The European Consortium for Political Research (ECPR) held its 2023 General Conference in Prague between 4 and 7 September. We had the possibility to present our paper in the impressive and inspiring Faculty of Law of Charles University together with colleagues from other partners of the Democrat project. The panel was a good opportunity to present our different starting points that brings Democrat partners together for a shared aim: supporting education for democracy. The Parents International paper focuses on learning by doing: child participation and parental engagement at school as education for democracy.

The panel focused on the opportunities to strengthen contemporary responsible democratic citizenship, that is the capacity of citizens to act as autonomous democratic agents in a responsible way. This has become an increasingly urgent need due to several recent and ongoing crises in Europe. The challenges such as mediatisation, technocratisation, disenchantment, radicalisation, populism, securitisation, digitalisation, illiberalism and others put pressures both on the democratic system and citizens.

The different papers discussed the conceptual and practical perspectives and innovative techniques supporting responsible democratic citizenship with a special attention on citizenship education. Both content and process related aspects can support the development of citizens as reflexive, autonomous and constructive democratic agents and address the challenges outlined above.

Papers

The normative tensions and opportunities in strengthening responsible democratic citizenship

Leif Kalev, Maarja Hallik – Tallinn University

Western democracies nowadays face various pressures. The challenges such as mediatisation, technocratisation, disenchantment, radicalisation, populism, securitisation, digitalisation and others directly feed into the tensions in democratic citizenship and the contemporary citizens need to navigate these in practice. One important aspect in building responsible democratic citizen agency in this context is making sense of the various ideations and normative perspectives embedded in democratic citizenship and developing integrity, reflectiveness and resilience vis a vis these different expectations. The paper will discuss the different perspectives on democracy and citizenship as sources of both tensions and opportunities and outline linkages to contemporary political, governing and educational practices that could strengthen responsible democratic citizenship.

A Global Perspective on Responsible Democratic Citizenship

Georgios Kostakos – FOGGS

Responsible democratic citizenship is a central issue not only for European states but for democracies of varied cultural origins around the world. Moreover, the polity of reference for democratic citizenship is not only the state or the (continental) region, but expands to the global level, especially in today’s globally interconnected world. This paper will focus on the latter aspect that is will review elements of democratic citizenship vis-à-vis the network of multilateral institutions and regimes that has developed in the post-World War II period, namely the UN system of organizations, and its core “constitutional” documents, the UN Charter and the Universal Declaration of Human Rights. What is there in terms of institutions and processes that engage citizens in a responsible and empowered/empowering way at the global level, how is such a “global citizenship” shaped, and what may be lacking to make it appealing and inclusive, especially for young people today?

A competence scheme for responsible democratic citizenship

Dr. Karsten Krüger, University Barcelona; Maria Caprile, Notus

Internal and external factors put under siege the European model of liberal democracy. To reinforce the resilience and sustainability of democracy, DEMOCRAT develops a conceptual vision of Education for Democracy (EfD) and defines a competence scheme for responsible democratic citizenship. The aim is to elaborate curricula for (EfD) through a participatory approach, based on a framework of responsible democratic citizenship competences (RDCs), to test them in open, local, innovative learning projects and to develop a toolbox to support the development of transformative EfD practices in the EU and beyond. Based on reference works as the Reference Framework of Competence for Democratic culture (Council of Europe 2016), the European Framework for Personal, Social and Learning (EU 2020) and the Framework for Key Citizenship Competences (WeareEurope, 2016), but also Westheimer & Kahne (2004) and Johnson & Morris (2010), Democrat will outline a scheme of RDC competences, which will be discussed with experts, practitioners and political responsible at 6 national workshops. The conclusions of these discussions will be discussed at a transnational workshop again with European experts, practitioners and policy makers. Based on this participatory approach, Democrat will elaborate the RDC competence framework, which will be presented at this conference.

Participatory school leadership as a form of responsible citizenship education

Eszter Salamon, Luca László, Brigitte Haider

Decreasing participation, especially of younger generations as active citizens in community, elections and civic life is a worldwide phenomenon. Participatory practices in schools, engaging parents, children, teachers and others are effective for school stakeholders to experience active citizenship in a safe environment, and as well as the consequences of opting out of decision-making. Both parental engagement and child participation also have a direct positive effect on learning outcomes of the children, but also support the lifelong learning of parents and teachers. In the framework of some successful European transnational projects the necessary training, mentoring and coaching frameworks for teachers, parents, children and other stakeholders, as well as methods for school innovation for participatory leadership were developed and piloted, and in some cases upscaled. They have been accompanied by research-based policy advocacy. These would be presented here.

