In a context of repeated threats against European liberal democracies (Schultze et al., 2020) and the European Union (Van der Brug et al., 2021), where the EU shapes so much of our political, economic, social life, there is a lack of focused didactic material on European political literacy at primary level. This article analyses a design-based intervention on active European citizenship, modelled on Westheimer and Kahne’s participatory citizenship (2014, Ollikainen, 2000) and refined with Ruitenberg’s (2009) radical democratic citizenship rooted in agonism (Mouffe, 2005). Using results from 6 weeks of piloting the material in 18 classes from 2017 to 2019, six pre and post questionnaires at 1st and 5th/6th class level to assess knowledge transmission, as well as classroom observations and teacher reflections, it highlights the limitations of the participatory citizenship theory and the pupils’ readiness for agonistic deliberation when properly facilitated. It argues that attention should be paid to building a more inclusive and democratically diverse environment which acknowledges disagreements and varied political visions for the future while respecting democratic norms and institutions. It concludes that combating destructive polarisation would be helped by giving children the time and opportunity to use language to articulate and confront the diversity of their ideas, emotions, interests and actions when it comes to democratic life.

Authors:
Emmanuelle Schon Quinlivan, University College Cork, Ireland

About the Presenter(s)
Dr Emmanuelle Schon-Quinlivan is a senior lecturer in European politics in the Department of Government, at the University College Cork Ireland.

See this presentation on the full schedule – Wednesday Schedule

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