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

在2016年的英国脱欧公投中，绝大多数英国人投票支持英国离开欧盟，而同样少数的人希望继续留在欧盟。因此，这一决定将英国人民分为两半。英国脱欧可以被视为长期政治变革过程的“症状”，其特征是英国和欧洲及全球其他民主国家的公众舆论、政治事件以及政党竞争的形成。考虑到自英国脱欧公投以来英国一直面临的变化和不确定性，分析学生对社会参与的看法特别有意义，因为他们正在接受教育，并准备在极端政治不确定性和变化的情况下参与民主社会。通过在英国进行案例研究，英国脱欧的意义和其他背景相关的现象将与青年参与社会进程在这项研究中。因此，考虑到这项研究的主题是学校教育的一部分，学校教育为他们将来参与劳动力市场、政治和文化生活做好准备。拟议的项目将深入分析青年人如何看待公民身份、参与社会的可能性和归属感。作为研究补助金的一部分，对89名16至18岁的学生进行了17次小组访谈。公民、公民教育和归属感理论为本研究提供了理论框架。总的目标将是发展一种以经验为基础的社会参与理论，考虑到青年人的多样性以及环境和学校因素所提供的环境。这项研究将为今后开展有关青年参与的比较教育研究项目奠定必要的基础。

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.