Introduction: Youth, Citizenship, and Political Science Education: Questions for the Discipline

Abstract

The introduction to this volume examines the relationship between youth, citizenship, and political science education. It argues that, at present, false barriers exist between research and teaching, which unnecessarily create distance between political science and real-world politics. In fact, research and teaching are mutually beneficial. The article begins by showing how research into political science education can shed light on existential questions in political science, such as: “What is politics?” and “How do (young) people come to understand politics?” It then discusses how education, politics, and society are interlinked—for researchers and students to understand how politics works, it is necessary for them to engage in “experiential learning.” Finally, the introduction demonstrates how good political science education enhances both pedagogical and democratic goals (as illustrated by the other contributions to this volume), given that good teaching in our discipline inevitably supports the central pillars of civic education.

Keywords:

• citizenship
• civic education
• democracy
• education
• political science
• young people

James Sloam is Senior Lecturer in Politics at Royal Holloway, University of London, where he is also co-director of the Centre for European Politics. His research focuses on the participation of young people in politics, civic education, political parties, and German Politics. He is currently collaborating with the Higher Education Funding Council for England on the development of a “pedagogy of engagement” for universities and colleges. Recent publications include “The SPD and the Debacle of the 2009 German Federal Election: An Opportunity for Renewal” (with William E. Paterson), German Politics and Society 28(3); “Revitalising Politics: Citizenship Education” (with Ben M. Kisby), Representation 45(3); “The Third Way and Social Democracy: An Ideological Assessment of New Labour” (with Nick Randall) in Terrence Casey, Ed. Britain after Blair (Palgrave); “Teaching Democracy: The Role of Political Science Education,” British Journal of Politics and International Relations 10(3); The Gathering Crisis and the 2005 elections (edited with Alister Miskimmon and William E. Paterson) (Palgrave).

Notes

The author held 40 in-depth exploratory semi-structured interviews with political scientists in these four countries between autumn 2008 and spring 2009 thanks to the generous support of the Royal Holloway, University of London, Research Strategy Fund.

In particular, the role of the APSA in supporting its flourishing political science education section (with over 400 members) should be noted (and the establishment in 2004 of an annual teaching and learning conference) in addition to the founding in 1996 of a Task Force on Civic Education. Similarly, the PSA in the UK has more recently developed a teaching and learning section (with an annual conference starting in 2008) and made an important contribution in the UK government's Youth Citizenship Commission (launched in 2008). Finally, this journal must be commended for promoting (since 2005) research on teaching and learning within a scholarly setting.

For a recent analysis of these critical questions about the changing meaning of politics for young people in the US context, see Dalton (2008) and Levine and Youniss (2009).

Interestingly, the phrase “democracy as a way of life” was a central feature of John Dewey's (1916) work on education.

It is likely that connecting with students’ experiences—an essential component of political learning—will (unfortunately) be neglected by political scientists who practice the transmission model of teaching.

Here, Student A's ideas are discussed with others (the teacher and other students) to be further reflected upon through formative and summative work—assessment of the course will be “constructively aligned” to meet these objectives (e.g., requiring some form of in-class assessment; Biggs 2003).

The YCC was set up by the Labour Government in 2008 to examine ways of developing young people's understanding of citizenship and increase their participation in politics, with the deep involvement of the PSA (Jonathan Tonge, president of the PSA, also chaired the Commission).

Large-scale longitudinal research conducted into “citizenship education” in English schools reveals that the ethos of an educational establishment—for instance, the representative structures and civic mission of (in our case) universities and colleges—has a major bearing on students’ future prospects for civic and political engagement (Benton et al. 2008). More research is urgently needed on the impact of the ethos of UK HE establishments on the participatory activities of students.

It must be stated that negative attitudes towards the promotion of political participation amongst political scientists are less common in institutions where research is less highly prioritized. This should be viewed as an unfortunate paradox, seeing as the political science departments that are least in touch with real-world politics (in terms of their teaching) are the ones that are most engaged in research of issues in governance, public policy, etc.

The academic benefits of civic education employing experiential learning techniques have been illustrated by a number of studies (e.g., Fitch 2004; Knutson Miller and Yen 2005).

Despite recent criticisms of the implementation of citizenship education in English schools (e.g., the Office for Standards in Education, Children's Services and Skills (Ofsted) 2005), there is strong evidence to show that—when integrated across the school curriculum and incorporated into the school's representative structures—it can have a strong positive impact on students’ prospects for democratic engagement (Benton et al. 2008).