A joint LLAKES / AMCIS conference
Venue:
Room 728
UCL Institute of Education
20 Bedford Way
London WC1H 0AL
Thursday 28 May
13:30 Welcome (Germ Janmaat and Anne Bert Dijkstra)
13:40-14:30 Keynote: The development of civic engagement - Some theory-challenging findings (Erik Amna)
14:30-14:50 Young people and Politics Today: disengaged and disaffected or engaged and enraged? First results of the latest round of CELS (Avril Keating)
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15:00- 16:40 Session 1: Philosophies and traditions of citizenship
 Dewey versus "Dewey" on democracy and education (Piet van der Ploeg)

The importance of cultivating citizenship for “enhanced” egalitarian liberalism (Gabriel Goldmeier)
 Living together in a multicultural society: Does the ideal of l’école laïque hold good for the 21 st century in France? (Ann Doyle)
 Developing cosmopolitan engagement – a challenge for culturally plural higher education institutions? (Jan Bamford)
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16:50-18:05 Session 2: Citizenship education in schools and in communities

Exploring value orientated citizenship education in practice: a multiple case study (Mayke den Ouden)

Dealing with student diversity in the light of citizenship goals (Işıl Sincer)

The transformation of teachers’ practices towards students: the case of
France (Clement Vincent)
Drinks and dinner 18:05

Friday 29 May
09:30-10:20 Keynote: Tackling inequalities in political socialisation (Bryony Hoskins)
10:25-12:05 Session 3: The effect of education on citizenship outcomes
 The Compensation Effect of Civic Education: How school makes up for missing parental political socialization (Kaat Smets and Richard Niemi)
 Learning civic skills in school: The effect of personality, school environment, and their interaction ( Jan Šerek)

Classroom Climate Effects on Adolescents’ Orientations Toward Political
Behaviors: A Multilevel Approach (Katharina Eckstein)

Learning citizenship at University in the UK: Ordinal logistic regression analysis on Citizenship in Transition dataset (Jinyu Yang)
12:05-12:50 lunch
12:50-14:05 Session 4: Identifying, classifying and measuring civic competences

Competences for Democratic Culture and Intercultural Dialogue: A New
Education Initiative by the Council of Europe (Martyn Barrett)

Constructing a comprehensive framework of citizenship competence attainment levels (Remmert Daas)

Working together towards scientific citizenship ( Laurence Guérin)
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14:10-15:50 Session 5: Perceptions of citizenship education inside and outside the school

Attitudes of influential others towards youth civic and political participation: the case of London (Dimitra Pachi and Martyn Barrett)

Social actors reproducing inequality: civics teachers in Israel and Germany
(Tim Zosel)

Missed opportunities for civic education (Hessel Nieuwelink)

Active Citizenship in Higher Education: The De-construction and the
Feeble Echo of the Greek Student Movement (Yiouli Papadiamantaki )
--- short break---
16:00-16:30 Round table discussion
16:30 Drinks

