henrik zipsane - invitation til medborgerskab
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Invitation til europæisk
medborgerskab
Henrik Zipsane
Vejen til et instrumentelt
medborgerskab
Perspektivet på medborgerskab i europæisk sammenhæng er siden 1945 – og særligt siden 1989 en proces – fra objektivisering til subjek-tivisering af mennesket
(det er i alle fald sådan som Europarådet, OSSE og ikke mindst EU ønsker at se det!)
Vejen til et instrumentelt
medborgerskab
Medborgerskabets klassiske betydning havde sin grund i tanker om: ”Medlemskab” i et samfund Forestillinger om rettigheder og pligter
Rettigheder som f.eks. retten til samfundets beskyttelse og valg- og stemmeret
Pligter som f.eks. værnepligt og skattepligt
(dvs. medborgeren ses som objekt i forhold til staten)
Vejen til et instrumentelt
medborgerskab
Medborgerskabets nye betydning har sin grund i tanker om: Funktionalitet i et samfund Kompetence til at kunne realisere
rettigheder og pligter Kompetencer for at kunne klare sig i samfundet Kompetencer for at kunne bidrage til
samfundet
(dvs. medborgeren ses som subjekt i forhold til staten = EU)
Vejen til et instrumentelt
medborgerskab
For at forstå hvorfor mennesker i Europa behøver kompetencer som EU formulerer er man nødt til at acceptere at EU ser sig som en stadigt pågående integrationsproces med et antal antagelser som forudsætning: Desto mere samarbejde desto mindre ufred Desto mere integration desto mere synergi Desto mere forståelse for det særligt
europæiske desto mere fællesskabsfølelse
De europæiske værdier
Forestillingen om europæiske værdier Europa som +værdi i forhold til national- stater
De europæiske værdier
De europæiske værdier Europarådet 4 november 1950:
Convention for the Protection of Human Rights and Fundamental Freedoms
Europarådets konvention kan ses som en videre udvikling tilpasset Europa af De Forenede Nationers menneskerettighedserklæring af 10 december 1948: The Universal Declaraton of Human Rights
De europæiske værdier(Europarådet 1950)
De europæiske værdier
- Right to life - Freedom of expression - Prohibition of torture - Freedom of assembly and
association- Prohibition of slavery and - Right to an effective remedy forced labour - Derogation in time of emergency - Right to liberty and security - Restrictions on political
activity of aliens
- Right to a fair trial - Right to marry - No punishment without law - Freedom of thought,
conscience - Right to respect for private and religion and family life - etcetera, etcetera- Prohibition of abuse of rights
De europæiske værdier(EU 1992)
De europæiske værdier The right to move and reside freely within the territory of the
Member States The right to vote and to stand as a candidate in elections to the
European Parliament and in municipal elections in the Member State in which they reside, under the same conditions as nationals of that State
The right to diplomatic protection in the territory of a third country (non-EU state) by the diplomatic or consular authorities of another Member State, if their own country does not have diplomatic representation there
The right to petition the European Parliament and the right to apply to the Ombudsman appointed by the European Parliament concerning instances of maladministration in the activities of the Community institutions or bodies.
The right to write to any Community institution or body in one of the languages of the Member States and to receive a response in the same language
The right to access European Parliament, Council and Commission documents, subject to certain conditions
De europæiske værdier
Medborgernes Europa- EU program 2007-2013(har eksisteret siden 2004)
Fokus er på NGO samar-bejde om demokrati, euro-pæisk identitet, fælles vær-dier og historie -ungdom prioriteret
De europæiske værdier
EU flytter langsomt med sikkert fokus fra tryghedstænkning til ansvarstænkning
Fra ”EU tar sig af alle” til mere ”Vi har alle ansvar”
De europæiske værdier og kompetencer
Den langsomme glidning fra at formulere sig som:
”menneskers kompetencebehov for at kunne klare sig som medborgere .......”
Til at formulere sig som:
”menneskers kompetencebehov for at kunne virke som medborgere .......”
De europæiske værdier og kompetencer
Kompetencetænkning har siden anden halvdel av 1990’erne taget voksende plads i EU’s policyudvikling
Følgende begrebsdannelser har EU udviklet og medlemslandene har taget dem til sig!- livslang læring (lifelong learning)- nøglekompetencer (key competences)- grundkompetencer (basic skills)
The Concept of Key Competences
November 2004: A Work Group under The European Commission presents the concept of Key Competences as ”A European Reference Framework”
November 2005: The European Commission propose the introduction of the concept of Key Competences for Lifelong Learning
December 2006: The European Council adopts the concept of Key Competences for Lifelong Learning
De europæiske kompetencer
Hvilke er de europæiske
nøglekompetencer?
De europæiske kompetencer
De 8 europæiske nøglekompetencer Kompetence i modersmål Kompetence i et andet sprog Kompetence i matematik, naturvidenskab og
teknologi Kompetence i digitale medier Kompetence for at kunne lære nyt Kompetence for medborgerskab Kompetence for entreprenørskab Kompetence i kulturel kreativitet
De europæiske kompetencer
EU har i sædvanlig rækkefølge lånt fra UNESCO og OECD. Som i alle sådanne sammenhænge kan man se lidt andre varianter rundt om i verden. I USA taler man således om ”Skills for the 21st Century”
Det særlige ved den europæiske formulering var frem til finanskrisen 2008 at der var tanker om nøglekompetencer i det livslange læringsperspektiv - med Europa 2020 virker det som at al fokus er på arbejdslivet!
