CITIZENSHIP EDUCATION AND PARTICIPATORY ACTION RESEARCH: EDUCATIONAL SETBACKS AND METHODOLOGICAL RE-INSURRECTIONS

Abstract

This text positions itself at the crossroads between citizenship and Participatory Action Research, trying to identify and overcome the common logic of ethical and political neutralization, which vulgarizes and empties the concepts of citizenship and education for citizenship. This neutralization, referred to here as “educational setback”, affects the methodological dimensions of socio-educational intervention, accommodating them to the status quo. On the contrary, it is proposed to return to a politicized understanding of citizenship education, paving the way for a “methodological re-insurrection” capable of reviving a critical and emancipatory sense of education and social intervention. It concludes with a proposal for a re-learning of the notion of citizenship, which could affect the way education, society and democracy are understood in a shared way, repositioning the issues of commitment and participation in citizenship and Participatory Action Research.