Keynotes:
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“The development of civic engagement - Some theory-challenging findings”
Erik Amna
Too long studies into youth Civic Engagement have been restricted by two major weaknesses.
One is the lack of an adequate but precise conceptualisation. Another is the tendency to neglect the social logic of political involvement. This lecture will present approaches as well as initial findings of a longitudinal project aiming at overcoming some of the limitations.
Examples will be given from multidisciplinary studies on the development of political interest, alleged political passivity, Internet use impact on citizen norms and the social networks’ costs and benefits of getting involved.
Erik Amnå, PhD, Professor in Political Science at Youth & Society, Örebro University, Sweden.
Currently he coordinates the multidisciplinary Political Socialization Programme, based on a six year longitudinal data collection from 4 000 Swedes aged 13-30 and two of their best friends and their parents. He is the Swedish team leader of a new EU HORIZON 2020 project on European identity. He belongs to the international advisory board of the IEA 2016 study on civic education. Between the years 1997 and 2000 he served as Executive Director of the
Swedish Parliamentary Commission on the Future of Democracy.
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“Tackling inequalities in political socialisation”
Bryony Hoskins
Almost by default democratic institutions lose their responsiveness and subsequently lose their legitimacy for groups in society who have low levels of politically engagement. The subgroup of disadvantaged youth in the UK are the most politically disaffected (Hoskins and
Janmaat forthcoming). Political apathy not only effects disadvantaged youngsters but this apathy then appears to be passed on to their children through the transfer of economic, human, cultural and social capital (Brady et al 2015: Scholzman 2012).
There is a considerable body of knowledge that exists on how citizenship is learnt at schools including open classroom climate, citizenship education and participatory activities and outside schools through the media and out of school activities. However, there is little systematic research on how these approaches influence inequalities in political engagement.
In this presentation we develop such an approach by suggesting two ways, namely access and
effectiveness, in which the learning sources influence disparities of political engagement and by reviewing as many sources of learning as possible. Access refers to the degree in which students from different social backgrounds are able to participate in a certain learning source; effectiveness concerns the extent to which a learning source exacerbates or diminishes social disparities in political engagement. A learning source may be very effective in reducing the gap but still not be able to bring overall inequality down because of unequal access to this learning source across social groups.

The results of this systematic approach to analysing inequalities in political socialisation research will be presented using the Citizenship Education Longitudinal dataset.
Professor Bryony Hoskins has a chair in Comparative Social Science at the University of
Roehampton and a visiting Professorship at the Hong Kong Institute of Education. She is an internationally renowned expert on political socialisation specialising in political engagement across European Countries. Her current funded research projects are on inequalities and political engagement, political socialisation, volunteering and unpaid work. She is part of ESRC
LLAKES research centre based at IoE/UCL. Professor Hoskins has previously led EU funded research whilst employed at the University of Southampton that explored the effects of the economic crisis on Active Citizenship in the EU. Prior to this and when employed at IoE/UCL she led the ESRC funded comparative research on Inequalities that explored the effects of different country education systems on civic attitudes.
Professor Hoskins has 7 years of policy experience having previously worked at the Council of
Europe in France leading on youth research, at the European Commission in Belgium and then in Italy leading the development of indicators on Active Citizenship. She has extensive experience of performing consultancies for the UK cabinet office, European Commission and
Council of Europe on topics such as Citizenship, Education and the European Union. Professor
Hoskins is currently performing a consultancy for the EU on evaluating the contribution of their programmes to active citizenship in Europe. She has recently completed a consultancy for the UK cabinet office as the external challenger on the balance of competences between the EU and the UK government on Education.
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“Young people and Politics Today: disengaged and disaffected or engaged and enraged? The latest findings from the Citizenship Education Longitudinal Study (CELS)”
Avril Keating
Young people are often portrayed as disinterested in politics, alienated from the political system, and distinct from previous generations from voters. However, this paper will report on the current patterns of youth political engagement in the UK and show that these patterns are often more complex than is acknowledged in contemporary policy debates. While fewer young people are voting, it remains the most common form of political engagement at this life stage. Trust in politicians is also very low, but many young people are still interested in politics. Indeed, longitudinal data reveals that youth interest in politics increases as they pass through adolescence and make the transition to adulthood. Yet these same data also show that there are inequalities in who gets to become politically engaged, and that this also increases during this transitional period. This inequalities are often overlooked, and should remind us that ‘young people’ are not a homogeneous group and that we must focus on the
intra-generational as well as the inter-generational differences in political engagement. In making this case, this paper will draw on the latest findings from the Citizenship Education
Longitudinal Study (CELS), a long-running study that incorporates both longitudinal and crosssectional data.

Avril Keating is the Project Leader for the Citizenship Education Longitudinal Study (CELS), and a Senior Lecturer at the LLAKES Research Centre , UCL Institute of Education. Avril’s research is primarily concerned with examining the evolution of youth civic engagement and the role of education. She is involved in a range of projects that explore this theme from comparative, inter-disciplinary and mixed-method perspectives. Her latest book focuses on the European context (Education for citizenship in Europe: European policies, national adaptations, and
young people’s attitudes; Palgrave, 2014).