Category: Democracy Talks

On 15 January 2025, we had the pleasure of hosting Democracy Talk 16, where Sonia Bussu from the University of Birmingham shared her insights on the Inspire Project. This Horizon Europe initiative, running from April 2024 to March 2027, seeks to challenge the traditional top-down approach that often characterises democratic innovations in Europe. Sonia’s presentation was a compelling exploration of how we can foster more inclusive democratic spaces through genuine, participatory approaches.

The session delved into the tensions that arise when grassroots-driven initiatives encounter the structural power imbalances embedded within our political systems. Sonia highlighted the project’s commitment to co-designing participatory spaces where the voices of the most impacted communities lead the way. Drawing from assemblage theory, the Inspire Project attempts to understand and navigate the complex interactions between diverse actors, institutions, and practices. This approach isn’t just theoretical; it plays out in real-world contexts where public officials and citizens engage in co-production models, fostering shared ownership and mutual accountability.

One of the most captivating aspects of the project is its use of creative methods, such as Legislative Theatre and Participatory Performance Lectures. Sonia explained how these approaches move beyond traditional public consultations, providing dynamic spaces where community members don’t just discuss issues but actively co-create solutions. Legislative Theatre, for instance, allows the communities most affected by policy decisions to identify problems and collaborate directly with public officials and wider community audiences to craft meaningful solutions. Participatory Performance Lectures blend art and deliberation, creating powerful experiences that encourage deep reflection and dialogue, with the potential to influence policy decisions in tangible ways.

However, the question remains: how do we ensure that the insights generated from these creative methods translate into actual policy changes, especially in socio-political environments resistant to non-traditional approaches? Sonia addressed this by emphasising the importance of continuous engagement with decision-makers and embedding participatory outcomes within formal institutional processes.

Another critical theme explored during the session was intersectionality. The Inspire Project places significant emphasis on ensuring that participatory spaces are not just diverse but genuinely inclusive. Measuring the success of intersectional inclusion goes beyond theoretical frameworks and qualitative narratives. Sonia introduced the Democratic Capabilities Framework, designed to evaluate how socio-economic contexts and intersectional conditions either nurture or hinder citizen participation. Through ongoing pilot assessments and mixed-methods research, the project aims to capture the full spectrum of participant experiences, ensuring that inclusion is both meaningful and measurable.

Reflecting on the discussion, several thought-provoking questions emerged: How can participatory projects maintain their inclusive ethos while addressing the entrenched power dynamics in policymaking? What strategies can help institutionalise creative methods like Legislative Theatre to ensure they have a lasting policy impact? How do we move beyond tokenistic gestures to embed intersectionality meaningfully in democratic innovations? And perhaps most importantly, what role can public officials play in co-creating participatory spaces without unintentionally reinforcing existing hierarchies?

Looking ahead, we invite you to join us for the next Democracy Talk as we continue to explore innovative approaches to democratic engagement and education. Stay tuned for more enriching discussions, and don’t forget to tune in LIVE on YouTube via this link: https://www.youtube.com/@democrathorizon

On 11 December 2024, we hosted Democracy Talk 15, featuring Anne Nevgi and Niclas Sandström from the University of Helsinki. The session, titled “Transformation and Reflection in Education for Democracy,” explored how critical reflection and transformative learning can cultivate democratic competencies in both formal and non-formal educational settings.

Key Themes Explored

Key Competencies for Democratic Participation

Anne Nevgi highlighted the importance of developing key competencies through education that are essential for democratic engagement:

• Critical Reflection: Encouraging individuals to question their own biases, values, and assumptions to foster independent thinking.
• Active Citizenship: Promoting civic responsibility and participation beyond voting, including community involvement and advocacy.
• Social and Emotional Intelligence: Cultivating empathy, self-awareness, and emotional regulation to enhance constructive dialogue and mutual respect.
• Metacognitive Skills: Fostering the ability to think about one’s own thinking, enabling continuous self-assessment and growth.

