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Research on the teaching and learning of post-16 Citizenship by the University of Birmingham

Different approaches to delivering post-16 citizenship are used across the post-16 sector. Post-16 learners may be in a variety of contexts, they may still be at school in a sixth form, they could equally be attending college, be involved in work-based learning or taking part in youth and community-based activities. As such the development of post-16 citizenship across these types of settings was piloted for five years as part of the Post-16 Citizenship Support Programme. Darius Jackson, Lecturer in History and Citizenship in Education, of The University of Birmingham, School of Education has undertaken some research to explore the different perceptions of the issues confronting post-16 citizenship delivery across these settings in the post-16 sector.

The research was carried out in three stages;

Stage 1: A review of literature

This was initially going to be a review of official documentation; however it broadened to include a number of professional documents too. The literature was read for specific comments about barriers to good citizenship learning and areas that were deemed to be a priority in post-16 Citizenship. The findings were coding in a “grounded theory” style with the material generating the codes rather than the researcher having a predetermined coding system. See literature review texts list.

Stage 2: Questionnaires

A ‘perceptions of post-16 citizenship’ questionnaire was used at a West Midlands post-16 citizenship regional network meeting. The questions grew out of the literature review. The questionnaire covered these main areas:

  • Data about the sector the individual worked in and how citizenship was planned for in their institution.
  • The body of knowledge and skills associated with post-16 citizenship learning.
  • How comfortable people were with their understanding of citizenship in Key Stages 3 and 4 (pre-16)
  • Course priorities using the areas of knowledge defined as the core citizenship ideas.
  • Skills their citizenship is strongest in to allow for the important role of synthesising knowledge and skills within citizenship teaching.
  • Issues as identified by respondents.
  • Reflection on personal belief about citizenship education and professional identity.
  • Institution context and priorities for citizenship within that institution.
  • How the regional network can support them in their development as citizenship educators.

Stage 3: Semi-Structured Interviews

Informal interviews focussing on what were the biggest problems with developing citizenship in their sector. Overall eleven people were interviewed, five were based in state comprehensive schools with sixth forms, of these two schools had introduced post-16 citizenship, two were getting ready to introduce it and one had it integrated into a tutor led PSHE course. Three of the interviewees were college based and three worked in colleges teaching citizenship within ESOL courses.

Main Findings

The findings of this research suggest there is demand for support for post-16 citizenship and an awareness of the importance of developing, among young people across the post-16 sector, the knowledge and skills required for active citizenship. For further details on specific areas of the research select from the list below:

For further reading, see also the bibliography for this research.

Implications

A number of areas came up where the post-16 citizenship West Midlands regional network could meet a recognised need;

  • Controversial and sensitive issues: Concern over the teaching of controversial issues is present in a number of other fields, we can learn from their work, such as Davis L. Harber C and Yamashita H (2005) Global Citizenship Education: The Needs of Teachers and Learners and The Historical Association (2007) T.E.A.C.H. Teaching Emotive and Controversial History 3-19. See also Agree to Disagree: teaching controversial issues in citizenship  
  • CPD on key stage 3 and 4 citizenship to guarantee progression
  • Managing your managers: managers tend to make poor decisions when they have poor supplies of information, the issue is how do you make sure your decision makers are up to date with the information they need
  • Though the respondents to the questionnaire emphasised the political nature of citizenship they did not highlight it as a strength or as a priority. The issue is how do we give young people the tools to become active citizens
  • CPD: There is a demand for sharing effective resources and case studies, this can relate to themes (such as Global Citizenship, Conflict resolution, Identity or Government structures) or issues (such as Assessment or motivation).
  • There is a need to provide overviews of what is happening in relation to citizenship

Lead contact: Darius Jackson, School of Education, University of Birmingham

Email: d.a.jackson@bham.ac.uk

Telephone: 01214 144 858