Responsible Democratic Citizenship: conceptual considerations from the Irish educational context

Benjamin Mallon, John Lalor, Justin Rami, Dublin City University

This paper explores the forms of citizenship conceptualised within the Irish education system. Drawing on national curricula at primary and secondary level, as well as further educational policies which shape these sectors, and initial teacher education, the paper considers the frameworks which shape the practice of Education for Democracy (EfD) in Ireland. Against an analysis of ongoing education inequalities, socio-economic challenges and questions regarding broader political participation, the paper will explore literature in the field of EfD (and related fields) within the Irish context, and presents an analysis of the multiple dimensions of democratic citizenship as theorised and practised across each stage of the Irish education system. This analysis will be situated within broader political systems, across the island of Ireland and neighbouring islands, and also within both a European and Global context.

Responsible Democratic Citizenship Education: perspectives into teacher education and learning sciences

Niclas Sandström, Maija Hytti, University of Helsinki

Notwithstanding the prominence accorded to EfD in public discourse, even a quick look at civic education in Europe reveals that it is typically not seen as a top concern for educational systems in their formal agenda and curricula. Köhler et al. (2018) list five different ways (a separate subject; integrated into another subject; mainstreamed into all subjects (cross-curricular theme); extracurricular activity (clubs, student councils); result of the school experience as a whole) to approach the context of citizenship and civic education. The Teacher Education Development Programme for 2022-2026 released by the Finnish Ministry of Education and Culture emphasizes lifelong learning to meet the needs of learning in 2020s. Whereas the goal of DEMOCRAT is to address the acknowledged shortcomings of present education strategies by fostering comprehensive EfD based on a transformative learning and educational approach, this paper looks at the issue through competences for democratic culture from previous research (Rautiainen, 2019), and focuses on giving an outline of developing teacher education. The overview reflects the skills sets envisioned in the DEMOCRAT project to the future goals that can be foreseen to be crucial for the teacher profession in terms of continuing professional development (CPD) and sustainability conceptualised as lifelong learning.

Parenting for a Digital Future – How Hopes and Fears about Technology Shape Children’s Lives is a new and very important book for parents and professionals working with parents by Prof. Sonia Livingstone and her co-author, Alicia Blum-Ross. The book provides ample first-hand research evidence as well as evidence-based reflections about various challenges parents face in a more and more digitalised world. The issue of bringing up children in a digitalised environment has become far more topical recently, due to school closures around the world. In a world that demands more and more from parents, this book can be a flashlight helping parents to find their own path and help professionals to support parenting in the right way – while ensuring us all that there is not only one “right”.

Sonia Livingstone has long been an important voice in the field of digital media and parenting, one of the few who always advocated for a positive approach and the need for empowerment rather than the more common approach of both academia and NGOs, trying to impose legal restrictions and making people frightened by sharing horror stories. The new book is a powerful tool for advocates of digital age as an opportunity.

The research presented went deep into all aspect of the digital age, and catalogues nearly all areas parents might have doubts or questions in raising children in a world that depends more and more on digital technology. They draw a colourful picture showing many different approaches to digital realities, the use of technology, impact of digital developments on the present and future life of children. It investigates how digital technology use has changed the daily lives of families, ensuring all parents that there is no “right” solution.  At the same time the book also tries to finally make people finish talking about screen time in general, and helps us to have a much-needed nuanced approach to passive and active screen time.

Inequalities, one of the most crucial elements of the whole digitalisation reality, get a major highlight. Again, it is dealt with in a very delicate way, showing an important element of reality: it is much less of a problem to get physical access to technology, the core challenge is about the amount of support, scaffolding parents can offer their children. We can clearly see why it is of utmost importance that the focus is on parenting support in order to enable all parents to educate their children well. This way, this book can be added to the evidence-base toolbox of all parenting experts.

We can also see how digital technology is probably the first tool to build a bridge for the inclusion of children with special needs. As education and services try to reflect the needs of individual children, and thus more and more special needs are catered for, we need to stop for a moment and reflect on all advantages of digital technology as well as raise all questions around potential harm. Parenting for a Digital Future offers a balanced view in this respect, too.

Being focused on digital technology per se, we may need to look into the broader impact of technology together, as this is the area where the book raised more questions in us as readers than offered answers in. For example, the chapter on education, clearly written before the coronavirus school closure period, solely focuses on learning digital and not using digital as an additional and flexible resource. However, it is still very much in line with what Sir Ken Robinson, who died the day before the writing of this book review, had pledged for in education.

