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The Scholarship of Engagement for Politics enhanced both in and outside the classroom, on campus and within local communities, to strengthen ‘civic values’ and to intensify participation for life-long citizenship. Many of the motivations and themes informing the contemporary focus on active citizenship and volunteering emanate from the decision to introduce statutory citizenship education in English secondary schools in September 2002. Building on the recommendations of the so-called ‘Crick Report’ (Qualifications and Curriculum Authority 1998) (which promoted citizenship themes encompassing social and moral responsibility, community involvement and political literacy), the introduction of citizenship into the National Curriculum has proven problematic, both in pedagogic and structural contexts (see National Foundation for Educational Research 2007), and politically contentious (both the Conservatives and the Liberal Democrats opposed the introduction of the subject in their respective 2005 general election manifestos). However, its introduction has raised the profile of the study of politics as a key dimension of learning about and for citizenship, and it is unlikely (certainly under the current government) that citizenship will lose its statutory status within the National Curriculum in England in the near future. Indeed, most undergraduates now entering university from the English secondary system have experienced some form of compulsory citizenship education, and students from other national systems in the UK also have some formal provision (see Andrews and Mycock 2008). This is significant in at least two ways. First, although provision of citizenship in English schools remains patchy – with good practice only identified in a quarter of schools by Ofsted (2006) – the situation is improving rapidly, and most students are also familiar with programmes of work experience and volunteering. Second, evidence would suggest that there has been a significant increase in the numbers of students since 2002 studying politics at A-level and applying to read politics at university (Prest 2008). This would suggest both that citizenship has stimulated interest in politics and that students applying to study politics and cognate disciplines will be 178
Linking Theory and Practice on Politics Work Placement Modules familiar with learning strategies that link theory with practice within a range of learning environments. There has been a range of responses by higher education institutions to calls to embed active citizenship into their politics curricula. Some institutions have chosen to continue to teach politics through established practices based around classroom learning and traditional assessment techniques. These departments, predominantly located in older, more established institutions, can view interest in citizenship as voguish and a potential threat to conventional academic practice. Although some aspects of active citizenship may be promoted as extracurricular, the content and delivery of modules remains largely unchanged. Other institutions have, however, adopted themes of citizenship explicitly within differing patterns of teaching and programmes of study, encouraging the interlinking of theory and practice across some or all modules. The pattern emerging in higher education institutions is therefore in many ways similar to those in English secondary schools; there are pockets of good practice but for some institutions the explicit promotion of citizenship education is viewed as unnecessary or intrusive – with concerns regarding overcrowded curricula, established patterns of lecturer autonomy and disciplinary protectionism limiting the scope for its embedding. However, studies clearly demonstrate that many higher education institutions are providing a range of work-based learning solutions that encourage students to link theory and practice across a diverse disciplinary framework (Nixon et al. 2006). Those institutions encouraging experiential work-based learning, particularly work placements, have developed pedagogical approaches that are distinctive in that they promote experiential learning which encourages students to draw on and apply classroom-based knowledge in a range of vocational environments. The learning outcomes tend to emphasise the need for the learners to broaden their underpinning knowledge and understanding, to apply theories and constructs in a workplace setting in order to make sense of complex situations and to enhance their skills development through practical experiences. As such, the workplace provides an opportunity for the 179
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The Scholarship of Engagement for P
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C-SAP Monographs Monograph No. 1: B
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Contents Foreword: E-Learning: Enga
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Foreword: E-Learning: Engagement an
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Foreword placements with an enhance
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Preface gave us all more confidence
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Preface educators (along with place
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Contributors John Annette is Dean o
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Contributors rehabilitation program
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Contributors bodies work together w
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Part I: Introduction
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Chapter 3 Rethinking Placement Lear
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Rethinking Placement Learning for P
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Chapter 6 Engaging Students through
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Appendix 6.1 The Scholarship of Eng
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Appendix 7.3 The Scholarship of Eng
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Part III: Assessment, Citizenship a
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Part IV: New Directions in the Teac
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