State-sponsored non-formal education: Challenges of new modes and frameworks of citizenship education in Germany

The question of how good citizenship education can succeed is a hot topic not only in schools but also in extracurricular political education. In view of the threat to democracy posed by populist and (right-wing) extreme movements and parties and the increasing diversity in society, the state seems to be less and less successful in guaranteeing a common value base for its citizens and their integration. But how should such education be shaped in terms of content and through which forms can it be (effectively) introduced into society? Are state programmes for the formation of a "suitable" democratic citizen and a civil society that supports the political system desirable at all? Or would it be better - as the (specialist) sciences and professions demand - to strive for a political education that is as (state-)free as possible, the aim of which is to support (content-)open, critically reflective emancipation processes of the individual and society? Interestingly, the most determined attempt at state-sponsored citizenship education in the non-school sector/ non-formal education can be found in Germany. Within the framework of special funding programmes of the federal government, corresponding content in political education for children and young people has been promoted here since the early 1990s. Since the 2015s, this area has experienced a massive expansion in the targeted groups and a considerable monetary and soon possibly even legally anchored upgrading, which is unprecedented within the EU. Conceptually, citizenship education measures currently focus primarily on (extremism) prevention approaches, anti-discrimination work, shaping diversity and promoting democracy. Our paper proposal explores the tensions that arise in citizenship education between the state and citizens/civil society. After a brief outline of the history of special funding programmes, we discuss (1) the implications of different concepts of society and citizenship in prevention and anti-discrimination work/democracy promotion, (2) the advantages and disadvantages of short-term project funding versus permanent funding and (3) the role of evaluations as quality assurance, project development and potential state control. Finally, the potentials but also limitations of state funding for citizenship education for democracy and diversity are explored. Authors: Dr. Mirjam Weiberg, Head of Research Group on Democracy, Transfer and Policy Advise; Dr. J. Olaf Kleist, Co-Head of Research Group on Democracy, Transfer and Policy Advise; German Center for Integration and Migration Research, Mauerstraße 76 | 10117 Berlin, E-Mail: weiberg-salzmann@dezim-institut.de, Tel.: +49-30/200 754-150