ABSTRACT
To demonstrate what citizen education is 'up against', this chapter describes an inquiry into the multiple dimensions of poverty and exclusion, based on the Swedish civil society research, shedding light on why citizens do not always challenge power relations but seemingly comply against their interests. It then offers a conceptual framework for understanding power in the public sphere and how civic habitus is created and reproduced. The chapter explores the implications of these findings for citizen education, proposing a multidimensional pedagogy that integrates critical approaches with reflective learning methods that draw on creativity, experience and embodiment. Much development research shows that people experience poverty and marginalisation not as a collection of isolated, unconnected problems to overcome, such as how to obtain income, food, housing, health, education, security, etc. The relationships of power and patronage observed call into question liberal expectations that better-informed citizens will engage with government and duty-bearers to secure their rights.
