olitical iteracy versight roup Evidence and Expertise POLITICAL … · 2017-08-25 · LSE Europe and LSE US blogs and in the PSA’s Political Insight magazine. Evidence: James Sloam’s

1

Political Literacy Oversight Group Evidence and Expertise

“We aim at no less than a change in the political culture of this country...for people to think of themselves as active citizens, willing, able and equipped to have an influence in public life.”

Sir Bernard Crick, 1998

POLITICAL LITERACY OVERSIGHT GROUP

CAPACITY REPORT - EVIDENCE AND EXPERTISE

2017/2018

2

What?The Political Literacy Oversight Group provides a unique capacity for supporting effective evidence-based policy making. As a non-partisan critical friend to Government departments, who are stretched by the demands of negotiating Britain’s withdrawal from the European Union, the Group is able to provide the breadth and depth of expertise to sustain and advance best practice in the fields of citizenship education and political literacy. The following pages provide a flavour of the work being done by our core members across academia, community and school engagement, teacher training and the third sector.

Purpose and Scope?The Political Literacy Oversight Group exists to promote higher levels of political literacy amongst the general population, and among young people in particular. As a concept, political literacy has both a narrow and holistic meaning, insofar as it refers specifically to that level of formal political knowledge needed to engage with political systems and processes, and in general to the skills required for active participation as well as the sense of identity and rights that accompany citizenship of any nation.

The Political Literacy Oversight Group seeks to work with stakeholders and policy-makers at local, regional and national levels by focusing on the development of evidence-based policy and practice. The Group also plays a facilitative role for organisations and individuals already working in this space, and as such draws upon a far-reaching network of experts.

ContextThe recent Brexit vote has underlined the increasingly fractured nature of UK society and the disaggregation of political and cultural attitudes among our citizens. These worries have for some time produced a wave of research and writing on the phenomenon of anti-politics and potential ‘response modes’. In their attempt to understand and proffer solutions to symptoms as wide-ranging as political disaffection, diminishing turnout, and the intergenerational transmission of political inequalities, academics as well as policy makers have focused on new methods of democratic design. These have included deliberative mechanisms such as participatory budgeting and e-petitioning, as well as considerations of lowering the voting age. Both are examples of supply side reforms aimed at facilitating public interest and engagement in a political system that gives them agency. However, these publications and policies have largely overlooked the power of demand side reforms in general, and the role of education in particular.

For Bernard Crick it was citizenship education, introduced as a compulsory element of the national curriculum in 2002 for all secondary school students, which provided an opportunity to enhance the political literacy of all young people and, through this, counter rising levels of democratic inequality. Its aim was to cultivate a deeper sense of the social and moral obligations that citizenship of any political community places upon its members. Twenty years on from the publication of the Crick Report, the Political Literacy Oversight Group brings insight and capacity to policy makers who are interested in reinvigorating this vision at a time when it is sorely needed. In an uncertain future we will need citizens to be willing and able to engage in democratic processes, not merely for personal benefit but more importantly to correct its malfunctions when things go wrong and to protect a fragile common good. Education policy will have a key role to play in securing that vision.

James Weinberg (Chair)

POLITICAL LITERACY OVERSIGHT GROUP

3


Biography: James Weinberg is a Research Associate at the Crick Centre working on the ‘personal side of politics’. Alongside his interdisciplinary research into national level representation, funded by the ESRC, James leads the Youth Politics research strand at the Crick Centre - in particular investigating the ways citizenship education can be reformed, both process and content, to tackle political apathy and reinvigorate democracy.

James has worked closely with the Parliamentary Education Service and the education charity Teach First to raise awareness of inequalities in political education and teacher training across the state sector. James has also worked within the Department for Education on ad hoc consultancy projects in this area of education and for the last 12 months he has been working with parliamentarians as Lead Fellow for Citizenship on the APPG for Democratic Participation.

Last year James spoke about the state of political literacy in UK schools at a satellite event for the World Forum on Democracy. James started his career as an English teacher in secondary education in London.