Standardised Outreach Strategies for Engaging Vulnerable Communities

The speakers addressed effective outreach strategies to engage individuals from vulnerable backgrounds:

• Participatory Learning Environments: Creating spaces where diverse viewpoints are valued, and mutual respect is a core practice.
• Community-Based Approaches: Establishing local platforms for youth participation in decision-making processes.
• Social and Emotional Learning (SEL): Integrating SEL into teacher training programmes to support educators in fostering inclusive and reflective classroom environments.
• Digital Literacy and Critical Media Skills: Equipping young people with the tools to navigate social media responsibly and recognise the impact of digital communication on democratic discourse.

Questions for Reflection

• How can education systems integrate critical reflection as a core component of democratic learning?
• What strategies can schools adopt to foster active citizenship from an early age?
• How can educators balance freedom of speech with the need to prevent hate speech in democratic societies?
• In what ways can social and emotional intelligence be systematically incorporated into educational curricula to support democratic competencies?

Upcoming Events

Join us for the next Democracy Talk on 15 January 2025, featuring Sonia Bousu from the University of Birmingham. Sonia will present the Inspire Project, focusing on co-designing more inclusive and embedded participation frameworks. Stay tuned for this insightful session!

Tune in LIVE on YouTube via this link: https://www.youtube.com/@democrathorizon

On 27 November 2024, we hosted Democracy Talk 14 featuring Hilmi Tekoglu from the SOLIDAR Foundation. Hilmi shared insights on “Promoting Democratic Participation and Engagement” through the AKA (Awareness, Knowledge, Action) Active Citizens Project. This two-year initiative, coordinated by SOLIDAR Foundation, is implemented across eight European countries—Belgium, Croatia, France, Germany, Greece, Italy, Portugal, and Spain—and funded by the Citizens, Equality, Rights, and Values (CERV) programme.

Key Themes Explored

Key Competencies Gained from Global Citizenship Education (GCE)

Hilmi Tekoglu emphasised the transformative power of Global Citizenship Education (GCE) as a foundation for democratic participation. Young people engaged in GCE develop essential competencies such as:

• Critical Thinking: Enhancing the ability to analyse, question, and understand complex social issues.
• Empathy and Social Awareness: Fostering sensitivity to diversity, tolerance, and intergenerational solidarity.
• Active Citizenship Skills: Encouraging participation in democratic processes, advocacy, and community-driven initiatives.
• Environmental and Social Responsibility: Promoting climate justice, sustainable economic models, and gender equality as integral to civic engagement.

Standardised Outreach Strategies for Engaging Vulnerable Communities

The AKA Project adopted innovative, standardised outreach strategies to connect with young people from vulnerable backgrounds:

• Community Centres: Co-led by youth and project partners, these centres address structural challenges through participatory methodologies tailored to local realities.
• Training for Trainers: Involving project managers, educators, and young participants to ensure sustainable knowledge transfer and leadership development.
• Interactive Tools and Workshops: Methods such as artivism, world café discussions, and urban mobility activities foster inclusive, engaging learning environments.
• The AKA Booklet: A practical guide available in eight languages, offering tools and methodologies to promote transformative learning and social action.

Questions for Reflection

• How can Global Citizenship Education be integrated into formal and non-formal education systems to enhance democratic participation?
• What are the best practices for ensuring that outreach strategies are inclusive and resonate with marginalised communities?
• How can youth-led initiatives within community centres foster long-term civic engagement and leadership?
• In what ways can educators balance transformative learning methodologies with the need for measurable outcomes in democratic participation projects?

Upcoming Events

Join us for the next Democracy Talk, where we will continue exploring critical themes in democratic engagement and education. Stay tuned for updates, and don’t miss out on enriching discussions!

Tune in LIVE on YouTube via this link: https://www.youtube.com/@democrathorizon

Two weeks ago we spoke with Maria Rosa Buxarrais of the University of Barcelona during our Democracy Talks. Maria discussed “How to Educate in a Pluralistic and Democratic Society” in the context of higher education. The session delved into the challenges and opportunities of embedding ethical competences and democratic principles within education systems.

