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Political education and democracy : = parliament's provision for the political education of young people.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Political education and democracy :/
Reminder of title:	parliament's provision for the political education of young people.
Author:	Kelly, David Vincent.
Description:	1 online resource (263 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 70-12, Section: C.
Contained By:	Dissertations Abstracts International70-12C.
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9781073286706

Political education and democracy : = parliament's provision for the political education of young people.
Kelly, David Vincent.

Political education and democracy :parliament's provision for the political education of young people. - 1 online resource (263 pages)

Source: Dissertations Abstracts International, Volume: 70-12, Section: C.

Thesis (M.Phil.)--University of London, Institute of Education (United Kingdom), 1991.

Includes bibliographical references

A democratic society requires citizens who have a clear knowledge, understanding and awareness of the political process and its institutional arrangements. Britain takes a pride in its democratic system and for many of its citizens the Houses of Parliament represent the focal point of British politics. Yet amongst the electorate as a whole there remain many mistaken perceptions about the role of Parliament as a governing as opposed to a supervisory and examining institution. Surveys amongst young people confirm widespread ignorance and apathy towards Parliamentary democracy, a matter of concern for those who consider that a democracy is only as strong as the calibre of its citizens. Democracy and political education are therefore complementary. Parliament has only recently accepted that it has an educational role to play. After pressure from the Hansard Society and the Politics Association, the Public Information Office was established in 1978 and an Education Officer appointed in 1980. For many MPs and officials however, the educational role of Parliament is seen as yet another peripheral issue to further complicate their already overburdened lives. Hence although the Education Office is now firmly established, its role is to provide only a 'modest educational service', which it provides primarily by means of written resources and Autumn Visits Programme, accommodating a maximum of 130 educational institutions. The aim of the research was to evaluate, for the first time, whether the House of Commons Education Office, through the Autumn Visits Programme in particular, meets the needs of teachers and students involved in political education. The investigation found that, although the Education Office works under severe constraints, the vast majority of participants were satisfied with the service provided, some indeed feeling privileged for the opportunity to visit 'their' Parliament. Yet the general satisfaction should not mask the fact that Parliament offers little more than an institutional, descriptive and uncritical approach to political education, making little or no contribution to political literacy. In terms of education for democracy it serves its purpose only if the concept is perceived in terms of a deferential citizenry placing its unquestioning trust in its elected representatives. Participation is not encouraged and the emphasis is firmly on information, not explanation. Consequently there is little cause for complacency and Parliament needs to reassess and clarify its educational aims and objectives before it can claim, with any justification, to be providing anything other than a token contribution to the political education of its future citizens.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781073286706Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Political education and democracy : = parliament's provision for the political education of young people.
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520 $a A democratic society requires citizens who have a clear knowledge, understanding and awareness of the political process and its institutional arrangements. Britain takes a pride in its democratic system and for many of its citizens the Houses of Parliament represent the focal point of British politics. Yet amongst the electorate as a whole there remain many mistaken perceptions about the role of Parliament as a governing as opposed to a supervisory and examining institution. Surveys amongst young people confirm widespread ignorance and apathy towards Parliamentary democracy, a matter of concern for those who consider that a democracy is only as strong as the calibre of its citizens. Democracy and political education are therefore complementary. Parliament has only recently accepted that it has an educational role to play. After pressure from the Hansard Society and the Politics Association, the Public Information Office was established in 1978 and an Education Officer appointed in 1980. For many MPs and officials however, the educational role of Parliament is seen as yet another peripheral issue to further complicate their already overburdened lives. Hence although the Education Office is now firmly established, its role is to provide only a 'modest educational service', which it provides primarily by means of written resources and Autumn Visits Programme, accommodating a maximum of 130 educational institutions. The aim of the research was to evaluate, for the first time, whether the House of Commons Education Office, through the Autumn Visits Programme in particular, meets the needs of teachers and students involved in political education. The investigation found that, although the Education Office works under severe constraints, the vast majority of participants were satisfied with the service provided, some indeed feeling privileged for the opportunity to visit 'their' Parliament. Yet the general satisfaction should not mask the fact that Parliament offers little more than an institutional, descriptive and uncritical approach to political education, making little or no contribution to political literacy. In terms of education for democracy it serves its purpose only if the concept is perceived in terms of a deferential citizenry placing its unquestioning trust in its elected representatives. Participation is not encouraged and the emphasis is firmly on information, not explanation. Consequently there is little cause for complacency and Parliament needs to reassess and clarify its educational aims and objectives before it can claim, with any justification, to be providing anything other than a token contribution to the political education of its future citizens.
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