Worries and possibilities in active citizenship: Three Swedish educational contexts

Abstract

This article examines how the concept of active citizenship has been given a neo-liberal character by examining practice in three different educational contexts in Sweden. The concept of active citizenship has become influential in educational policy and practice throughout the European Union. The aim of this article is to highlight concerns at how this concept has come to be re-shaped by neo-liberal principles in Swedish education. The analysis highlights three themes, based on voice, ethical awareness and complexity and mutuality of lived experience, and argues that they provide the basis for a shift away from the present neo-liberal colouring of the concept.

Active learning tools improve the learning outcomes, scientific attitude and critical thinking in higher education: Experiences in an online course during the COVID-19 pandemic

“…Academically first world countries have debated how the training of students should be, from basic primary education at schools to higher education at universities (Aldenmyr et al, 2012; Biesta, 2009; Janmaat and Piattoeva, 2007; Veugelers, 2007). A major concern is how education can collaborate in the formation of citizens and professionals capable of leading technological, economic, social, cultural and political changes (Nussbaum, 2006; Ross, 2007; White, 2013).…”

Encountering friction between liberal and neoliberal discourses of citizenship: A non-governmental organization’s entrepreneurship education in Tanzania

“…In education, this responsibilization takes many forms, including fostering behaviors and choices that contribute to the economic well-being of society through consumerism, job creation, and security. For example, Aldenmyr et al (2012) describe how the idea of active citizen who makes choices is used in education policy in Sweden and taken up by teachers and students to form new citizen identities linked with consumerism rather than rights and democracy. They note how this discursive practice limits the 'possible life projects' for students by orienting them so strongly to skilling-up for the market.…”

“…The literature on educating for citizenship often assumes a liberal perspective with its attention to political and civic rights as an underlying framework of citizenship. An emerging body of literature has begun to examine how neoliberalism is influencing educational aims for citizenship (Aldenmyr et al, 2012;McLeod, 2012). The education policy and practice literature tends to position liberalism and neoliberalism in a binary.…”

Democracy lessons in market-oriented schools: The case of Swedish upper secondary education

“…A new conception of the successful student has become dominant in Sweden since the early 1990s, that of a self-regulating, autonomous and responsible learner who exerts considerable influence over his or her own personal study situation (cf. Lindblad et al, 2002;Rönnlund, 2011;Aldenmyr et al, 2012). The quotation below from a principal encapsulates both this conception of success and efforts to foster it:…”