Frankfurt Declaration on Political Education

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The Frankfurt Declaration. For a critical-emancipatory political education , 19 academics and practitioners of political education developed and signed for the first time in June 2015, who have come together in the "Forum for Critical Political Education" . By May 2017, more than 170 signatories had been added. The declaration has been published in German and English, can be viewed online and can still be signed.

Content and concerns

Political education is practiced in different school subjects as well as interdisciplinary and is represented outside of school in different institutions and forms: in educational institutions, youth associations and with educational institutions as well as in social movements and initiatives. Against the background of social changes, social inequality and new political topics, the clarification of principles and standards of civic education is gaining relevance. In this context, the declaration aims at a "critical-emancipatory" self-understanding of political education, which is based on the principles of a democratic political culture in terms of enlightenment and anti-discrimination .

Reception and effect

In the context of political education and political didactics, the Frankfurt Declaration often serves as a point of reference for renewed self-understanding. The main question is to what extent the Frankfurt Declaration can be understood as an extension or also as a corrective to the so-called Beutelsbach Consensus . In the light of the Frankfurt Declaration, its points, which are sometimes understood as 'basic principles' of political education in Germany, do not only need to be concretized. Rather, the Frankfurt Declaration aims, through formally understood neutrality, to position political education in the sense of a democratization of all areas of society, especially of (political) education with the aim of equal participation and participation. The disputes can be regarded as unfinished, but have already led to more detailed publications in which the question of a contemporary orientation of political education is taken up. The following should be mentioned in particular:

  • Widmaier, Benedikt / Overwien, Bernd (ed.): What does critical political education mean today? Schwalbach 2013
  • Widmaier, Benedikt / Zorn, Peter (ed.): Do we need the Beutelsbach consensus? A debate on political education, Bonn 2016
  • Hirsch, Anja (2016): Emancipatory? Critical reflections on promoting self-efficacy among marginalized youth. In: Kakos, Michalis / Müller-Hofstede, Christoph / Ross, Alistair (eds.): Beyond Us versus Them: Citizenship Education with hard to reach learners in Europe, Bonn (series of publications by the Federal Center for Political Education), pp. 161–181 .
  • Hentges, Gudrun / Lösch, Bettina / Eis, Andreas : School political education. Contentlessness as a new ideology? In: FORUM Wissenschaft, Zts. des BdWi, H. 4/2017 (34th year), pp. 24–28.
  • Krenz-Dewe, Daniel / Poma Poma, Sara (2017): Critical of power - undogmatic - reflexive. Impulses from cultural studies for a critical political education. In: Görtler, Michael et al. (Ed.): Critical political education: Standpunkte and Perspektiven, Schwalbach / Ts., Pp. 44–57.
  • Journal for Didactics of Social Sciences, H. 01/2018 (focus: "Critique")

Web links

Individual evidence

  1. ↑ The Signatories - List of signatories. Retrieved March 28, 2018 .
  2. ↑ Frankfurt Declaration. For a critical-emancipatory political education . In: Journal for Political Education . H. 4, 2015, p. 94-96 .
  3. ↑ Frankfurt Declaration. For a critical-emancipatory political education . In: Journal of Social Science Education . H. 1, 2016, p. 74-75 .
  4. ^ Frankfurt Declaration (online). Accessed March 31, 2018 .
  5. ^ Sibylle Reinhardt: Critical political education . In: Anne Schippling, Cathleen Grunert, Nicolle Pfaff (eds.): Critical educational research. Location determinations and subject fields . Barbara Budrich, Opladen 2016, p. 241-254 .