1. ”Insegnare, imparare, praticare la cittadinanza in Europa” 15 settembre Milano Learning for Active Citizenship Marianne Horsdal Associate Professor University of Southern Denmark horsdal@ipfu.sdu.dk

2. Learning for Active Citizenship Research on competences for active citizenship (Grundtvig- Socrates) Implications of results A brief historical view on citizenship education in Denmark Contemporary European challenges Suggestions concerning citizenship education

3.  Grundtvig Socrates II -active Citizenship and the Non-formal Education Description of the competences related to active citizenship A comparative analysis of life-story narratives, narrative interview with active citizens from non-formal learning sites in different European contexts. In order to produce knowledge about: - What does active citizenship mean and what does it imply? - Which competences are involved? - Where and how do you learn to be an active citizen? - Which attitudes and values do the narrators identify with? - Which cultural narratives are transmitting those attitudes? - Which social communities do the narrators feel they belong to and identify with?

4. Competences: Self-expression Belonging Attentiveness and sensitivity towards different codes Negotiation of meaning Openness Identity Externalisation Knowledge Empowerment vs. powerlessness

5. Values and attitudes: Respect of human rights, human equality, human dignity Respect of diversity Social justice Environmental concern

6. ’BUDAPEST DECLARATION’ EDUCATION FOR DEMOCRATIC CITIZENSHIP: constitutes a lifelong learning experience and a participating process developed in various contexts: in the family, in educational politics, in the workplace, through professional, political and non-governmental institutions, in local communities an through leisure and cultural activities and the media, as well as through activities for the protection and improve- ment of the natural and manmade environment; equips men and women to play an active part in public life and to shape in a responsible way their own destiny and that of their society; aims to instil a culture of human rights which will ensure full respect for those rights and understanding of responsibilities that flow from them; prepares people to live in a multi-cultural society and to deal with difference knowledgeably, sensibly, tolerantly and morally; strengthens social cohesion, mutual understanding and solidarity; must be inclusive of all age groups and sectors of society.

7. Active citizenship vs. passive citizenship (the consumer) Citizen vs. Non-citizen Participation –inclusion –exclusion Learning for active citizenship Participation and affiliation Multiple communities of practice Access

8. A brief historical view on citizenship education in Denmark Folk High Schools A poetic-historical national framework Local citizens Civil – political – social rights Formal primary and secondary education

9. Contemporary European challenges: Globalisation Rapid changes The issue of employability Migration Xenophobia Nostalgic identity Rigidity Disrespect of human rights

10. ’BUDAPEST DECLARATION’ EDUCATION FOR DEMOCRATIC CITIZENSHIP: constitutes a lifelong learning experience and a participating process developed in various contexts: in the family, in educational politics, in the workplace, through professional, political and non-governmental institutions, in local communities an through leisure and cultural activities and the media, as well as through activities for the protection and improve- ment of the natural and manmade environment; equips men and women to play an active part in public life and to shape in a responsible way their own destiny and that of their society; aims to instil a culture of human rights which will ensure full respect for those rights and understanding of responsibilities that flow from them; prepares people to live in a multi-cultural society and to deal with difference knowledgeably, sensibly, tolerantly and morally; strengthens social cohesion, mutual understanding and solidarity; must be inclusive of all age groups and sectors of society.

11. Suggestions concerning citizenship education Master in citizenship education Module 1: Citizenship in a historical-political and pedagogical-philosophical perspective Module 2: Citizenship in an ethical and universal perspective Module 3: Development of competences for citizenship analysis of cultural narratives interpretations of self and existence narrative competence

12. NARRATIVE COMPETENCES: Autonoetic consciousness Regulation of emotion Integration of mental states Understanding other minds Cohesion of experience Identity work Future planning Sense-making Open-mindedness Attentiveness Different perspectives Negotiation of meaning Reflection Metacognition

13. A crucial issue of learning for democratic citizenship concerns the continuous dynamic process of creation of meaning and coherence across multiple identities and affiliations established throughout life in various contexts. Biographical learning: Reconfiguration of life-course constructions As new selves emerge in new interactions and encounters. The practice of participation??? The Folk High Schools – European cooperation In other educational contexts