Key Themes Explored

1. The Role of Higher Education in Developing Ethical Competences
   Dr. Buxarrais highlighted the multidimensional nature of ethical education, emphasising three core areas:
   • Self-construction: Building self-awareness and regulation.
   • Living Together: Cultivating empathy, social skills, and dialogue.
   • Socio-Moral Reflection: Encouraging advanced moral reasoning.
     Higher education institutions were positioned as spaces for equipping students with professional skills and the capacity for critical thinking, commitment to justice, and active citizenship.
2. Educational Practices that Foster Democratic Values
   Practical methods such as service-learning, problem-based learning, and restyled teaching methodologies were presented as tools to promote ethical reflection and action. Dr. Buxarrais also stressed the importance of creating institutional cultures prioritising dialogue, participation, and human dignity and rights commitment.
3. Ethical Competence as a Foundation for Democratic Citizenship
   The session underscored the necessity of fostering moral habits, critical media literacy, and a sense of community belonging. Dr. Buxarrais noted that ethical commitment must extend beyond individual actions, encouraging students to engage in solving social problems at local, national, and global levels.

Questions for Reflection

• How can universities create environments that encourage dialogue, empathy, and social skills?
• In what ways can higher education foster ethical competences that go beyond professional skills, such as commitment to justice and human rights?
• How can primary and secondary education systems prepare students for democratic citizenship through empathy, self-regulation, and social skill development?
• How can universities balance ethical training with the technical demands of professional fields, especially in areas where ethical dilemmas frequently arise?

Upcoming Events
Join us on TODAY for Democracy Talk 14, featuring Hilmi Tekoglu of SOLIDAR Foundation. He will discuss “Promoting democratic participation and engagement – the AKA project”.

AKA (Awareness, Knowledge, Action) Active Citizens is a 2-year project, coordinated by SOLIDAR Foundation, carried out in a consortium of 8 partners across Europe namely Belgium, Croatia, France, Germany, Greece, Italy, Portugal, and Spain. The project’s primary objective is to promote democratic participation and engagement at the EU level among young citizens from marginalised/underrepresented backgrounds across the participating 8 countries. AKA Active Citizens project is funded by Citizens, Equality, Rights and Values (CERV). You can learn more here

Don’t miss out on this enriching discussion and tune in LIVE on YouTube via this link: https://www.youtube.com/@democrathorizon

On October 30th, we had the pleasure of hosting Valeria Damiani from LUMSA University in Rome for our 12th Democracy Talk. Valeria shared her expertise on “The School as a Democratic Learning Environment: Promoting a Whole-School Approach to Civic and Citizenship Education in Italian Primary and Lower Secondary Schools.” I’d like to take a moment to reflect on Valeria’s insightful session and highlight some key themes that resonate with the goals of civic education.

As part of our ongoing series, this talk brought in Diana Trevino, Project Officer at the European University Continuing Education Network, who introduced Valeria. Valeria, an expert in democratic education and principal investigator for the Prin 2022 project, shared valuable insights into her team’s work on fostering democratic learning environments in Italian schools, emphasizing the ‘whole-school approach.’

In her presentation, Valeria outlined findings from her project, funded by Italy’s Ministry of Education. She discussed the challenges and opportunities for democratic learning in Italian schools, such as a gap between national civic education guidelines and school-level practices, often hindered by inconsistent reforms and a lack of dedicated support for democratic initiatives in classrooms.

Key Themes Explored

Inclusivity in Democratic School Culture
Valeria stressed that schools can function as democratic learning environments where students experience citizenship through active participation in school decisions, management, and community involvement. She noted that the whole-school approach emphasizes inclusivity, allowing students to engage meaningfully and feel their voices are heard. Valeria highlighted that such participation, while familiar in upper secondary levels, is often absent in lower levels, creating a missed opportunity for fostering democratic values from an early age.

Teaching as Democratic Practice
Valeria shared that democratic learning also involves adopting inclusive teaching methods, where students actively engage with the learning process. Techniques such as formative assessments, peer feedback, and shared goal-setting were cited as ways to incorporate democratic principles into teaching. In this way, students gain practical experience in democracy, fostering a sense of responsibility and citizenship.

Promoting Active Citizenship Beyond School
The project encourages students to act within their local communities, aligning with one of the three pillars of the whole-school approach. This model connects classroom learning to real-world applications, creating a bridge between theoretical knowledge and active citizenship.

