| Teaching Civic Engagement Globally is the result of collaborative work spanning scholars from multiple disciplines, fields, and careers. Political scientists, educators, and students have joined to produce important, timely research. |
Chapter 5: Challenge, Advocacy, and Renewal: The Development of Civic Engagement Education in the United Kingdom
by John Craig, Leeds Beckett University
It is more than a hundred years since tutors at the University of Oxford began to encourage their students to engage in public life and take an active role as citizens. Since that time, there has been an on-going debate on models of civic engagement education in British universities. While a dualistic model which combined formal teaching and extra-curricular activities was pursued in many universities, its effectiveness was questioned by critics who believed it inadequate to address new challenges such as rising authoritarianism and political disengagement. In addition, the scope of civic engagement education was also limited by factors including the elitist nature of the British university system and trends towards increasing academic specialization.
In recent decades, civic engagement education has been revitalized as new generations of university leaders have demonstrated a renewed commitment to support students to develop as active and engaged citizens. The projects that they have led contrast to earlier models through their greater commitment to critical and inclusive practice. This change has happened in the context of wider social participation in the British university system and a greater interest in citizenship in the political realm. However, such initiatives have sometimes relied on short-term funding and have not always proved to be sustainable. As such, the need to continue to develop civic engagement education continues to be a priority.
There are three lessons to be learnt from these developments. Firstly, that models of civic engagement cannot be static and must change to respond to new contexts and challenges. Secondly, that civic engagement education needs to be rooted in ethical values which can sustain a commitment to practice beyond short term contingencies. Finally, civic engagement education needs advocates who can make the case for resources and mobilize support. All three point to the important role of university leaders and educators in continuing the process of renewal to ensure that civic engagement can successfully meet the needs of students and society in the future.
About Teaching Civic Engagement Globally
Educators around the globe are facing challenges in teaching politics in an era in which populist values are on the rise, authoritarian governance is legitimized, and core democratic tenets are regularly undermined. To combat anti-democratic outcomes and citizens’ apathy, Teaching Civic Engagement Globally provides a wide range of pedagogical tools to help the current generation learn to effectively navigate debates and lead changes in local, national, and global politics. Contributors discuss key theoretical discussions and challenges regarding global civic engagement education, highlight successful evidence-based pedagogical approaches, and review effective ways to reach across disciplines and the global education community.