Social solidarity – learn * apply * develop

• Recognition is the ability to develop a positive relationship to oneself through the certainty of being able to rely on the emotional connection to others. This form of connectedness helps one to take part in communities. Recognition is defined as precondition for personal wellbeing and fulfillment and forms the basis for having a good life.

• Recognition, in the sense of legal recognition (rights), requires the perception as a legitimate member of the community. This conviction leads to self-respect.

• Recognition in the context of solidarity includes the appreciation of each other’s competencies and specific qualities. This form of recognition enables the development of self-esteem.

• Recognition is of great importance when it comes to developing a valuable image of oneself. It is the basis for social integration and it enables social connectedness.

In contrast to the concept of recognition, which is concerned with the conditions for a good life, the concept of justice is all about fairness and equal possibilities for all people.

If we are talking about non-excluding solidarity, we are talking about a good life for all people. But often individual well-being collides with collective well-being. Therefore, solidarity is about finding a just way to balance the different demands.

We distinguish between three forms of solidarity:

1. Affective solidarity is based on emotional connectedness. This form of solidarity does not include the acceptance of strangers in the circle of `we`.
2. Conventional solidarity arises when common interests have a unifying effect and common goals are pursued. This form of solidarity can arise in any kind of group or community that shares common values and ideas.
3. Reflective solidarity demands responsible behaviour towards each other. It encompasses the development from “we” to “we all”.

“Solidarity is also based on people’s ability to step into the world of the other and to show tolerance and openness towards those who do not belong to ‘our kind’. The ethos of democracy does not consist of promoting specific versions of the good life, but in giving all people the same possibilities to achieve recognition within all areas of social life.”

(Soren Juul)

• Research question:
  • How do refugees perceive their role as students while at the same time being refugees?
• Data sources:
  • Former and current participants of the MORE project took part in a survey.
  • In addition, seven participants were invited to an in-depth interview.

• 75% of the participants are very satisfied with the program.
• 60% reported that participating in the project proved to be a good way to build friendships with Austrians.
• Three aspects have been identified that make participation challenging:
  • Emotional barriers: High levels of insecurity, barriers to participate and a sceptical environment for migrants create emotional stress.
  • Available resources: Things like no place to study or no money for lunch in the cafeteria limit participation.
  • Social and relational conditions: In addition to language barriers, refugees are confronted with scepticism, which makes building relationships very difficult.