Although Australia has a strong and proud democracy^[1], it nonetheless faces important challenges^[2].

Among these, youth democratic engagement and civics education have been matters of national concern for more than two decades.

With the latest national curriculum testing^[3] showing the lowest levels of civics on record, and a parliamentary inquiry finding that civics education is not working in Australia^[4], it is timely to ask why, after so much attention over so many years, so little has changed.

One of the potential explanations for this is the difficulties researchers face collecting evidence on what works in civics education and engagement programs^[5] long-term. The importance of the availability of this evidence for political and policy leaders has been reinforced by calls for a more robust understanding of democratic literacy and civics engagement across the lifecourse^[6].

Importantly, new UK-based research, currently being applied in Australia by UNSW, seeks to address this vital data and decision making gap.

Read more: Australian students just recorded the lowest civics scores since testing began. But young people do care about politics^[7]

Identifying the gaps in democratic evidence

In Australia, there is a well-documented decline^[8] in civics education and public trust. However, a common theme in the research is that it is easier to measure decline and disaffection than to identify what works.

While many inspirational initiatives have been publicly and privately funded in Australia, they tend to be siloed, small and difficult to assess.

In the UK, research has revealed that, historically, there had been no clear coordination or alignment of civic learning, engagement, and participation initiatives across national and local government. Moreover, it found there was little long-term commitment to civic initiatives, with many not outliving the relevant government or minister who initiated them.

Prominent recent reports in Australia^[9] suggest a similar situation.

Meanwhile, research indicates^[10] that fostering democratic participation and resilience is an ongoing process across people’s lives. But how to best gather and use data on this life process remains a challenge.

It is a response to such research and policy challenges that is at the core of the “civic journey” concept.

What are ‘civic journeys’?

The notion of journeys in human experience is not new. Often, education, health and social sectors seek to map client journeys as part of effectiveness and equity analyses. In the civic context, the notion of journey is applied to democratic literacy, civic momentum, transformative action and lifelong engagement. In other words, it’s not just about civics education at school.

The civic journey concept originated in the UK^[11]. At its core is an intention to establish “an integrated and high-quality, seamless tapestry of opportunities” to learn about and engage in the democratic process and civic life.

The UK civic journeys initiative has informed research into youth as a fundamental stage^[12] in citizens’ life-long journeys. It noted that the opportunity to experience democracy (be citizens) was as important as the education to understand democracy (become citizens) in shaping democratic literacy and participation. But crucially, both were forged during key transitions within childhood and adolescence.

Further, the UK study identified the importance of entry, exit and re-entry into political and civic learning and activity at different points of youth transitions to adulthood and throughout adult life. Put another way, it found that “hot spots” of high engagement, “cold spots” of disengagement and “black spot” openings to extremism all coalesced around major transition points in the life course.

The civic journey approach also highlighted the importance of connecting volunteering and other forms of civic activism^[13] with formal approaches to civics education and youth democratic participation. This highlights the importance of linking youth civic socialisation programmes in schools, local communities, and online.

When understood and mapped, these points can be prioritised for attention.

A uniquely Australian approach to civic journeys

The adaptation of civic journeys for research and policy provides an important opportunity. With its focus around collecting data on outcomes, it helps identify what works in the democratic experiences of citizens at different stages^[14] of their lives. When applied to the full life course, it supports the most effective allocation of public resources to interventions.

The civic journey metaphor also helps guide future work in this space. Such an approach could support governments with their interest in better coordination, design and funding of long-term data to identify the best initiatives.

There is also the potential to apply the civic journey concept in a multicultural context. Civic journeys can be used as a lens to examine the diverse journeys in and between different cultural groups to help preempt and mitigate disruption. This in turn helps build a collective democratic journey. Further, it could be used to identify the “black spots” and reduce exposure to alienation or extremism.

In summary, the civic journeys approach has significant potential to better understand and shape the individual and collective experiences of Australians across the life course. It can also help build a national narrative underpinning ongoing work to further strengthen Australia’s civics education and democracy.

References

1. ^{^} a strong and proud democracy (press.lse.ac.uk)
2. ^{^} it nonetheless faces important challenges (www.homeaffairs.gov.au)
3. ^{^} national curriculum testing (www.abc.net.au)
4. ^{^} civics education is not working in Australia (www.aph.gov.au)
5. ^{^} what works in civics education and engagement programs (theconversation.com)
6. ^{^} democratic literacy and civics engagement across the lifecourse (www.abc.net.au)
7. ^{^} Australian students just recorded the lowest civics scores since testing began. But young people do care about politics (theconversation.com)
8. ^{^} well-documented decline (press.lse.ac.uk)
9. ^{^} reports in Australia (www.aph.gov.au)
10. ^{^} research indicates (csrm.cass.anu.edu.au)
11. ^{^} originated in the UK (eprints.icstudies.org.uk)
12. ^{^} fundamental stage (www.youngfoundation.org)
13. ^{^} volunteering and other forms of civic activism (eprints.icstudies.org.uk)
14. ^{^} different stages (www.apsreform.gov.au)