Parenting for a Digital Future is a surprisingly easy read. It is full of short examples and anecdotes from the qualitative research the authors have carried out. It makes the reader reflect on realities, understand the importance of approaching parenting support with multicultural awareness and in a non-judgemental manner. We can only recommend you to read this new publication if you are a parent, a teacher, a teacher trainer or a professional working with parents with children of any age. It is education professionals who are more likely to know more than average about this topic. We would definitely like to see the book in their hands, but also in the hands of other trusted professionals parents go to for advice (paediatricians, social workers, NGO workers). It is an essential read for all advocates of child rights who want to have an impact on legislation and methodology tackling all implications of digital technology and digital realities. Bearing in mind that parents are the most impactful educators of their children, this book is a must-read for those who wish to empower the primary educators for a bright future of our children – that nearly certainly will be digital.

Due to the COVID19 Pandemic this year, it was not possible to hold the Conference’s live summer session, a special online session of the Conference was held on 23 and 24 June with four thematic panels and several speakers, having as main theme the pandemic of the covid-19 and its consequences in the present and in the future. Parents International was represented by our Supervisory Board member, Herminio Correa. Read some highlights of the event below.

1^st Panel – Let´s build a better future together! Strengthening Participative Democracy and Civil Society when building the Post Corona World

This panel chaired by Conference President Anna Rurka, had two key speakers to introduce the theme:

Alberto Alemano – EU Law Professor  HEC Paris

Vanja Skoric – Program Director EU Center for Non-Profit Law

Who analysed the role of NGOs during this pandemic period, mentioning some of the difficulties and challenges they had to face and the lessons that need to be learned for the future

Two questions were launched for discussion and analysis by the civil society organizations:

1. Based on your experience, could you present some concrete impacts of the restrictive measures under state of emergency on CSO and NGO’ activities
2. Regarding the various expertise present in the public debates during pandemic and post pandemic time, how CSOs and NGOs can reinforce their advocacy in order to make the public debate more diverse and in order to bring their perspective and evidence-based advocacy?

Several organizations reported their work on the ground during the pandemic, highlighting the countless difficulties they had to face not only due to the restrictions they were subjected to in their countries and also due to the increase in the number of people who resorted to them.

2^nd Panel- Migrants and refugees the Covid-19 crisis, what lessons for the post-pandemic time?

The panel chaired by Daniel Guéry, featured an introduction by Conference President Anna Rurka, and had as keynote speaker Drahoslav Štefánek the Special Representative on Migration and Refugees of Council of Europe Secretary General.

Four questions were launched for discussion and analysis by the civil society organizations:

1) How can we go beyond declarations regarding respect for Human Rights and Rule of Law in the field of migration?

2) What are the European legal standards, supporting NGO and CSO work with migrants and refuges

3) What are the positive effects and difficulties encountered by NGOs and CSOs working in the field of migration during and out of confinement?

4)From your experience what actions need to be taken to facilitate the work of NGOs/CSOs in this field.

Several and very enriching interventions were made by several registered NGOs, with special emphasis on the SOS Mediterranéen, whose work is extremely important for the rescue of many refugees and which faces constant threats, attacks, and prohibitions by some European governments which violate the Code International. Maritime Law.

3^rd.Panel – What lessons from Covid-19 should be taken for education and the digital era?

This panel chaired by Claude Vivier le Got covered 5 topics:

Topic 1: “Data reliability and hate speech”.

Speakers:

William Acker, jurist, blogger, “traveller” of Romani origin (Sinti).

Henri Braun, lawyer, specialized in minority law and the fight against racism.

Hate speech on the Internet is an illustration of conflict among diverse groups, both within and between societies; it is a definite sign that transformative technologies such as the Internet allow both innovative opportunities and challenges, which demand a stable balance between fundamental rights and principles, including freedom of expression, and the defence of human dignity.

Topic 2: “Is the current health crisis and the transformation of society likely to destroy the boundaries of civil liberties? Will data tracking destroy fundamental freedoms?”

Speakers:

Gilbert Flam, President of the “International” Commission of the International League Against Racism and Anti-Semitism (LICRA).

Henri Braun, lawyer, specialized in minority law and the fight against racism.

In looking at civil liberties and the governmental responses to the current pandemic, there is a significant paradox between the freedom and rights of democracies on the one hand and the security of the State, in terms of the health and welfare of its population and the need for policies of lockdown on the other hand in response to the terror of a global pandemic.

