Getting smarter about engaging with Parliament: Embrace digital, think interdisciplinary and plan for serendipity.

Jennifer Jeffes investigates how higher education institutions can support long-term strategies to boost engagement with Parliament. Strong research relationships spring up often organically, sometimes serendipitously, but almost never overnight. This should serve as a caution to the sector not to take too instrumental a view of research impact, instead focusing on the positive benefits that can yield from developing sustainable research partnerships in the longer term

Mapping Alternative Impact: Alternative approaches to impact from co-produced research

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Editorial

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Creating citizenship communities project report

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Diversity, difference, and communities in English secondary schools

This paper discusses secondary school pupils? understandings and experiences of diversity and communities in England. It draws on qualitative data from a field study conducted in 8 schools as part of a larger project funded by the Esmée Fairbairn Foundation. The larger project, which included a review of literature, analysis of Longitudinal Study of Young People in England (LYPSE) data and a national survey of school staff, aimed to explore current thinking and practice about citizenship and community cohesion. For this article field notes, and 16 audio-recorded focus group discussions with year 10 and year 11 students were analysed thematically, through multi-disciplinary team dialogue, informed by literature on diversity, community cohesion, belonging and citizenship education. Despite some variation in responses across schools, the results clearly demonstrate that student discourses of diversity grapple with notions of sameness and assimilation. We argue that citizenship education practice must be informed by robust research that addresses boundary notions and practices of identity and citizenship

Creating citizenship communities

The project ?Creating Citizenship Communities? is funded by the Esmée Fairbairn Foundation and is being conducted by a partnership team from the Department of Education, University of York and the National Foundation for Educational Research. This article describes the project design and draws attention to issues emerging from data analysis. An indication is given of the actions to be taken with professionals and young people in light of the project findings. An argument is made for the need to co-ordinate work in schools by developing stronger liaison between citizenship education teachers and those responsible for whole school initiatives to promote community engagement; and helping teachers to build on young people?s existing knowledge and expertise in community matters to help them understand and act more effectively in societ

Teachers’ views on students’ experiences of community involvement and citizenship education

Based upon the findings of a national survey of school coordinators and leaders on citizenship and community cohesion, this research indicates that teachers perceive their students to feel a sense of belonging to multiple communities, each with their own required actions for effective participation. There appears to be wide variation in the characteristics of students’ engagement in community activities depending on their individual needs and circumstances. While there is convincing evidence of schools successfully implementing strategies to equip students with a conceptual understanding of their roles as citizens, the research also identifies a need to develop students’ practical skills and self-efficacy to interact with their immediate and wider communities. In order to support students to participate most effectively in their communities, there is a need for schools to provide tailored support to those groups of students who may otherwise be least likely to participate in community activities

Creating citizenship communities through new approaches to learning survey of school coordinators and leaders on community cohesion and citizenship

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