A fragile connection? Citizenship politics, civic education and democracy at the crossroads

The recent years, marred by economic, health, social, and political crises, have seen a renewed sense of urgency around issues of citizenship politics, civic education, and forms of government. For example, the COVID-19 pandemic exposed significant disparities in access to health services and citizenship rights, as well as the readiness of governments to take responsibility for their people. Despite the previous celebration of the achievements of an increasingly globalised and integrated post-national society, new security challenges, including multiple wars, have underlined how deep-seated inequalities in international society and regional orders remain – often along the fault lines of colonial and imperialist past. This seems to ring true even in regions like Europe, which are regularly celebrated as the epitome of globalisation. Responses to these multiple crises have blatantly showcased inequalities, with wealthier nations often securing more resources for protection and recovery, while poorer countries are left to fend for themselves. The result is an exacerbation of inequality between regions, countries and, especially, people. Indeed, citizens with certain intersectional markers (ethnicity, religion, gender), as well as migrants and refugees with non-citizen status, have experienced new forms of exclusion from mainstream discourses – even the right to life – while continuing to face greater economic and social vulnerabilities. These developments emphasise the importance of empowering people, helping them to understand their rights and opportunities, and encouraging active participation in governmental processes and, even, international dialogues. These are important tasks that can be enhanced via civic education, citizen advocacy groups, and policy initiatives, among others. With forms of government—democratic, authoritarian, or hybrid—also shaping how citizenship politics and civic education are defined and experienced, it is essential that initiatives on these themes are intertwined with discussions of government structures. This allows citizens to better advocate for their rights, understand their roles in governance, and hold their governments accountable. The crises of recent years highlight how fragile these connections can be, and how essential they are for international/regional stability, equality, and social justice. Scope of panels and papers at this section With these issues in mind, this Section will explore key themes in citizenship politics and in civic education, focusing on how these themes shape and are shaped by policies, behaviour and attitudes in various national, regional and international contexts. We aim to bring together diverse Panels that critically examine the evolving dynamics of citizenship politics and civic education and engage with a broad range of topics, emphasising the role of political, social, cultural, economic and institutional factors in shaping citizenship frameworks and civic education. We especially welcome comparative perspectives that incorporate interdisciplinary approaches and diverse methodologies. Panel and paper proposals can focus on any aspect of citizenship policies, politics or civic education and draw on theoretical and/or empirical contributions around the following themes (not an exhaustive list): • Recent trends and transformations in citizenship frameworks and models (e.g. on citizenship acquisitions/revocations, dual citizenship, and statelessness); • Civic education programs aimed at integrating citizens/raising good citizens, and their role in fostering democratic and/or inclusive societies; • The role of governmental and non-governmental actors in designing and implementing citizenship and civic education policies; • Policies, practices and experiences of social service access and use (for citizens and non-citizens; • Comparative perspectives on citizenship and /or civic education policies; • Study of citizenship and/or civic education at national and sub-national levels; • Study of citizenship and/or civic education experiences, practices and policies from post- and/or de-colonial lens Citizen/non-citizen political attitudes and/or behaviour; • Citizen/non-citizen participation in in civic life, political representation, and engagement in government processes; • The role of different types of political systems (including democratic, authoritarian, or hybrid) in shaping civic/citizenship education and citizenship frameworks and practices); • The influence of international organisations and supranational institutions on citizenship and/or civic education frameworks, policies and implementation; • Public opinion and political discourse surrounding citizenship and/or civic education.