The Future of Citizenship

A discussion of what constitutes identity and citizenship is timely and welcome. The linkage of citizenship to history and the association of citizenship with rights and responsibilities are appropriate. Nonetheless, we have concerns with some aspects of the discussion on citizenship

Votes at 16: seeking a more enlightened debate on youth disengagement from politics

Democratic Audit recently produced an collection of pieces which addressed the question of whether it is right to re-examine the UK’s minimum voting age. The aim of the publication was to heighten the level of debate around the issue, an aim which one of the contributors, Andrew Mycock, shares. Here, he argues that one of the most encouraging things about the contributions is the consensus amongst their authors that, regardless of their views of the specific issue of votes at 16, it it alone is not a panacea to youth disengagement, and that a wider package of progressive reforms is needed

The Anglosphere: Past, present and future

Andrew Mycock (with Dr Ben Wellings, Monash University) discuss the renewed aspirations for greater collaboration among the ‘English-speaking peoples’, and the likelihood of their success. This article links to the organisation of a special British Academy conference, The Anglosphere and its Others: The 'English-speaking Peoples’ in a Changing World Order, convened by Dr Mycock (with Dr Wellings and Professor Michael Kenny, University of Cambridge) in London in June 2017.<br/

Learning to vote? Don’t start with a referendum

Educating 16 and 17-year-olds about voting and citizenship takes time, says Andrew Mycock, and the Scottish referendum was a divisive introduction to politics for some of them. Nor is it mere coincidence that 18 is the voting age in 27 of the 28 EU member states

Linking Theory and Practice on Politics Work Placement Modules

The renewed interest in the importance of active citizenship and volunteering in higher education is reflective of concerns about democratic participation, declining social capital and community cohesion (Power Inquiry 2006; Sloam 2007). Citizenship education (particularly in secondary schools) has been viewed by some as a panacea for declining levels of political participation, social delinquency and the dilution of a common civic identity (see Blunkett 2001: 41–2). The topicality of embedding citizenship across universities and their course curricula is also tied to a range of pedagogic and functional issues, most notably teaching quality assurance, student personal development, community participation and employability

Lowering the voting age: three lessons from the 1969 Representation of the People’s Act

In 1969, the UK became the first country to lower its age of franchise to 18. Tom Loughran, Andy Mycock, and Jon Tonge argue that lowering the voting age was not in response to popular mobilisation by the public or pressure groups, nor the outcome of significant political contestation. Rather, voting age reform was a consequence of the desire of political leaders to align the voting age with what society increasingly perceived as the new age of adulthood. Lowering the voting age was part of package of reforms which attempted to streamline the age at which young people were seen to become adults

Votes at 16 in Wales: both a historic event and a long-term process that requires a commitment to supporting young people’s democratic education

Tom Loughran, Andy Mycock, and Jon Tonge reflect on the key lessons that can be drawn from the process of lowering the voting age in Wales, identify features that were unique to the Welsh context, and propose important policy recommendations for ensuring the long-term success of ‘Votes at 16’ in Wales