Opening Spaces of Conversation: Citizen Education for Newcomers as a Democratic Practice

Autor/in	Wildemeersch, Danny
Titel	Opening Spaces of Conversation: Citizen Education for Newcomers as a Democratic Practice
Quelle	In: International Journal of Lifelong Education, 36 (2017) 1-2, S.112-127 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2016.1254435
Schlagwörter	Foreign Countries; Citizenship Education; Democracy; Immigrants; Adult Educators; Continuing Education; Psychological Patterns; Citizenship Responsibility; Interpersonal Communication; Intercultural Communication; Cultural Awareness; Ethnic Diversity; Educational Practices; Role of Education; Acculturation; Caring; Social Cognition; Belgium + Suchen Sie Ihr Suchwort? Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie; Immigrant; Immigrantin; Immigranten; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Weiterbildung; Interpersonale Kommunikation; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Bildungspraxis; Bildungsauftrag; Akkulturation; Care; Pflege; Sorge; Betreuung; Soziale Kognition; Belgien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01