The role of education in providing opportunities for young people to develop political literacy through teaching and learning practices in Northern Ireland

Abstract

This thesis explores opportunities for young people to develop their political literacy (PL) through curricular and extra-curricular activities (ECAs) in post-primary schools in Northern Ireland. PL as understood in this study refers to four main component parts: the possession of political knowledge and understanding, skills in thinking critically about politics, and active civic and political participation. The study employs Paulo Freire’s concept of critical consciousness as its theoretical framework, foregrounding a critical examination of the relationship between education, politics and society. The study includes an analysis of the curriculum and pedagogy of two relevant Curriculum subjects, statutory Local and Global Citizenship (LGC) and optional Government and Politics (G&P), a review of the literature on PL and an examination of pedagogical approaches to developing it. The data for the project was collected in five different schools (one Integrated, two Catholic, and two Controlled majority Protestant) through focus group interviews with students at Key Stages 3, 4 and 5 (14-18 age range) and semi-structured interviews with teachers and principals.

The findings suggest that PL education at Key Stages 3 and 4 tended to be very limited on a cross-curricular basis while there was also limited opportunity to learn about contemporary political issues in LGC or develop skills in debate, discussion and deliberation. The data also reinforces other research that evidences the detrimental effects of an education system dominated by preparation for examinations as well as broader neoliberal policy and school cultures that promote individualism and employability at the expense of achieving community cohesion and public-spirited PL. On the other hand, an ongoing Shared Education A-level G&P class in a Controlled school setting which involved separate Protestant, Catholic and Integrated school students developing their political understanding and skills of critique and discussion alongside each other, in addition to students in an Integrated school G&P course having a similar opportunity were revealed by students and teachers to be transformative in developing various key aspects of PL in the divided NI context. Opportunities for developing knowledge and skills conducive to PL through participation in politically-salient ECAs were hindered through a lack of awareness, promotion and school support. Conversely, some schools demonstrated current or more recent commitment to facilitating the development of political interest, skills and the promotion of human rights and social justice through provision of innovative ECAs.

Original contributions of the research include the four-part conceptualisation of PL, which may serve as a framework for devising an effective PL educational programme; an evaluation of the GCSE and A-level G&P course PL content and pedagogy; and an emphasis on the potential of ECA programmes to develop PL in the NI context. The study points to the need for further research with young people, teachers and principals to ascertain their perspectives, experiences and ideas on best-practice PL education across the Key Stages and across all dimensions of school life.

Thesis is under embargo until 31 July 2029.