De europæiske kompetencer
Interpersonal, intercultural and social competences, civic competence
Definition: These competences cover all forms of behavior that equip individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary. Civic competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to active and democratic participation.
Essential knowledge, skills and attitudes related to the competence
A. Personal and social well-being requires an understanding of how individuals can ensure optimum physical and mental health, including as a resource for oneself and one’s family, and knowledge of how a healthy lifestyle can contribute to this. For successful interpersonal and social participation it is essential to understand the codes of conduct and manners generally accepted in different societies and environments (e.g. at work), and to be aware of basic concepts relating to individuals, groups, work organisations, gender equality, society and culture. Understanding the multi-cultural and socio-economic dimensions of European societies and how national cultural identity interacts with the European identity is essential. Skills to communicate constructively in different environments, express and understand different viewpoints negotiate with the ability to create confidence, and feel empathy are the core of this competence. Individuals should be able to cope with stress and frustration and to express it in a constructive way and should also distinguish between the personal and professional spheres. As regards attitudes, the competence is based on collaboration, assertiveness and integrity. Individuals should have an interest in socio-economic development, intercultural communication, value diversity and respect others, and be prepared both to overcome prejudices and to compromise.
B. Civic competence is based on knowledge of the concepts of democracy, citizenship, and civil rights, including how they are expressed in the Charter of Fundamental Rights of the European Union and international declarations and applied by various institutions at the local, regional, national, European and international levels. Knowledge of main events, trends and agents of change in national, European and world history and present, with a specific view on European diversity is essential, as is knowledge of the aims, values and policies of social and political movements. Skills relate to the ability to engage effectively with others in the public domain, display solidarity and interest in solving problems affecting the local and wider community. It involves critical and creative reflection and constructive participation in community/neighbourhood activities as well as decision-making at all levels from local to national and European level, in particular by voting. Full respect for human rights including equality as a basis for democracy, appreciation and understanding of differences between value systems of different religious or ethnic groups lay the foundations for a positive attitude. It comprises also the display of a sense of belonging to one’s locality, country, EU and Europe in general and (one’s part of) the world and the willingness to participate in democratic decision making at all levels. Constructive participation also involves civic activities, support for social diversity and cohesion and sustainable development, and a readiness to respect the values and privacy of others.
Europæiske værdier bliver kulturpolitik
For EU er kulturpolitik ikke noget ”særligt” men et redskab blandt andre for at nå strategiske mål. Til de primære strategiske mål hører sammenhold og vækst!
De såkaldte europæiske værdier bliver tydeligt bagt ind i de kulturpolitiske mål
EU’s mål på kulturområdet
(2007 – som resultat af Lissabonprocesen):
promotion of cultural diversity and intercultural dialogue
promotion of culture as a catalyst for creativity promotion of culture as a vital element of the
EU’s international relations
EU’s mål på kulturområdet
(2011 – som bidrag til Europa 2020):
Culture’s contribution to smart growth The CCIs are a major source of employment
potential. In the last decade overall employment in the CCIs increased three times comparing to the employment growth in the EU economy as a whole.
They are also a driver for creativity and non-technological innovation throughout the economy, producing high-quality and competitive services and goods. Finally, through relevant links with education, culture can effectively contribute to the training of a skilled and adaptable workforce, thus complementing economic performance.
EU’s mål på kulturområdet
(2011 – som bidrag til Europa 2020):
Culture’s contribution to sustainable growth Culture can contribute to sustainable growth
through fostering greener mobility and the use of cutting edge sustainable technologies, including digitisation which assures the on-line availability of cultural content. Artists and the cultural sector as a whole can play a crucial role in changing people's attitudes to the environment.
EU’s mål på kulturområdet
(2011 – som bidrag til Europa 2020):
Culture’s contribution to inclusice growth Culture can contribute to inclusive growth
through promoting intercultural dialogue in full respect for cultural diversity. Cultural activities and programmes can strengthen social cohesion and community development as well as enable individuals or a community to fully engage in the social, cultural and economic life
Mange museer i Europa arbejder bevidst eller ubevidst efter EU’s
strategiske mål og i de retninger som EU har
anvist!
Eksempler på implemetering i
praktisk museumsarbejde
Interkulturel dialog iLeicester Arts andMuseum Service
Eksempler på implemetering i
praktisk museumsarbejde
Interkulturel dialog iIrish Museum of Modern Art
Reminiscens iDen gamle By
Eksempler på implemetering i
praktisk museumsarbejde
Kulturens mangfoldighed i Open Air Museum of Lithuania in
Rumšiškės
Eksempler på implemetering i
praktisk museumsarbejde
Fælles Europæisk historiePå Sverresborg og Jamtli
Sverresborg Jamtli
Eksempler på implemetering i
praktisk museumsarbejde
- Interkulturel dialog på Jamtli
Eksempler på implemetering i
praktisk museumsarbejde
Mange museer i Europa arbejder - bevidst eller ubevidst - efter EU’s strategiske mål og i de retninger som EU har anvist!
.... og dermed er museerne med til at producere europæisk
medborgerskab!