Evidence: In 2015/16 James Weinberg worked with institutional partners (mentioned above) to gain access to 110 teachers from more than 60 schools across England and Wales. This rigorous mixed methods study gathered quantitative survey data from teaching staff as well as a rich body of qualitative data from focus groups. Crucially these teachers were drawn from 15 different curriculum areas but all of them currently taught citizenship on top of their subject specialism. In the context of a dire lack of trained citizenship teachers, this research engaged with the perceptions and pedagogical approaches of those ‘non-specialists’ expected to deliver citizenship education in secondary schools. In summary, this research has shown that:

1. teachers do not have a shared understanding of citizenship and the purpose of citizenship education;

2. there is a distinct gap between academic work on good pedagogy for citizenship education and classroom practice due to an absence of initial teacher training (ITT) and/or continued professional development (CPD) opportunities;

3. citizenship education continues to be sorely neglected and/or ignored in state secondary schools and national education policy;

4. where citizenship is taught, it is delivered with individualistic and inward looking political conceptions of ‘good’ rather than ‘active’ citizenship.

Since 2015 James has also written across a number of platforms on an institutional diagnosis of the deficit in provision for young people’s citizenship education and its effects on the democratic health of the UK.

Case Study 1: The Practice and Politics of Citizenship Education in UK schools.

Name: James Weinberg

Home Organisation: Sir Bernard Crick Centre

Job Title: Research Associate

Evidence Type: Academic Research

4


Biography: James Sloam is a Reader in politics, director of the Centre for European Politics, and co-ordinator of the Youth Politics Unit at Royal Holloway, University of London. He is convenor of the UK Political Studies Association specialist group on young people’s politics and was convenor of the 2013 American Political Science Association working group on the same theme. James has published widely in the area of youth citizenship and politics in Europe and the United States, including articles in West European Politics (2013) and Comparative Political Studies (2014). In 2012, he edited a special issue of Parliamentary Affairs on young people and politics in the UK. Shorter pieces can be found in The Guardian and The Conversation, and on the Fabian Society, Demos, BitetheBallot (BtB), LSE Europe and LSE US blogs and in the PSA’s Political Insight magazine.

Evidence: James Sloam’s recent work looks at how young people’s repertoires of participation have changed (from previous generations), moving from electoral politics (voting and party membership) to a wide array of non-electoral forms of civic and political engagement, and how these repertoires vary from country to country. He has examined the impact of the financial crisis and new political communication on youth participation i.e. the recent wave of youth protest across Europe (2014 article in Information, Communication and Society). He writes about issues of ‘voice and equality’ – growing differences in participation within the current generation of young people (2016 article in the British Journal of Politics and International Relations – shortlisted for BJPIR article of the year). James’ research also examines the influence of

education and citizenship education on young people – in providing pathways to democratic participation and resilience against populism.

The key findings of this research portfolio can be summarised, as follows, with regard to the current problems and potential solutions:

The Problem: » Youth voter turnout in the UK is the lowest in Western Europe;

» Youth contact between young people and politicians/government officials is also the lowest in Western Europe;

» Youth voter turnout is sharply defined by socio-economic status – three quarters of students vote compared to only a quarter of those who leave school with no qualifications;

» There is a serious deficit in political knowledge, democratic skills and ‘news literacy’ (the ability to vet and understand political news).

Solutions: » The most obvious solution to the problem is to introduce compulsory political literacy into schools, building upon the existing citizenship studies curriculum, at all stages of learning;

» This should be accompanied by mandating the learning of political literacy and civic/ democratic skills in higher education (universities and colleges could also provide extra expertise for schools, as part of their community engagement brief);

» Politicians and public officials (from all layers of government) should be brought together in a nationally co-ordinated programme to provide interactive discussions with young people through school/college visits and new technology forums.

Case Study 2: Young People and Political Participation.

