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This paper is concerned with the role of higher education institutions (HEIs) in constituting European post-national citizenships. The central argument is that the Europeanisation of rights, and the administrative regulation of higher education that follows from this, are limited as instruments for developing post-national citizenship as they reinforce and conceal social and cultural divisions. An individualist and organisational conception of citizenship is contrasted with the possibilities for a post-national citizenship enacted within HEIs considered as significant political actors within a broadly conceived European public sphere.

Action research is defined as „a democratic and participative orientation to knowledge creation. It is a space for „working with and towards knowledge in action”, what means operationalization of knowledge as a dynamic phenomenon, mediated by widely contextual environment. The article presents a fragment of the research based on students’ reflective self-investigation processthat took place both during the implementation of the project and (mostly) after its completion. The aim was to identify how students perceived an intensive engagement in pedagogical and research activity in the process of a constitution their professional knowledge(s)’ and competences. Special attention was paid on the processes of knowledge generation, the ways of knowing and the processes characterizing the dynamics of knowledge constituted through activity. In a conclusion it is stated that action research is an epistemic process which offers the students the experiences of extended epistemology, epistemic diversity and pluriversality and the interrelated processes of dynamics of knowledge. Such complexity of practices and processes creates knowledge which is emergent in constan flow, alternation and pulsation and unpredictable in itsmosaic structure.

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