Welcome to unit 2 – Social solidarity – learn ~ apply ~ develop! In this unit you will gain insight into …
social solidarity as a precondition of participation.
social solidarity as an outcome of participation.
opportunities to get involved at the social level.
Learning goal
You know why social solidarity plays an important role in students’ lives.
You can integrate the aspect of social solidarity into your participation formats.
You can introduce the idea and purpose of social solidarity to others.
Learn about social solidarity
Is social solidarity a precondition or an outcome of participation, or even both?
We would like to introduce you to the concept of solidarity so that you can develop your perspective and find an answer for yourself. When we speak of solidarity, we must remember that it is based on two main aspects, namely the concept of recognition and the concept of justice.
Recognition
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.
Justice
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.
Solidarity
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:
Affective solidarity is based on emotional connectedness. This form of solidarity does not include the acceptance of strangers in the circle of `we`.
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.
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)
Application of social solidarity at Higher Education Institutions
As a student, one does not act completely detached from university frameworks and rules, but one hast to consider different levels in the context of studies and university. In a top-down view, one moves in a continuum between society and the individual.
Top-down view ...
Societal level – which social structures and rules are currently valid in society?
Structural level – how does the HEI implement these social structures for itself, what rules can be derived from them.
Relationship level – what kind of togetherness do these defined structures and rules enable? Which communities and networks are formed?
Individual level – how does each individual act? It is about one’s motivation, values and the resulting initiatives and actions.
Ultimately, social solidarity is linked to the individual but becomes visible in communities. How social solidarity can be practised at universities can be described using the same hierarchy. In this context, a bottom-up view is useful.
Bottom-up view ...
Individual level: Solidarity requires a framework of values that gives space not only to the “I” but also to the “we”.
Relationship level: solidarity only becomes tangible and liveable in togetherness.
Structural level: to anchor solidarity at a university, structures are needed that promote it.
Societal level: Ideally, society benefits from HEI structures that enable and support solidarity now and in the future.
Lived solidarity is ultimately a cycle that assumes a fair interaction between the individual and society.
Recognition and solidarity @ MORE
To learn more about solidarity in the context of universities, let’s take a closer look at the MORE project. MORE is an initiative of UNIKO (Austrian University Conference). MORE gives people with a refugee background the opportunity to study at public universities. All 22 Austrian universities participate in this initiative, which started in 2015/16. Since then, more than 3500 people have taken advantage of this offer.
“What kind of bonds do the refugees who participate at MORE see between themselves, the universities and the (political) goal to become part of a new (host) society?”
D. Prandner, R. Moosbrugger
Dimitri Prandner and Robert Moosbrugger analysed this question within a case study, to learn more about solidarity and its constraints.
Some details concerning the study – methodology:
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.
Main results:
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.
Please use the following protected link to answer some questions.
You have forgotten the password for the survey? Please contact the administrator of the Mooc!
Additional material and literature
Juul, Søren (2010): Solidarity and Social Cohesion in Late Modernity: A Question of Recognition, Justice and Judgement in Situation. In: European Journal of Social Theory 13 (2), S. 253–269.
Prandner, Dimitri; Moosbrugger, Robert (2020): Higher Education and Solidarity? The Integration of Refugee Students at Austrian Universities. In: 6th International Conference on Higher Education Advances (HEAd’20). Valencia: Universitat Politècnica de València, S. 617–624.