Name: James Sloam

Home Organisation: Royal Holloway University

Job Title: Reader in Politics


5


Biography: ACT is the subject association for Citizenship representing teachers and others involved in Citizenship education. The ACT were founded in 2001 by Professor, Sir Bernard Crick and set up as a registered charity. Our mission is to support the teaching of high quality Citizenship and to promote wider public understanding of the subject. The ACT also promote research into the participation of young people in society.

The ACT achieves its aims by providing:

» membership services and education programmes that develop and promote Citizenship education;

» professional development, training and networking opportunties;

» advocacy for the subject, research and strategic policy advice; and

» high quality teaching materials including our journal ‘Teaching Citizenship’.

Their work is led by the ACT Council, a group of teachers and practitioners who are members of ACT from across the country and overseen by our Board of Trustees. The ACT encourage all members to help steer their work and have a leading role in Citizenship education nationally.

Evidence: The ACT ‘Building Resilience Project’ took place in 2016 and involved Citizenship teachers working in different school contexts across England. The purpose of the project was find out how teachers develop different curriculum responses to the Prevent policy with the aim of developing the skills and knowledge pupils need to:

» think critically, explore and discuss controversial and sensitive issues

» recognise and challenge extremism and terrorist ideologies

» build resilience to radicalisation; and » understand the value of democratic citizenship and taking citizenship action.

The projects varied in scale with the shortest taking place in one week of tutorial time and the longest lasting a half term of weekly Citizenship lessons. All the classes were in key stage 3 (11-14 years of age).

An independent evaluation was conducted by Middlesex University. The key findings included:

» Effective Citizenship teaching helps to build pupils’ resilience to extremism

» Teachers need confidence, subject knowledge and the skills to plan and design teaching approaches

» The local context in which young people live and learn is an important starting place for developing curriculum responses

» Pupils felt knowledge is a form of resilience and valued lessons where they could critically engage with the issues of extremism and radicalisation.

Case Study 3: High Quality Citizenship in Every School.

Name: Liz Moorse

Home Organisation: Association for Citizenship Teaching (ACT)

Evidence Type: Data collected from the ACT Building Resilience project sponsored by the Home Office

Job Title: Senior Manager

To watch videos of the teachers talking about their work and see the lesson plans and case study material, visit: https://www.teachingcitizenship.org.uk/act-building-resilience-project

6


Biography:Sarah Mills’ research focuses on the geographies of youth citizenship, informal education and volunteering in both contemporary and historical contexts.

Current ESRC-funded research (via an FRL award 2014-17) examines the state’s motivations behind, the voluntary sector’s engagement with, and young people’s experiences of, National Citizen Service (NCS) since its launch in 2011.

Sarah’s previous research projects have been funded by the ESRC, AHRC (Co-I) and Royal Geographical Society (with IBG) and explored the gendered citizenship projects and educational philosophies of several British youth movements across the twentieth century, including the Scouts, Girl Guides, Woodcraft Folk, and Jewish Lads’ Brigade. This work has been published in a number of journal articles, with her broader research interests captured in two co-edited collections: on Informal Education, Childhood & Youth (2014, Palgrave Macmillan) and Politics, Citizenship and Rights (2016, Springer).

Evidence: Sarah Mills’ research project with Catherine Waite exploring the NCS collected data using several research methods including qualitative interviews with NCS graduates, regional delivery providers and key ‘architects’ of the NCS programme. The researchers also conducted policy analysis, an online survey with NCS graduates, an ‘on-the-ground’ ethnography of one team’s NCS journey, and a participatory animated whiteboard video of their NCS experience (available at www.geographiesofyouthcitizenship.com).

The project has already fed interim findings to NCS Trust, Cabinet Office and other stakeholders. These findings include (but are not limited to) potential policy improvements on the scope for NCS to include political literacy and/or citizenship education within its curriculum; encouraging more ‘youth-led’ social action; extending the ‘scales’ of youth citizenship to include a global sense of place; and addressing the ‘hidden costs’ of social action.