Topic 3: “The right to connection as a fundamental right”.

Speakers:

Sandra Coulibaly Leroy, Deputy Director, in charge of Foresight, Analysis and Strategic Intelligence within the Programming and Strategic Development Department of the International Organisation of La Francophonie.

Lune Taqqiq, author, lecturer, founder of Freebip, member of the Association for Voluntary Action in Europe (AVE).

According to the World Economic Forum, “among the many inequalities exposed by COVID-19, the digital divide is not only one of the starkest, but also among the most surprising. Even in developed countries, internet access is often lower than you might think.”

The COVID-19 pandemic has required immediate and fundamental shifts that influence all perspectives of our lives. Public health policies have been introduced to attempt to control the spread of the virus.

– The result has been to severe limit mobility. Schools, businesses and cultural venues have been ordered to shut and to establish online social communication for work and education.

– This placed an immense reliance on the services offered by the Internet and Cloud Computing through the pandemic.

Topic 4: “Gender equality”.

Speakers:

Isabelle Collet, founder of the Association for Gender Research in Education and Training (ARGEF), professor at the section of Educational Sciences of the University of Geneva.

According to the UN Chronicle, education is a pathway towards gender equality. Karam (2018) suggests gender-based discrimination in education is both a cause and a consequence of deep-rooted differences in society. Disparities, whether in terms of poverty, ethnic background, disability, or traditional attitudes about their status and role all undermine the ability of women and girls to exercise their rights.

Topic 5: “The education industry: between democratization and content control”.

Speakers:  Janice Richardson, expert to the Council of Europe on digital security and education issues.

Sandra Coulibaly Leroy, Deputy Director, in charge of Foresight, Analysis and Strategic Intelligence within the Programming and Strategic Development Department of the International Organisation of La Francophonie.

Even before COVID-19, there was already high growth worldwide in the adoption of education technology. Now, online and recorded courses are a regular part of students’ daily lives. – One can wonder about what this means for the future of learning and whether the content and educational forms of these courses are influencing the students and teachers involved based on the platforms, networks and learning approaches used.

 

4^th Panel – How to reduce inequalities and poverty throughout the upcoming economy and ecological transition?

This panel chaired by Miguel Cabral had six key speakers to introduce the theme:

Professor Sir Michael Marmot, Director, UCL Institute of Health Equity -“The Social Determinants of Health and COVID-19, was there something we already knew? “

Laurence Lwoff, Head of the Bioethics Unit of the Council of Europe – The role of the Council of Europe in Health and Social Protection before and after COVID-19? Will there be a difference? “

Elisabeth Marie, Caritas Europe, and Maritchu Rall, ESAN – “Documenting and responding to the impacts of the COVID-19 crisis on marginalised communities.”

Sadia Mir, WUNRN Europe Gender Policy Expert – “The impact of COVID-19 on Women”.

Giada Negri, Advocacy Officer at European Civic Forum – “The role of civic actors to build societies that deliver for all. “

Two questions were launched for discussion and analysis by the civil society organizations:

1) What is happening and what needs to happen to build a fairer society after this pandemic for all groups that tend to be more affected by inequalities?

2) What needs to be put in place so that in future pandemics and other crisis, the most fragile in our communities are protected and cared for?

There were many and varied interventions made by several NGOs, all of them showing a huge concern for the increase in the number of people who resort to their services, the increase in unemployment numbers and the uncertainty that the future presents us.

You can follow all the panels and download some of the statements made by the NGOs at the link below: interventions:

https://www.coe.int/en/web/ingo/june-2020

Facing all the Facts is a multimedia conference for a collaborative approach to tackling hate crime and hate speech together with national government representatives, law enforcement, civil society and international organisations – all who are concerned with better responses to hate crime and hate speech

WHEN: December 11th 2018

WHERE: Brussels @ Microsoft Centre Brussels

FOR WHOM: For national government representatives, law enforcement, civil society and international organisations –  All who are concerned with better responses to hate crime and hate speech

HIGHLIGHTS

• Results of transnational research on gaps and opportunities to improve national hate crime recording systems, focus on Italy, Hungary, Greece, Spain, Ireland and United Kingdom.
• Launching of multiple new Facing Facts Online e-learning modules for police and civil society, available for preview in the exhibition space.
• Demonstration of Photographic, Musical and Theatrical approaches to educating about hate crime
• Frank and productive discussions that help us all to move ahead in this field that is quickly evolving