1. Invitation til europæisk
medborgerskab
Henrik Zipsane

2. 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!)

3. 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)

4. 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)

5. 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

6. De europæiske værdier
Forestillingen om
europæiske værdier
 Europa som +værdi
i forhold til national-
stater

7. 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

8. 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

9. 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

10. 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

11. 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”

12. 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 .......”

13. 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)

14. 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

15. De europæiske kompetencer
Hvilke er de
europæiske
nøglekompetencer?

16. 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

17. 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!

18. 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.

19. 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.

20. 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.

21. 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

22. 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

23. 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.

24. 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.

25. 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

26. Mange museer i Europa arbejder
bevidst eller ubevidst efter EU’s
strategiske mål og i de retninger
som EU har anvist!

27. Eksempler på implemetering i
praktisk museumsarbejde
 Interkulturel dialog i
Leicester Arts and
Museum Service

28. Eksempler på implemetering i
praktisk museumsarbejde
 Interkulturel dialog i
Irish Museum
of Modern Art

29. Eksempler på implemetering i
praktisk museumsarbejde
 Reminiscens i
Den gamle By

30. Eksempler på implemetering i
praktisk museumsarbejde
 Kulturens mangfoldighed
i Open Air Museum of Lithuania in Rumšiškės

31. Eksempler på implemetering i
praktisk museumsarbejde
 Fælles Europæisk historie
På Sverresborg og Jamtli
Sverresborg Jamtli

32. Eksempler på implemetering i
praktisk museumsarbejde
- Interkulturel dialog
på Jamtli


33. 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!

34. Tak for opmærksomheden!
Henrik Zipsane
henrik.zipsane@jamtli.com
www.nckultur.org & www.jamtli.com