Dr Mills would be happy to provide further information on the above themes and other project findings. She submitted written evidence to the recent NCS Bill and is keen to develop this work to inform policy and practice.

Case Study 4: Beyond School - Geographies of Youth Citizenship and Informal Education.

Name: Sarah Mills

Home Organisation: Loughborough University

Job Title: Senior Lecturer in Human Geography


7


Biography: Shout Out UK is a multi-award winning independent youth news network that, via journalism, film, events and education, connects one of the largest networks of intelligent, adventurous and career-driven young people, spanning across the world, with the aim of getting them more active and interested in politics. Working with schools across the South-East and Yorkshire, Shout Out UK aim to get more young people engaged in politics by teaching them about the processes within politics, public speaking and debating. The skills learned on their political literacy courses enhance students’ self-image, confidence and emotional resilience.

The course covers an Introduction to British Politics (local and national, separation of powers, voting and debating), International Relations (Britain and the World, Media Literacy and a brief look at political theory) and Employability & Politics (Oracy, debating and public speaking). In essence, the Course shows young people that politics is in everything we do in life – so it pays to be involved.

Evidence: Shout Out UK are currently collaborating with Brunel University’s think tank, ‘Britain In Europe’, on a research project about young people’s understanding of Human Rights. Shout Out UK were commissioned to deliver 30 workshops in 30 schools across the UK on this issue. Student learning is assessed at the end of every workshop; the following are some of the poignant answers so far that indicate the power of educational interventions.

» Do you know more about the Human Rights Act and the European Convention on Human Rights now, than before you started? (Out of 5: 5 being Excellent and 1 being Poor)

86.6% responded 5 or 4

» Did you enjoy the workshop? (Out of 5: 5 being Excellent and 1 being Poor)


» Do you agree with the government’s intention to repeal the Human Rights Act and move away from the European Convention on Human Rights? (Out of 5: 5 being Fully Agree and 1 being Fully Disagree)


Since its inception, Shout Out UK has discerned a number of trends among students and teachers of citizenship:

1. There is a clear demand from pupils and staff for political literacy provision in schools;

2. There is currently a clear lack of political education in high schools;

3. If a new form of Citizenship/PSHE/Political Literacy is to be brought into schools, it should contain:

I. Oracy at its heart, with debating and public speaking occupying a central focus. This keeps kids engaged, builds their emotional resilience and employability skills as well as maintaining their interest in politics through live and interesting discussion.

II. Media Literacy should also be a key part as it addresses the growing problem of distrust in the media and the ever-present issue of reliability and credibility.

III. There is not a need to centralise this provision or reinvent the wheel but rather to provide schools and external organisations with the support and resource to ‘do the job properly’.

Case Study 5: Evaluation of Political Literacy Course and Workshops run by Shout Out UK.

Name: Matteo Bergamini

Home Organisation: Shout Out UK

Job Title: Director & Founder

Evidence Type: Youth/Student Surveys

8


Biography:The Politics Project specialises in youth democratic education, providing youth people with opportunities to learn about the democratic system and use their voice. We deliver educational workshops for young people, training programmes for educators and a variety of dynamic resources and events.

In the last 18 months, we have designed and delivered nine political engagement programmes, working with 515 young people across 20 schools and youth organisations to deliver three events and 132 hours of political workshops. Our work has focused on Brexit, regional devolution and local government.

Evidence:The Politics Project is currently implementing Digital Surgeries, a schools-based programme funded by the Joseph Rowntree Charitable Trust that transforms the way that young people and politicians interact. The programme aims to improve young peoples’ understanding of levels of government and gain the confidence and skills to engage with elected representatives.

The programme involves a series of digital interactions between young people and their local, national and regional elected representatives. Prior to the surgeries, students are supported to understand the role of their representatives through a series of workshops to ensure that interactions can be meaningful and effective.

This programme is in its pilot stages but has had a positive response from schools and politicians, with over 80 percent of politicians approached agreeing to take part in the programme.

