Citizenship Education in a World of Identity in Flux, Intercultural Conflict, and the Need for Belonging

Abstract

The human need for belonging and identity (stemming from the need for belonging) is strong. This article begins by discussing these needs, drawing on the theories of Abraham Maslow and Erik Erikson. Forceful societal trends in the early twenty-first-century world have been creating a new societal context that tends to disrupt historical, relatively simple trajectories of identity formation. These trends are then subsumed under two megatrends that operate in the contemporary world. The first is globalisation, evident in the world since c.1990 as “Globalisation 3.0”. One outcome of Globalisation 3.0 is identity flux. Around 2015, a trend of deglobalisation became evident around the world. Populism is one of the manifestations of this counter-trend, a manifestation that is also visible in identity formation patterns. Education, citizenship educationin particular, has long been looked up to as instrument of political socialisation and identity formation, and these counter-trends tend to impact it, as well. The thesis of this article is that citizenship education, as it is presented in the education systems of the contemporary world, could be deemed to be anachronistically simple and hence requires adaptations in response to the exigencies of this new, changed global context. Finally, we suggest some guidelines for a reconceptualised citizenship education attuned to the exigencies of the new unfolding global context.