Transcript Widening Participation and Community/Civic engagement in a CE

Democracy, Citizenship
and Lifelong Learning
Value Conference, June 2011
Professor John Annette, Professor
of Citizenship and Lifelong
Learning, Pro Vice Master
Birkbeck, University of London
“What needs to happen to empower the student
to feel part and to be an active part of
his or her society?
What need you to learn and must you be able to
do- and feel- to contribute to societal learning?
What are the skills of civic and political
participation, and where do they appear in the
curriculum of higher education? It will be
necessary to keep asking these questions to
sustain a relevant and effective lifelong
curriculum.”
Chris Dukes, “Towards a Lifelong Curriculum,” in
Repositioning Higher Education, P.Coffield and
B.Williamson, SRHE/OU Press,1997
Where is the ‘democratic citizenship’ in
volunteering and lifelong learning?




Education for ‘Democratic Citizenship’ as
well as ‘Active Citizenship’
How do people learn democracy by doing
it? Where is the learning in volunteering
and civic engagement?
Linking political knowledge with the
development of civic skills and political
understanding through volunteering and
civic engagement
Can ‘Democratic Engagement’ provide a
pedagogy for a lifelong learning for
democratic citizenship?
Underlying Concepts of Citizenship
1. Liberal individualism (rights)- consumer
citizenship/human capital/membership
2. Communitarian (responsibility/volunteering)good-active citizenship/social capital
3. Democratic / Civic Republican - (civic
engagement)- democratic citizenship/learning for
citizenship as civic engagement
4. Cosmopolitan/European citizenship social movements and global civil society action
John Annette, ”Community, Politics and Citizenship
Education,” in Andrew Lockyer, Bernard Crick and
John Annette, eds., Education for Democratic
Citizenship, Ashgate, 2003
‘Everyday Democracy’- Rethinking
the Public Engagement of Higher
Education





Linking Informal with Non-formal and
Formal Learning for democratic citizenship
Partnership Working between Higher
Education CE/LLL and the Voluntary/Community
Sector
Recognition of the Diversity of voices and
importance of Dialogue
Civic Listening in everyday talk
Where is the ‘political’ in volunteering so that it
becomes civic engagement?
Rethinking the Political and
Participation

Power Inquiry- www.powerinquiry.org.uk
Beyond the Ballot - 57 democratic innovations from
around the world. (2005)

Involve- www.involving.org
People and Participation: How to Put Citizens at the
Heart of Decision Making (2005)

CIVICUS- www.civicus.org
World Alliance for Citizen Participation is an
international alliance of civil society organisations.
Pathways Through Participation



It is a joint research project being led by
NCVO in partnership with the Institute for
Volunteering Research (IVR) and Involve.
The project aims to explore how and why
people get involved and stay involved in
different forms of participation over the course
of their lives. Participation means many things
to many different people. The project will look
at participation in a very broad sense and
consider the act of taking part in a wide range
of social or civic activities.
www.pathwaysthroughparticipation.org.uk
LADDER of PARTICIPATION
PARTICIPATORY DEMOCRACY
COMMUNITY INVOLVEMENT IN POLICY
MAKING
CONSULTATION ON POLICY MAKING
CONSULATION ON POLICY
IMPLEMENTATION
INFORMATION ON POLICY
Lifelong Learning, Democracy and
Education for Democratic citizenship

Structured learning activities linked to
political decision making






Civic Literacy (‘useful knowledge’)
Civic Discourse- Communication skills
Civic Thinking- Analytical Skills
Civic Understanding- Intercultural skills
Civic Action- team working and leadership
Civic Listening- Gender, Race and
Ethnicity, Social Class, Age,etc.
The Practice of Deliberative
Democratic Engagement




