RELA_2025_1_Kukovetz_et_al_Civic_learning_through

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Kukovetz, Brigitte; Sprung, Annette; Wlasak, Petra

Civic learning through active citizenship in diverse societies

European journal for Research on the Education and Learning of Adults 16 (2025) 1, S. 21-37

Quellenangabe/ Reference:

Kukovetz, Brigitte; Sprung, Annette; Wlasak, Petra: Civic learning through active citizenship in diverse

societies - In: European journal for Research on the Education and Learning of Adults 16 (2025) 1, S.

21-37 - URN: urn:nbn:de:0111-pedocs-327345 - DOI: 10.25656/01:32734; 10.3384/rela.2000-7426.4407

https://nbn-resolving.org/urn:nbn:de:0111-pedocs-327345

https://doi.org/10.25656/01:32734

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Kontakt / Contact:

peDOCS

DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation

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E-Mail: pedocs@dipf.de

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University of Graz, Austria (brigitte.kukovetz@uni-graz.at)

University of Graz, Austria (annette.sprung@uni-graz.at)

University of Graz, Austria (petra.wlasak@uni-graz.at)

In response to the growing heterogenous populations in urban areas, and the important

role of civic engagement and active citizenship for the promotion of democratic

processes, this paper discusses the active participation of resident foreign citizens and/or

persons with a history of migration, in urban areas. The theoretical connections between

active citizenship, lived citizenship and civic learning are outlined and then linked with

the results of an applied research project focused on various aspects of gender. In

conclusion, active – lived – citizenship, in particular ‘performative’ acts of citizenship,

generate civic learning as subjectification. Public spaces as learning opportunities for

active engagement should take into account aspects of diversity as well as inequalities in

a diverse society in order to promote inclusion and democracy for as many residents as

possible regardless of their citizenship status.

migration, active citizenship, civic learning, public pedagogy, lived

citizenship

Cities are often perceived as engines for social change. They are discussed both as places

where social change can be created and implemented, and as places that are at the fore

front of social transformations. (Pietrzak-Franger et al., 2018). This is especially true in

the case of demographic changes due to migration. Globally, most migrants live in cities

(World Economic Forum [WEF], 2017). In Europe, migrants1 settle in cities at a

disproportionately high rate compared to the native-born population. In 2014, more than

85.2 % of immigrants born outside the EU, 78.8% of migrants born within the EU, but

only 69 % of native born people were living in urban areas, (cities or towns) (Eurostat,

2017). The percentage of second generation migrants born in non-EU countries living in

urban areas is even higher, and amounts to 90 % (Eurostat, 2017).

As cities become highly diverse, this development opens up new questions, topics

and challenges. In this paper, we focus on the aspect of cities as starting points of many

initiatives of civic engagement, a process referred to as ‘active citizenship’ (Bee, 2017).

The people involved are ‘active citizens’, or – to illustrate the tendency of dissent towards

the reigning social order – as ‘activist citizens’ (Isin, 2008; Newman, 2011). We will

henceforth call this active engagement in urban areas, as a reference to the term of ‘urban

citizenship’ (Schilliger, 2018) an ‘active urban citizenship’. Both active and activist

citizens are engaged in promoting more inclusion of undocumented migrants in cities (see

the debate on solidarity cities or sanctuary cities, Wenke & Kron, 2019). Regardless of

the specific cause, the active participation of citizens enriches socio-political debates and

these are inherent to the democratic process (Biesta et al., 2014).

Another aspect of democracy is the inclusion of as many residents as possible in

relevant processes, a significant challenge in times of growing mobility. Formal

opportunities for democratic participation are greatly limited for non-citizens in most of

the 56 countries that the Migrant Integration Policy Index (MIPEX2) measures

worldwide, including the Member States of the EU and the OECD (Solano & Huddleston,

2020b). Nevertheless, many migrants use informal modes of participation. In the practice

of active citizenship, gender plays an important role and the aspects of gender, age,

racialization and sexualization must be considered in analysing acts of citizenship

(Newman & Tonkens, 2011b).

In the field of civic engagement and active citizenship, informal learning processes

are widely researched (Foley, 1999; Duguid et al., 2013), in the last decade the specific

processes of civic learning have been brought to the fore (for example Trumann, 2013;

Caris & Cowell, 2016; Fleischmann & Steinhilpfer, 2017; Sprung & Kukovetz, 2018).

Despite this, the literature provides little insight into the conditions surrounding the

promotion of active citizenship and civic learning through engagement.

