Suchergebnisse

This article examines a number of teaching resources produced by the Jubilee Centre for Character and Virtues, the leading centre for character education in the UK, in the light of the claim advanced by Kristján Kristjánsson, the centre's deputy director, that various criticisms of character education are best regarded as 'myths'. The analysis provided in this article highlights significant shortcomings with these teaching resources, suggesting that far from being mythical, concerns about character and virtue being unclear, redundant, old fashioned, essentially religious, paternalistic, anti-democratic, anti-intellectual, conservative, individualistic, and relative, would seem, at least in the resources produced by the centre at which Kristjánsson works, to be very well-founded.

This article explores whether the past few years have witnessed what can accurately be described as a "youthquake" in British politics, following the candidature and election of Jeremy Corbyn as leader of the Labour Party. It argues that the British Election Study team, who argue that we witnessed "tremors but no youthquake", fail to advance a convincing case that turnout did not significantly increase among the youngest group of voters in the 2017 general election in the UK, as compared to the previous election. The article explains why their rejection of the idea of a youthquake having occurred is problematic, focusing on the limitations of the BES data, the team's analysis of it and the narrowness of their conception of what the notion of a "youthquake" entails. This article argues that there is other evidence suggestive of increased youth engagement in politics, both formal and informal, and that some social scientists have failed to spot this due to an insufficiently broad understanding of both "politics" and "youth". The article concludes that vital work needs to be done to better conceptualise and measure the political experiences, understandings and actions of young people, which are not adequately captured by current methods.

This article explores whether the past few years have witnessed what can accurately be described as a "youthquake" in British politics, following the candidature and election of Jeremy Corbyn as leader of the Labour Party. It argues that the British Election Study team, who argue that we witnessed "tremors but no youthquake", fail to advance a convincing case that turnout did not significantly increase among the youngest group of voters in the 2017 general election in the UK, as compared to the previous election. The article explains why their rejection of the idea of a youthquake having occurred is problematic, focusing on the limitations of the BES data, the team's analysis of it and the narrowness of their conception of what the notion of a "youthquake" entails. This article argues that there is other evidence suggestive of increased youth engagement in politics, both formal and informal, and that some social scientists have failed to spot this due to an insufficiently broad understanding of both "politics" and "youth". The article concludes that vital work needs to be done to better conceptualise and measure the political experiences, understandings and actions of young people, which are not adequately captured by current methods.

Citizenship has become a major topic for debate and the subject of public policy in recent years, as academics and policy-makers across the Western world have tried to understand and respond to what is widely seen as a weakening of democracy. In the UK, the increasing alienation of citizens from electoral politics has manifested itself in a sharp fall in electoral turnout, membership of political parties and levels of public trust in the political class. In this context, citizenship education provides an opportunity to address the demand-side of political participation by helping a diverse citizenry make sense of a complex political world and by strengthening democracy through the promotion of active citizenship. This article explores the differences between the approaches to citizenship education that have been adopted in England, Wales, Scotland and Northern Ireland and, in so doing, highlights policy lessons that can be drawn from these varied experiences. It argues that the evidence suggests a common framework for citizenship education across the four home nations based on four key principles-political literacy, experiential learning, appropriate institutional structures and supply-side measures-would help promote active involvement by citizens in forms of political participation. Adapted from the source document.

Since the late 1980s, successive United Kingdom (UK) governments have sought to develop initiatives designed to promote forms of "active citizenship" among young people. But despite the substantial amount of work done by social scientists on the topic of citizenship in recent decades, relatively little research work has been done in social psychology to analyse citizens' actual understandings of citizenship, viewed in terms of membership of a political community. This article presents the findings of a Q-methodological study of how teenagers (n = 75) from different parts of England (M = 17.25 years; SD = 1.41) regard citizenship and construct their own identities as citizens. It sets out the three factors and four distinct stances on what it means to be a citizen that emerged in the research: The active citizen, the rooted citizen, the cosmopolitan citizen, and the secure citizen. Understanding the multiple ways in which young people construct citizenship is essential for effectively engaging with them. In this way, young citizens can be enabled to make an impact on, rather than simply being at the receiving end of, the development of citizenship policy in Britain.

This article seeks to develop a preliminary analysis of how neo-liberal thought and policies have impacted on youth political engagement in the UK, specifically by attempting to understand how macro-economic and other public policies can influence the individual psychology of citizens and their subsequent behaviour. The article sets out a clear definition and explanation of neo-liberalism and summarises six key neo-liberal impacts particularly pertinent to political engagement: marketisation and the tension this brings with democratic norms; responsibilisation narratives; increased inequality; the changing character of the state through privatisation and deregulation; the preference among policy-makers for 'expert rule'; and repression of labour. It argues that the main psychological effects that result, and which underpin and define the personal experience of neo-liberal policy, are declines in political efficacy and increases in individualism, the ramifications of which for political engagement are discussed.

This article seeks to develop a preliminary analysis of how neo-liberal thought and policies have impacted on youth political engagement in the UK, specifically by attempting to understand how macro-economic and other public policies can influence the individual psychology of citizens and their subsequent behaviour. The article sets out a clear definition and explanation of neo-liberalism and summarises six key neo-liberal impacts particularly pertinent to political engagement: marketisation and the tension this brings with democratic norms; responsibilisation narratives; increased inequality; the changing character of the state through privatisation and deregulation; the preference among policy-makers for 'expert rule'; and repression of labour. It argues that the main psychological effects that result, and which underpin and define the personal experience of neo-liberal policy, are declines in political efficacy and increases in individualism, the ramifications of which for political engagement are discussed.

This edition of Social Policy Review presents an extensive analysis of the coalition government's social policies. In an expanded first section, experts in a range of policy areas analyse the rationale behind, and implications of, government reforms, whilst the second section examines education policy in an international context. It is essential reading for social policy academics and students and for anyone who is interested in the implications of government policy