Questions for Reflection
To deepen your engagement with these themes, consider the following:

• How can schools, particularly in early education, incorporate democratic practices to prepare students for active citizenship?
• What strategies could bridge the gap between national policies and school-level civic education practices?
• How might teachers collaborate to create democratic learning environments within the constraints of traditional subject structures?

For those who couldn’t join, the full recording of Valeria’s talk is available on our YouTube channel. We thank Valeria and all participants for this enriching discussion, which has provided valuable insights into advancing democratic education in schools.

Today is our 13th talk with Maria Rosa Buxarrais of the University of Barcelona. Maria will discuss “How to Educate in a Pluralistic and Democratic Society” in the context of higher education. The talk begins at 3 PM CET.

In two weeks we will also have our talk with Hilmi Tekoglu of SOLIDAR Foundation who will speak on Promoting democratic participation and engagement – the AKA project. You can add it to your calendar here

This project has received funding from the European Union’s HORIZON-RIA HORIZON Research and Innovation Actions under Grant Agreement No. 101095106. Views and opinions expressed are those of the author(s) only and do not necessarily reflect those of the European Research Executive Agency. Neither the European Union nor the granting authority can be held responsible for them.

By Vanina Morrison

On October 16th, we had the pleasure of speaking with Ben Mallon from the Democrat Project about citizens’ assemblies for children and young people. I’d like to take a moment to reflect on Ben’s insightful session and highlight key themes that are important for us to remember.

This session marked our eleventh gathering of the Democracy Talks, where we had the pleasure of hosting Diana Trevino, Project Officer at the European University Continuing Education Network, who introduced Benjamin Mellon, an expert on democratic education and youth engagement. Benjamin shared insightful perspectives on citizens’ assemblies for children and young people and their profound implications for fostering democratic education.

Benjamin’s presentation highlighted key findings from a collaborative research project led by his team at Dublin City University, exploring the role of children’s assemblies in strengthening deliberative democracy and environmental awareness. He introduced us to a groundbreaking assembly held in Ireland, where children aged 7 to 17 gathered to address biodiversity loss. The participants engaged in activities designed to deepen their understanding of environmental challenges, leading to a shared vision of a sustainable Ireland rooted in nature and community.

Key Themes Explored

1. Inclusivity in Decision-Making
   Benjamin emphasized the need for inclusive, intergenerational justice, arguing that children’s perspectives are crucial in tackling global issues like biodiversity loss. This assembly provided a unique space for youth voices, which are often overlooked, to be heard. As one participant poignantly noted, “If children and young people aren’t going to be part of their own future, how can we possibly solve this?”
2. Education and Democratic Competence
   The assembly highlighted the importance of education as a foundation for informed, collective decision-making. By learning about complex topics such as biodiversity, children gained the knowledge to participate meaningfully in democratic processes. Through collaborative activities, they practiced decision-making not only for themselves but for the community, showcasing the potential of school-based assemblies to nurture democratic competence.
3. Action and Impact Beyond the Assembly
   The assembly inspired participants to act within their schools, communities, and even at a broader national level. One child described addressing local council leaders on environmental issues, demonstrating how these assemblies empower young people to engage in citizenship beyond the classroom.

Questions for Reflection
We invite you to reflect on the following questions as you consider the role of youth assemblies in democratic education:

• Why is it essential to include children and young people in assemblies addressing issues like climate change and biodiversity?
• How can adults and policymakers ensure that recommendations from youth assemblies are taken seriously?
• How can youth assemblies be integrated into broader educational policies to promote democratic values?

For those who missed the latest talk, you can catch the full recording on our YouTube channel here

Thank you to everyone who joined us, especially Benjamin for his inspiring work on youth assemblies. Let’s continue empowering future generations to lead the way toward a democratic and sustainable future.

Disclaimer: This project has received funding from the European Union’s HORIZON-RIA HORIZON Research and Innovation Actions under Grant Agreement No. 101095106. Views and opinions expressed are those of the author(s) only and do not necessarily reflect those of the European Research Executive Agency. Neither the European Union nor the granting authority can be held responsible for them.

Hello everyone! Welcome back to the ninth Democracy Forum!

Last week, on Wednesday, September 18, we had the honor of hosting Fabian Virchow from the Hochschule Düsseldorf (HSD). Fabian led an engaging and thought-provoking discussion on “Challenging Fake News and Conspiracy Theories in Education.”

