Youth, Citizenship, Sense of Belonging in a 'Brexitised' England

在2016年的英国退欧公投中，绝大多数英国人投票支持英国脱离欧盟，而同样希望留在欧盟的少数人也是如此。因此，这一决定将英国人民分为两边各一半。英国脱欧可以被认为是一个长期政治变革过程的“症状”，其特征是塑造舆论、政治事件以及英国和欧洲其他民主国家以及世界各地政党之间的竞争。考虑到英国自脱欧公投以来一直面临的变化和不确定性，分析学生对社会参与的观点尤其有意义，因为他们正在接受教育，并准备在政治极端不确定和变化的时候参与民主社会。通过在英国进行的一项案例研究，英国退欧和其他与语境相关的现象的含义将与本研究中的青年参与社会进程有关。因此，考虑到本研究的主题被纳入学校教育，为他们今后参与劳动力市场、政治和文化生活做好准备。拟议的项目将深入分析年轻人如何看待公民身份、社会参与的可能性和归属感。作为研究补助金的一部分，对89名16-18岁的学生进行了17次集体访谈。公民身份理论、公民身份教育理论和归属感理论为本研究提供了理论框架。总体目标将是发展一种以经验为基础的社会参与理论，其中考虑到年轻人的多样性以及环境和学校因素所提供的情况。这项研究将为今后涉及青年参与比较教育研究的项目提供必要的基础。

At the Brexit referendum in 2016, a tight majority of the British population voted for Great Britain to leave the European Union (EU) while an equally tight minority would have liked to remain member of the EU. Therefore, this decision divides the British people with half on either side of the line. Brexit can be considered as a 'symptom' of a long-term process of political change that is characterised by the shaping of public opinion, political events, and the competition of political parties in Great Britain and other democracies in Europe and worldwide. Considering the changes and uncertainties Great Britain has been facing since the Brexit referendum, it is of particular interest to analyse students’ perspectives on societal participation, as they are being educated and prepared to participate in a democratic society at a time of extreme political uncertainty and change. By conducting a case study in England, the meaning of Brexit and other context related phenomena will be related to youth participation in societal processes in this study. Thus, it is taken into consideration that the subjects of this study are embedded in school education, which prepares them for their future participation in the labour market, political and cultural life. The proposed project will provide an in-depth analysis of the way in which young people perceive citizenship, possibilities of societal engagement and sense of belonging. As part of the research grant, 17 group interviews were conducted with 89 students aged 16-18. Theories on citizenship, citizenship education and sense of belonging provide the theoretical framework for this study. The overall goal will be to develop an empirically based theory of social participation that takes the diversity of young people and the circumstances offered by contextual and school factors into account. The study will provide a necessary foundation for future projects that involve comparative education research on youth participation.