.3 THE NATURE OF NATIONAL CONTEXTS 198 10.3.1 Historical Formation & Identity 198 10.3.2 Political Culture 200 10.3.3 The Question of Gender 200 10.4 KEY CHALLENGES FOR CITIZENSHIP AND GOVERNANCE 201 10.5 EDUCATION AND LEARNING 203 vi CHAPTER ONE INTRODUCTION John Holford and Palitha Edirisingha1 1.1 Education for Active Citizenship and Governance 1.1.1 Background This study of the literature on education and training for governance and active citizenship is designed as the foundation for inquiries into how adults learn their attitudes to citizenship and governance in various European countries, and into what methods of educational and training intervention are effective for improving learning of citizenship and governance.
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