During his presentation, Fabian explored several critical themes. He highlighted how conspiracy theories and fake news impact democracy and presented a compelling overview of the structure of conspiracy narratives. Fabian emphasized that such narratives often thrive in times of crisis, offering simple explanations for complex problems, thus appealing to those feeling uncertain or anxious. He also discussed the importance of developing digital literacy and fostering critical thinking as key tools in combating misinformation within the classroom.

We invite you to rewatch the talk here and reflect on the following questions or share your thoughts on any related aspects discussed by Fabian:

• What are some effective strategies for helping students critically engage with fake news and conspiracy theories in educational settings?
• How can educators balance the need to counter misinformation with the importance of upholding freedom of speech and encouraging open dialogue?
• What role should schools play in fostering resilience against the fear and uncertainty that can make individuals more susceptible to conspiracy theories?

We look forward to your insights and comments!

Stay tuned for our next Democracy Talk in October, where Diana Trevino will be hosting the 10th forum. We will have a conversation with Clàudia Soler Laborda and her colleagues of the Escola Carrilet Palagrufell, Catalonia. They will speak about the project “Read Right-Read Rights: A School Project Using Children’s Rights to Develop Democratic Thinking in the Educational Community”. 

You can subscribe to all our future talks on our YouTube page.

Fabian has also published a blog further detailing his presentation which you can read on the Agora here. See you in a week!

Hello everyone! Welcome to the seventh Democracy forum!

Last week, on Wednesday, July 17, we had the pleasure of hosting Paulina Sekula from Jagiellonian University in Krakow. Paulina led a compelling discussion on “Gender Inequalities: A Challenge for Inclusive Democracy.”

During her talk, Paulina addressed several important points. She spoke on intersectionality, increasing women’s participation in leadership roles and incorporating gender equality into education for democracy.

We invite you to rewatch the talk here and share your thoughts on these questions or any related aspects discussed by Paulina:

1. What are some effective ways schools can promote gender equality and encourage active participation in politics from a young age?
2. How can policies be designed to address gender inequality and other intersecting issues such as race and economic status?
3. What strategies can be employed to increase women’s representation in various industries, particularly in leadership roles?
4. Should gender equality be a more prominent part of education for democracy, especially given the current focus on green and digital transitions?

We look forward to your insights and comments!

Stay tuned for our next Democracy Talk, on July 31st where we will have a conversation with Manussos Marangudakis from the University of the Aegean. He will speak about “The Social and Political Conduct – Curricula in Primary and Secondary Education in Greece”

You can subscribe for all our future talks on our YouTube page.

Hello everyone! Welcome to the sixth Democracy Forum!

Every other Wednesday, we’ll share this online space to discuss important questions and topics that have arisen from the Democracy talks in the week before or from blog posts and current events.

Last week, we had an enlightening 6th Democracy Talk featuring special guest Georgios Kostakos from FOGGS, a partner of DEMOCRAT. He presented the project “COVID Education Alliance (COVIDEA).”

Georgios shared insights into how COVIDEA was created in response to the significant shortcomings in our educational systems revealed by the COVID-19 pandemic. The initiative aims to address these shortcomings and help education systems adapt to the rapidly changing world, ensuring they are better prepared for digital transformations and external shocks. You can read more about the project here.

We invite you to rewatch the talk here and share your thoughts on the following questions or anything related to the discussion with Georgios:

1. What are the key challenges and opportunities in aligning policymakers’ goals with innovative educational practices?
2. What steps is COVIDEA taking to ensure its digital tools and technologies protect the privacy and freedom of expression of individuals?
3. How can technologies like virtual reality and artificial intelligence improve democratic education in schools?
4. Should there be a recommendation to limit the use of digital technology in school settings, and is there a risk of losing humanistic competencies?

We look forward to your comments and insights!

Additionally, join us for our next Democracy Talk at 3 pm CET next week Wednesday (July 24th) with Paulina Sekula from the Jagiellonian University Krakow. She will speak about “Gender Inequalities: A Challenge for Inclusive Democracy.”

Feel free to add your comments below!