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.
Notes
1. This reference has already been mentioned in: Kurantowicz, Olesen, and Wildemeersch (Citation2014).
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.