Between past and future: Rethinking European citizenship education (CE) as a tectonic enterprise

Abstract

In the light of recent initiatives to establish one shared European space and vision for citizenship education (CE), this paper addresses the long history of European CE efforts as a tectonic enterprise: one of slow and imperceptible change and preconditioned by unpredictability, complexity and contestation. By shining a critical light on the normative commonalities, tensions and contradictions underlying past and present initiatives of CE, this contribution aims to refute the commonplace assumption that more or better citizenship education can produce better citizens and a better democratic society. Rather, I argue that, – as shown by the articles in this special issue – CE unavoidably operates in the tensions and contestations between past and future, established and emerging worldviews and values. It is precisely this element of moving and struggling between past and future that holds potential for helping young people to take on their rights and responsibilities as (future) citizens and offers a lead for rethinking CE efforts in Europe as an ambitious and transformative enterprise. This, however, requires commitment to creating spaces for debates, contestations and negotiations, rather than handing down assumed shared visions and common values to young and future generations through frameworks and regulations.