Membership. Community. Belonging. Sharing. When it comes to defining the concept of citizenship, these are just a first set of specific words that may design something abstract and yet strongly important and affecting our daily life, as European citizens.
The concept of citizenship is often associated with that of nationality, although there are differences between the two depending on the context in which they are applied. Traditionally, the term refers to the relationship between the state and individuals.
Citizens are those who participate in the political life of their country. But what exactly is meant by ‘their country’? Is it the country in which they were born, grew up, or where they currently reside permanently? Legally, citizenship is granted on the basis of specific requirements set by the state or local government. In Italy, for example, citizenship is acquired through ius sanguinis – that is, by descent – a right acquired by being born to parents who are themselves Italian. The situation is different, however, for those who, despite being born and residing on Italian territory, do not enjoy the same status, living and contributing within a social and economic context that does not allow them to integrate politically and thus act with greater impact on a wider scale. They are recognised as part of the diaspora or as ‘aliens’.
It is, therefore, a highly multifaceted concept with varied applications, resulting from a range of historical, social, cultural and ideological processes. These facets coexist in a delicate balance between economic, social and political implications.
Throughout the last century, the concept of citizenship has undergone constant changes and revisions, as well as a process of continuous readjustment and reinterpretation. From the late 1960s and early 1970s onwards, the view that citizenship is merely the attribution of a status by the state to individuals was called into question, shifting the focus towards a more pronounced concept of belonging and community, which in turn led to the identification of the rights and duties associated with it. Another significant development in this regard occurred following the fall of the Berlin Wall and, with it, the collapse of the Soviet regime, which paved the way for new factors that gradually came to play an important role in civil society, such as, in particular, migration flows and the re-examination of citizenship in terms of participation, democracy and freedom.
From 1993 onwards – following the transformation of the European Economic Community into the European Union – the concept of supranational citizenship was established through the Treaty of Maastricht, according to which ‘every person who is a national of a Member State is a citizen of the Union’. The uniqueness of this model lies in a number of key points. Firstly, being a citizen of one of the 27 Member States also gives the status of European citizen, guaranteeing a range of rights and benefits distinct from national ones, which apply by extension across all 27 Member States. European citizens are given the opportunity to work and study in any of the other Member States without needing a visa or a specific permit. It also means that, should problems arise whilst staying in a non-EU country without direct diplomatic representation, a European citizen can seek assistance from another EU diplomatic mission present there. But above all, it means playing an active role in democratic participation. At this point, a question naturally arises: what is meant by democratic participation and active citizenship? It means becoming aware of what one can do to contribute to the society of which one is a part, not only by exercising the right to vote – which remains, of course, an important matter and one on which we must continue to foster critical thinking – but also by being open to other opportunities that contribute equally to social, economic and political development. First and foremost, volunteering programs, which are designed to enable young people to develop both professional skills and soft skills, helping them to grow and gain a greater awareness of the role they play at local, national and international levels. Through volunteering projects, young people can engage in intercultural exchange and dialogue, explore vocational pathways outside the school and academic environment – thanks to mobility programs – as well as identify issues within the communities where they live and seek solutions by engaging with local institutions. From here, let us move on to discuss how they can also join political parties, so as to be included in decision-making processes and become integrated, opening up opportunities for dialogue and civic education, thereby innovating the political scenario and bringing fresh new ideas where necessary. Equally important is online activism, given the growing digitalisation of communication through the widespread use of social media in everyday life, which today is the main tool for staying in touch, keeping up to date and finding new opportunities. In this context, active citizenship also involves tackling and learning to manage hate speech and media literacy – including fake news, misinformation and disinformation – as barriers that prevent the full social inclusion of citizens within a given community. Through participation and the development of these skills, it is possible to establish grassroots movements, encourage youth entrepreneurship and combat the brain drain. Young people are encouraged to develop their skills by travelling, exchanging ideas and engaging with others in diverse, international settings, whilst retaining the prospect of better future opportunities and the option to return to their hometown, thereby helping it to grow rather than abandoning it.
For all this to be possible, there needs to be an ever-increasing awareness amongst the younger generations of their importance within the social fabric, which is nothing other than the set of good practices that lead to involvement in the activities outlined above, so to say democratic participation. These activities thus require key actors equipped not only with a school and university education, but also with the ability to think critically, listen actively, and demonstrate emotional and cultural intelligence. Sensitivity and openness to dialogue and innovation. These enlightening skills must therefore complement the traditional ones provided by formal education. For individuals to be defined as active citizens, they must have the space and time to step forward, make their voices heard and bring a wind of change.