Across our programmes we have demonstrated the following impact:

On average students are:

40% more confident that they understand how to influence politics;

39% more likely to discuss politics with friends;

35% more confident that they have enough knowledge to vote; and

79% of participants expressed a wish to work with us again.

Findings from across our work with teachers:

» Teachers who are non-subject specialists feel uncomfortable and underequipped teaching politics.

» Schools have taken very different approaches to new statutory duties around Prevent, British Values and SMSC and this has resulted in politics and values education being delivered in a wide variety of formats.

» Effective Citizenship teaching in schools leads to wider political engagement from young people beyond schools in youth councils, political parties and other civic programmes.

Case Study 6: Digital Surgeries Programme

Name: Harriet Andrews

Home Organisation: The Politics Project

Job Title: Director/Founder

Evidence Type: Programme

9


Biography: Bite The Ballot (BTB) is a youth-led movement, aiming to empower and inspire young citizens and marginalised communities to lead change within society. In seven years, BTB has grown from a lunchtime club in one school to a national movement, leading world record breaking voter registration campaigns and advocating for changes policy and legislation to remove barriers to civic engagement, as well as, create digital tools and platforms to encourage civic engagement.

In the run up to last year’s European Referendum BTB coordinated a nationwide voter registration campaign across key digital platforms including Tinder, Twitter, Facebook, Uber and Deliveroo between May 31st and June 9th which contributed to over 1.1 million young citizens (those under the age of 35) registering to vote. The campaign was named by an independent source as one of the Top 15 referrers to the gov.uk/register-to-vote website, from a list that contained Lad Bible, Google, BBC, and Facebook.

Evidence: As part of BTB’s registration and get out to vote activities during the 2015 and 2017 general elections and 2016 European Referendum, we have run ‘DeCafes’ (Democracy Cafes; pronounced de-kaff) across the UK in partnership with coffeehouse chain Starbucks UK. In brief, DeCafes are an effective and fun method of community engagement, which open up discussions around social and political issues, to the groups of people furthest away from mainstream politics. Young citizens are far more likely to be expressive of their views within a space like a Starbucks coffee shop than the Houses of Parliament, and we have found that

attending a DeCafe can serve as highly effective way of beginning young voters journey in political engagement.

In 2016, ClearView Research conducted an evaluation of all that year’s sessions. They also made 7 case study visits (5 took place in London, 1 in Birmingham and 1 in Manchester). The evaluation report produced revealed the following findings:

» Nearly 60% (58%) of attendees felt the DeCafe event helped them understand the differences between the two campaigns and just under two-thirds of attendees (64%) stated that the DeCafe event they attended made them more interested in politics and the upcoming referendum.

» 95% felt that the DeCafe event they attended had either very effectively or somewhat effectively impacted their personal knowledge, understanding or opinion of politics.

» 95% of all attendees of the 2016 DeCafe series stated that the DeCafe event had given them more confidence to get involved in politics in some way.

Case Study 7: ‘DeCafe’ – a format for politically engaging and inspiring young citizens through creating a safe space they can come along, share their thoughts, listen to others, constructively challenge misconceptions and explore solutions.

Name: Josh Dell

Home Organisation: Bite The Ballot

Job Title: Communications and Advocacy

Evidence Type: Impact Evaluation

10


Biography:Dr. Andrew Mycock is a Reader in Politics at the University of Huddersfield. He is a policy-orientated academic with a wide-range of experience working with governmental and non-governmental organisations across the UK and elsewhere. Key research and teaching interests focus youth citizenship in its widest terms, producing impactful research to support and develop evidence-based policy. Academic research has explored areas such as youth democratic engagement and participation, citizenship education across the UK, voting age reform, youth-focused political party membership, National Citizen Service, history education, youth war commemoration, and youth citizenship policy-making. Policy-focused publications include:

Beyond the Youth Citizenship Commission (2014) (https://www.psa.ac.uk/sites/default/files/PSA%20Beyond%20the%20YCC%20FINAL_0.pdf)

