Opening spaces of conversation: citizen education for newcomers as a democratic practice

Abstract

The arrival of newcomers in our societies ‘impinges upon us’ (Peter Jarvis). Adult and continuing education are invited to take a stance. In response to this, I explore how relevant citizenship education for and with newcomers can be conceived of. In the first place, I explore how the arrival of newcomers triggers ambivalent reactions between fear and hope. Next, I present different concepts of responsible citizenship as a response to these ambivalences. I connect these insights with Biesta’s three approaches to public pedagogy: a pedagogy for the public, a pedagogy of the public, and a pedagogy of publicness. In line with ‘a pedagogy of publicness’, I argue that ‘dissensus’, rather than ‘consensus’ and ‘interruption’, rather than ‘dialogue’ could be fruitful notions to conceive citizenship education for newcomers as a democratic practice, whereby both participants and facilitators open spaces of conversation about the world they come from, and the world they want to live in.

Keywords:

• Citizenship education
• public pedagogy
• cultural diversity
• integration courses
• interruption

Notes

1. This reference has already been mentioned in: Kurantowicz, Olesen, and Wildemeersch (2014).

2. Interview with Jürgen Habermas in ‘Die Zeit’, 7 July 2016, pp. 37–38.

3. Grote Vragen: Kunnen wij leven met elkaar? Canvas, 12 December 2004.

4. Professor Vermeersch was a prominent member of the commission (mentioned above) installed by the Flemish government to inspire the societal orientation course.