College of Social Sciences and International Studies
The Politics and Policies of Youth Engagement
Module POL3275 for 2021/2
Module POL3275 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
POL3275: The Politics and Policies of Youth Engagement
This module descriptor refers to the 2021/2 academic year.
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover for example the following topics:
- The decline of democracy; which ‘democracy’ and why?
- The challenges and opportunities in the measurement and conception of participation
- Alternative, alienated and apathetic: causes and consequences of youth disengagement
- Young People’s Politics: Brexit, the Climate Crisis, Inequality, Protest and Political Literacy
- Comparative approaches: central policy responses to youth disengagement in the UK and EU, with a focus on civic education and the rise of deliberative democracy
- Global participation; with a focus on the MENA region post ‘Arab spring’ and the contemporary protests in Asia
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
22 | 128 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning and Teaching Activity | 22 | 11 x 2-hour seminars |
Guided Independent Study | 50 | Private study; reading and preparing for seminars |
Guided Independent Study | 78 | Preparation for assessments; including researching and collating relevant sources; planning the structure and argument; writing up the essay and constructing the research brief |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
- FOX, S. (2014). ‘Is it Time to Update the Definition of Political Participation? Review of “Political Participation in Britain: The Decline and Review of Civil Culture’, Parliamentary Affairs. 67, pp. 495-505.
- GAGNON, JEAN & EMILY BEAUSOLEIL (2017) 'Resist and Revivify: Democratic Theory in a Time of Defiance', Democratic Theory 4:1, pp. 1-10
- HUEBNER, C., 2021. How young people in Scotland experience the right to vote at 16: evidence on 'Votes-at-16' in Scotland from qualitative work with young people. Parliamentary Affairs
- MCCAFFRIE, BRENDAN & SADIYA AKRAM (2014) ‘Crisis of Democracy? Recognizing the Democratic Potential of Alternative Forms of Political Participation.’ Democratic Theory 1:2, pp. 47–55
- PONTES, A., HENN, M. and GRIFFITHS, M.D., (2018) ‘Towards a conceptualization of young people’s political engagement: a qualitative focus group study’, Societies, 8 (1): 17
- RAINSFORD, E., (2020) ‘Introducing youth proofing to survey research with young people’, SAGE Research Methods Cases
- RAGUI ASSAAD & FARZANEH ROUDI-FAHIMI (2019) ‘Youth in the Middle East and North Africa: Demographic Opportunity or Challenge?’, Project on Middle East Political Science (POMEPS)
- SLOAM, J., (2014) “The Outraged Young": Young Europeans, Civic Engagement and the Social Media in a Time of Crisis’, The Networked Young Citizen: Social Media, Political Participation and Civic Engagement. London: Routledge, p. 161-179
- UZUN, BEGUM (2013) “Quebec Ö?renci Grevi ve Yeni Gençlik Siyaset(ler)i: Kay?p Bir Ku?ak m?, Genç Olmaktan Kaynaklanan Deneyimler Üzerinden Aktivizmin Yeniden ?n?as? m??” (Quebec Student Strike and New Youth Politics: A Lost Generation or Re-invention of Activism based on Youthful Experiences?), Birikim, 287: March
- WEINBERG, J., (2021) ‘Civic education as an antidote to inequalities in political participation? New evidence from English secondary education’, British Politics