Democratic Devolution: The Future of Greater Manchester (https://www.psa.ac.uk/sites/default/files/Democratic%20Devolution%20-%20The%20Future%20of%20Greater%20Manchester.pdf)

Dr Mycock was appointed to serve on the UK Government’s Youth Citizenship Commission between 2008-9 (https://www.liverpool.ac.uk/media/livacuk/politics/documents/YCC_Final_Report.pdf) and has given evidence to a number of select committees on youth democratic engagement and participation. He has advised the Scottish Parliament and Welsh Assembly on youth citizenship policy development, and also the Republic of Ireland and Danish governments

Case Study 8: The Greater Manchester Youth Assembly

Name: Dr Andrew Mycock

Home Organisation: The University of Huddersfield

Job Title: Reader in Politics

Evidence Type: Programme, policy design, academic evaluation

11


on voting age reform. He has worked extensively with local governments across England.

He is currently chairing the Kirklees Democracy Commission (www.democracycommission.org.uk) which has focused on youth local democracy. He is also working with Professor Jonathon Tonge (University of Liverpool) on an evaluation of voting age reform in the UK.

Evidence: Dr Mycock is working with Youth Work North-West (http://youthfocusnw.org.uk/) and a range of government and non-governmental stakeholders to support young people in developing the Greater Manchester Youth Assembly (GMYA) (and a similar project with Liverpool city-region too). This project has developed over the past two years and has established a unique network of the ten youth councils of Greater Manchester and a wide-range of youth democratic representation and education organisations. Research undertaken by Dr Mycock has revealed the following:

» Young people in Greater Manchester do not understand what local and regional devolution means or how it will impact on their lives,

» They have not been consulted about its form or content, and have had few opportunities

to engage with and influence politicians and policy-makers across the city-region.

» Many have a worrying lack of civic affiliation or sense of shared local or regional identity.

» Government and non-governmental youth organisations, academics, and politicians have limited means to connect, engage and collaborate to develop knowledge-exchange/best practice networks or to develop strategic evidence-based approaches to youth democratic engagement and participation policy.

Working with the ten councils of the Greater Manchester Combined Authority, the city-region mayor, Andy Burnham, and other local and national policy-makers, the team supporting the GMYA is working with young people across the region to develop this initiative. The GMYA meets regularly, bringing together young people to discuss how to develop youth citizenship education and representation, and to influence policy-makers. The GMYA Organisational Network also meets regularly to discuss how to collaborate and support developing the project. Dr Mycock is leading a group of academics and youth citizenship specialists to develop a policy-orientated evaluation project.

12


Biography:Titus Alexander is founder of Democracy Matters, the Alliance for Learning Practical Politics, and a Fellow of the Bernard Crick Centre for Understanding Politics at Sheffield University. He is a community educator, campaign coach and author of Practical Politics: Lessons in Power and Democracy (UCL-IOE Press 2017), Campaigning is OK! (2009), Learning Power (2007); Family Learning: foundation of effective education (Demos 1997), Citizenship Schools: a practical guide (2001) and Unravelling Global Apartheid: An overview of world politics (1996). He has created many courses to empower people, including Find Your Focus, Inspiring Change, Campaign Strategy, and Uniting Humanity, a trainer of trainers’ programme in education for global citizenship. He has founded and worked on a wide range of local, national and international campaigns. As a founding member of Parenting UK he initiated an influential campaign for family learning. At the Scarman Trust he worked on the national Community Champions programme. As Chair of Westminster United Nations Association, he initiated Charter 99 for Global Democracy to influence the Millennium Summit, which led to the One World Trust’s Global Accountability Project.

Evidence: The Hansard Society’s 2017 Audit of Political Engagement reported that only three in 10 people (31%) are satisfied with how our system of governing works, with almost two-thirds (65%) saying that it needs improvement. While half the British public claim to know at least ‘a fair amount’ about politics, people under 35, on lower incomes and from BME groups feel much less knowledgeable. Older and more affluent groups have the ‘greatest propensity for future political participation.’ Those in social class AB are the most likely to agree that their involvement in politics can make a difference (37%), but C2s are the least likely to agree (25%).

