Summary: Edu2

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• 1 Week 1, ppt; The Moral and Political in (Citizenship) Education

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• What is Citizenship Education?

  More or less intentional efforts (by e.g., schools) to enable (young) people to participate in social-political communities and contribute to the flourishing of these communities.

• What is Moral Education?

  More or less intentional efforts (by e.g., schools) to enable (young) people to become a good person (based on Fenstermacher, Osguthorpe, & Sanger, 2009).

• What is Educational design?

  
  The intent of producing new (theories) artifacts and practices that account for and potentially impact learning and teaching in naturalistic settings (based on Barab & Squire, 2004).

• The moral and political in (citizenship) education:

  Why and how?
  Democracy as always-in-the-making (Dewey; Thayer-Bacon)
  
  Liberal vs illiberal democracies
  Illiberal democracies are democratically elected governments that “ignore constitutional limits on its power and continue to deny civil rights and liberties to, and in other ways persecute, revile, and perhaps even kill, members of the marginalized minority group” (Parker, 2012, p.1). 

• How does Parker think about Democracy and Education?

  Democratic citizenship does not develop naturally (Parker)
  
  
  Education has a role in promoting willingness and ability to engage in ‘enlightened democratic participation’ (Parker, 2003)
  
  Enlightened democratic engagement vs ‘idiot’
  Idiot: “one whose self-centeredness undermines his or her citizenship identity, causing it to wither or, worse, never to take root in the first place. An idiot does not know that self-sufficiency is entirely dependent on the community. [..] Idiocy threatens this struggle (for freedom and democracy) because idiocy simply and devastatingly pays it no attention” (Parker, 2003, p.3).

• How can we discuss the what and whereto of democratic citizenship education?

  * What problem needs to be addressed?
  (according to different authors etc.)
  
  * Tensions between Promoting autonomy (Callan) < and > Fostering democratic competences
  What type of knowledge, skills... & dispositions?
  
  * Desirability of teaching 'common values'
  What type tolerance and respect? (Drerup & Schinkel; Easton)

• What are the three roles of education according to Biesta?

  * Qualification
  * Socialization
  * Subjectification  

• What is Biesta's conception of democracy?

  Democracy as a political project (Biesta; Mouffe)
  Democracy as conflictual consensus (Mouffe)
  
  Equality & freedom (flock as one particular democratic hegemony)
  
  Political order as contingent
  
  Vs Ranciere: democracy as sporadic, as moment of reconfiguration of the social order (flock + the one sheep standing out as existing social order. 
  
  Biesta: Democracy as never ending experiment (p.5)

• What are different conceptions of citizenship?

  * Citizenship as essentially contested
  - Social: social cohesion & integration
  - Political: rights & duties; political participation and democratic legitimation
  
  * Contestation over what good citizenship entails as part and parcel of democracy (Biesta p.4)
  
  * Retreat of citizenship as effect of crisis in democracy (and decline of public sphere) vs cause of crisis (Biesta, p.7).

• What should Education / Learning for democracy according to Biesta look like?

  * Learning in the experiment of democracy <vs> promoting good citizenship
  (process vs product approach)
  
  * Democratic learning as non-linear (engagement in democratic experiences)
  
  * Democratic subjectivity and political agency (transformation)
  - Desire (private wants) – desirable (public needs, ‘res publica’)
  - Choice (logic market) – transformation (logic public domain)
  
  The desire for democracy cannot be taught or learned, only be fueled (Biesta p.8)