1. 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

2. “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

3. Where is the ‘democratic citizenship’ in volunteering and lifelong learning? Education for ‘Democratic Citizenship’ as well as ‘Active Citizenship’ 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? 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 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? Can ‘Democratic Engagement’ provide a pedagogy for a lifelong learning for democratic citizenship?

4. 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

5. ‘Everyday Democracy’- Rethinking the Public Engagement of Higher Education Linking Informal with Non-formal and Formal Learning for democratic citizenship Linking Informal with Non-formal and Formal Learning for democratic citizenship Partnership Working between Higher Education CE/LLL and the Voluntary/Community Sector Partnership Working between Higher Education CE/LLL and the Voluntary/Community Sector Recognition of the Diversity of voices and importance of Dialogue Recognition of the Diversity of voices and importance of Dialogue Civic Listening in everyday talk Civic Listening in everyday talk Where is the ‘political’ in volunteering so that it becomes civic engagement? Where is the ‘political’ in volunteering so that it becomes civic engagement?

6. Rethinking the Political and Participation Power Inquiry- www.powerinquiry.org.uk Power Inquiry- www.powerinquiry.org.ukwww.powerinquiry.org.uk Beyond the Ballot - 57 democratic innovations from around the world. (2005) Involve- www.involving.org Involve- www.involving.orgwww.involving.org People and Participation: How to Put Citizens at the Heart of Decision Making (2005) CIVICUS- www.civicus.org CIVICUS- www.civicus.org World Alliance for Citizen Participation is an international alliance of civil society organisations.

7. Pathways Through Participation It is a joint research project being led by NCVO in partnership with the Institute for Volunteering Research (IVR) and Involve. 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. 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 www.pathwaysthroughparticipation.org.uk

8. LADDER of PARTICIPATION PARTICIPATORY DEMOCRACY COMMUNITY INVOLVEMENT IN POLICY MAKING CONSULTATION ON POLICY MAKING CONSULATION ON POLICY IMPLEMENTATION INFORMATION ON POLICY

9. Lifelong Learning, Democracy and Education for Democratic citizenship Structured learning activities linked to political decision making Structured learning activities linked to political decision making Civic Literacy (‘useful knowledge’) Civic Literacy (‘useful knowledge’) Civic Discourse- Communication skills Civic Discourse- Communication skills Civic Thinking- Analytical Skills Civic Thinking- Analytical Skills Civic Understanding- Intercultural skills Civic Understanding- Intercultural skills Civic Action- team working and leadership Civic Action- team working and leadership Civic Listening- Gender, Race and Ethnicity, Social Class, Age,etc. Civic Listening- Gender, Race and Ethnicity, Social Class, Age,etc.

10. The Practice of Deliberative Democratic Engagement Institutional Design- citizens juries, citizens panels, visioning, deliberative polling, study circles,etc. (Consultation or Participation?) Institutional Design- citizens juries, citizens panels, visioning, deliberative polling, study circles,etc. (Consultation or Participation?) Deliberative Opinion Poll (James Fiskin) 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. 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.deliberation municipalbudgetdeliberation municipalbudget John Gastil and Peter Levine, eds., The Deliberative Democracy Handbook, Jossey Bass, 2006 John Gastil and Peter Levine, eds., The Deliberative Democracy Handbook, Jossey Bass, 2006

11. 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

12. 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)

13. ‘ 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?.

14. 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 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

15. Active Learning for Active Citizenship An evaluation report of the ALAC pilot by Professor Marjorie Mayo and Dr Alison Rooke, Home Office, 2006 An evaluation report of the ALAC pilot by Professor Marjorie Mayo and Dr Alison Rooke, Home Office, 2006 http://www.takepart.org/further-reading/ http://www.takepart.org/further-reading/

16. 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. 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.Department for Communities and Local GovernmentDepartment for Communities and Local Government

17. 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 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-for- active-learning/ Cf. www.takepart.org/framework-for- active-learning/

19. 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 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 Introduction by Henry Tam, Department for Communities and Local Government, Visiting Professor Birkbeck, University of London

20. 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 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’ 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’

21. 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 )

22. J.Annette@bbk.ac.uk