A wide range of civil society organisations aim to increase political participation by running programmes in advocacy, campaigning and influencing skills. The Sheila McKechnie Foundation (SMK) runs one-day courses for people new to campaigning, a five-day programme, and annual awards for emerging campaigners. NCVO runs a five months Certificate in Campaigning course. Campaign Bootcamp starts with a week-long residential, followed by a year of mentoring, training and support.

However, there is a danger that these programmes, and others such as the Advocacy Academy’s programme for year 12 pupils in London or ‘Reclaim’ in Manchester, will widen the gap between the minority who take part in politics and the many who feel left behind. The challenge is to offer all citizens opportunities to develop the confidence, knowledge, skills and contacts they need to make democracy work for everyone.

Case Study 9: Learning Practical Politics

Name: Titus Alexander

Home Organisation: Democracy Matters

Job Title: Convener & Founder

Evidence Type: Case Studies of Practical Political Education

13

All-Party Parliamentary Group for Democratic Participation:Nicky Morgan MP

Lord David Blunkett

Owen Thompson MP

Lord Chris Rennard

Gavin Robinson MP

Mark Durkan MP

Liz Saville Roberts MP

Danny Kinahan MP

Caroline Lucas MP

Baroness Tanni Grey-Thompson

Douglas Carswell MP

Oversight Team:James Weinberg (Research Associate) Sir Bernard Crick Centre

Liz Moorse (Senior Manager) Association for Citizenship Teaching

Dr Sarah Mills (Senior Lecturer in Human Geography) Loughborough University

Burphy Zumu (Research and Advocacy) Bite the Ballot

Dr James Sloam (Reader in Politics & International Relations) Royal Holloway University

Harriet Andrews (Director) The Politics Project

Matteo Bergamini (Founder) Shout Out UK

Dr Andrew Mycock (Reader in Politics) University of Huddersfield

Titus Alexander (Founder and Convenor) Democracy Matters

Affiliates:Tom Franklin (CEO) Citizenship Foundation

Professor Alastair Ross (Jean Monnet Professor) London Metropolitan University

Dr Lee Jerome Middlesex University

Kate Daniels (Director) PSHE Education

Stefanie Mair (Communications and Relations) Political Studies Association

Professor Bryony Hoskins Roehampton University

Dina Kiwan (Reader in Comparative Education) University of Birmingham

Millicent Scott Brooks Democratic Society

Ruth Dwight Citizenship Foundation

Professor Andrew Peterson Canterbury Christ Church University

Penny Lamb Votes For Schools

James Wright Learning Trust

Alice Stott (Secondary Lead) Voice 21

Lizzie Lynch (Programme Office) Voice 21

Matt Gillow Talk Politics

James Cook (Chair) Modern Studies Association

Professor Henry Tam University of Cambridge

Professor Ian Davies University of York

Stuart Dunne (Participation Officer) Youth Focus NW

Debbie Penglis (Director of Real World Learning and Partnerships) School 21

Dr Avril Keating (Senior Lecturer in Comparative Social Science) UCL Institute of Education

GROUP MEMBERSHIP

This document is designed to provide you with a brief overview of the work done by some of the core members in the

Political Literacy Oversight Group and their expertise in the areas of youth participation, citizenship education and democratic politics.

For more information, or to contact members of the Political Literacy Oversight Group, please email James Weinberg on [email protected].

The images in this report were provided by the constituent members of the Oversight Group. Special thanks goes to Shout Out UK for supporting the production of this report.

TM

Documents

olitical iteracy versight roup Evidence and Expertise POLITICAL … · 2017-08-25 · LSE Europe and LSE US blogs and in the PSA’s Political Insight magazine. Evidence: James Sloam’s