Institutional Design- citizens juries,
citizens panels, visioning, deliberative
polling, study circles,etc. (Consultation or
Participation?)
Deliberative Opinion Poll (James Fiskin)
Participatory Budgeting (Porto Allegre)-is
a process of democratic deliberation and
decision-making, in which ordinary city
residents decide how to allocate part of a
municipal or public budget.
John Gastil and Peter Levine, eds., The
Deliberative Democracy Handbook, Jossey Bass,
2006
Service or Community Based Learning
and Higher Education
1. Community Based Learning or Service Learning
or Learning through Volunteering
2. Structured Learning Experience with Measurable
Learning Outcomes
3. Experiential Learning and Reflection
(cf. David Kolb, David Boud,etc.)
4. Learning through Community Partnerships
5. Learning for Key Skills and Active Citizenship
cf. John Annette, ed., Civic Engagement and
Higher Education, special issue British Journal of
Education Studies, December 2010
Service Learning Resources
1. Campus Compact (www.compact.org)
2. Barbara Jacoby, Service-Learning in Higher
Education,Jossey-Bass,1996
3. Janet Eyler and Dwight Giles,Where’s the
Learning in Service Learning? Jossey-Bass,1999
4. Kerry Strand,et.al.., Community Based Research
and Higher Education,Jossey-Bass,2003
5. International Association for Research on
Service-learning and Community Engagement
(IARSLCE).www.researchslce.org
6. Michigan Journal of Community Service
Learning (www.mjcsl.umich.edu)
‘ Active Learning for Active
Citizenship’- national pilot programme
1. Home Office-Civil Renewal Unit (now
Department for Communities and Local
Government)
2. Learning Partnerships for Active
Citizenship ( 8 Regional HUBS)- Schools,
FE Colleges, HE (Continuing Education)
3. Links to local and national voluntary
sector?
4. Links to Local Government and
Neighbourhood/Urban Renewal
Programmes
5. Neighbourhood governance activities?
ALAC, Lifelong Learning
and Active Citizenship(2004)
1. Learning that is inclusive, pluralist,
reflexive and active
2. Linking the informal(everyday life), the
non-formal(participation) and the formal
(training/education) modes of learning
3. Experiential learning- participation as a
reflective and critical process leading to
action
4. Learning outcomes of democratic
knowledge, skills and understanding
cf. Pam Coare and Rennie Johnston,eds.,Adult
Learning, citizenship and community voices,
NIACE,2003
Active Learning for Active
Citizenship


An evaluation report of the ALAC pilot by
Professor Marjorie Mayo and Dr Alison
Rooke, Home Office, 2006
http://www.takepart.org/further-reading/
What is ‘Take Part’?

The aim is to provide programmes of active
learning that enable people to gain the skills,
knowledge and confidence to become
empowered citizens – citizens who are able to
make an active contribution to their communities
and influence public policies and services.
Take Part is supported by the Department for
Communities and Local Government.
Framework for active learning for
active citizenship


The national framework for active learning
for active citizenship, including principles,
case studies, good practice advice and
guidance on how to run citizenship
learning programmes for adults
Cf. www.takepart.org/framework-foractive-learning/
Taking Part: Active Learning for Active
Citizenship and beyond, eds., M.Mayo
and J.Annette, NIACE- 2010


Professor John Annette, Birkbeck College
and Professor Marjorie Mayo, Goldsmiths
College- University of London
Introduction by Henry Tam, Department
for Communities and Local Government,
Visiting Professor Birkbeck, University of
London
European Activity


CEV European Volunteer Centre-Symposium "Volunteering and Active Citizenship - two
sides of the same coin?" - Berlin, Germany:
19/10/2011 - 21/10/2011
ESREA Research Networks on: History of Adult
Education and Training in Europeand Active
Democratic Citizenship and Adult Learning
networks Eötvös Loránd University, Faculty of
Education and Psychology Budapest, Hungary Conference to be held in Budapest, Hungary
16 – 18 June 2011 ‘Adult Education and
Citizenship- Relations in Space and Time’
Lifelong Learning and
Democratic Citizenship
the fundamental problem facing civil society
is the challenge of providing citizens with
“the literacy required to live in a civil
society, the competence to participate in
democratic communities, the ability to
think critically and act deliberately in a
pluralist world, the empathy that permits
us to hear and thus accommodate others,
all involve skills that must be acquired.”
(Barber, Benjamin, An Aristocracy of Everyone,
Oxford University Press,1992 )
[email protected]