Thus, in this paper we aim to analyse civic learning processes that take place during

the practice and pedagogical promotion of active citizenship, especially for women living

in diverse settings. We will start by outlining our theoretical framework. From the wide

range of approaches to active citizenship, we focused on concepts that we believe to be

applicable to the living conditions of marginalized groups, especially of migrants, and

which stem from a critical theoretical framework (such as feminist theories). After some

general points on active citizenship, we will focus on the concept of lived citizenship

(Lister et al., 2007). This feminist approach also draws attention to forms of engagement

that are rooted in people’s everyday actions, often in the domestic sphere or in local (e.g.

ethnic) communities. Due to our focus on marginalized individuals who often do not even

have citizenship rights, engagement mostly takes place beyond the ‘traditional’ spaces of

active citizenship and is therefore at risk of being overlooked. In order to include the

structural conditions for political participation and the spatial dimension of active

citizenship, considerations of urban citizenship will be discussed in the theoretical part of

the paper. This perspective will also be important in understanding our empirical case

study. A dynamic understanding of citizenship rather than a constant and static one, will

form the basis of our analysis. In addition, we will focus on civic learning processes

through and in the interest of active citizenship, and their connection to public pedagogy

and the approaches of lived and urban citizenship. After having outlined the theoretical

framework we will present a case study of civic participation processes involving

migrants in the city of Graz, Austria. We will highlight the current situation as well as the

efforts of the municipality of the city of Graz, to include residents, and particularly

migrants, in civic engagement processes. With an innovative example of promoting active

citizenship we will highlight connections between lived citizenship and the concept of

civic learning. We will conclude with conditions, that we consider to be important for

equitable and need based reinforcement of active citizenship and civic learning in diverse

societies.

A number of terms have been used to describe people’s societal involvement, such as

social or civic participation/engagement/involvement, (political) activism and active

citizenship. In this context, the last term is of particular interest, because the reference to

‘citizenship’ allows us to discuss the peculiarities of civic participation in societies shaped

by migration.

The term citizenship refers mainly to legal status (including rights and

responsibilities) of an individual within the national state (Sassen, 2002). While it is

connected to the idea of inclusion, it is also linked to the idea of an exclusive community

with boundaries, usually the nation-state (Bosniak, 2006). Considering the rise in

international mobility and the new social realities that follow, citizenship scholars have

developed refined approaches such as transnational citizenship or inclusive citizenship.

Three main aspects make up citizenship-membership, rights and participation (Giugni &

Grasso, 2021) The concepts that highlight migration are mostly found under participation.

This goes along with Isin and Nielsens’s (2008) focus on ‘acts of citizenship’ (Isin &

Nielsen, 2008), as opposed to the mere status of citizenship. Such ‘acts constitute actors

who claim and assert rights and obligations’ (Isin, 2008, p. 39) and by doing so ‘enact

themselves as activist citizens’ (Isin, 2008, p. 39). These acts of citizenship have more

than a mere political dimension. They exist in a framework of an ethical, cultural, social

and sexual dimension, as a result of their origin in the individual background of their

actors. By performing these acts, the actors themselves are transformed in addition to

transforming the acts of citizenship, the forms (orientations, strategies, technologies) as

well as the modes (being performed by citizens, strangers, outsiders or foreigners) (Isin,

2008). Isin defines these actors as ‘activist citizens’. This distinction between ‘active’ and

‘activist’ citizens could be fruitful in the understanding of the ‘”Janus face” of active

citizenship’ (Newman & Tonkens, 2011a, p. 198). Janet Newman and Evelien Tonkens

refer to the idea of Ruth Lister et al. (2007), who describe citizenship as janus-faced,

simultaneously possessing an inclusionary and exclusionary, emancipatory and

disciplinary quality (Lister et al., 2007). Similarly, active citizenship can at once be both

emancipatory and disciplining: On the one hand, active citizenship can be seen as practice

and recognition of social movements demanding participation in and transformation of

politics and policies. On the other hand, it is often argued, that active citizenship is a new

form of governance, turning active engagement into a duty of citizens, compensating for

state services (Newman & Tonkens, 2011a).

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Kukovetz,Brigitte;Sprung,Annette;Wlasak,PetraCiviclearningthroughactivecitizenshipindiversesocietiesEuropeanjournalforResearchontheEducationandLearningofAdults16(2025)1,S.21-37Quellenangabe/Reference:Kukovetz,Brigitte;Sprung,Annette;Wlasak,Petra:Civiclearningthroughactivecitizenshipindiversesocietie...

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