The dust has settled, the flags have been packed away and the world’s media have moved on to the next sensation: Scotland has voted to remain in the United Kingdom. Whatever shape the post-referendum conversation takes, both in Scotland and UK-wide, two things seem certain: firstly, that with all three mainstream Westminster parties promising some form of constitutional reform, change is inevitable. Secondly, that the referendum has had a galvanising effect on ordinary people's engagement with politics.
As educators, we also have a responsibility to help young people develop their understanding of the issues which affect their lives and on which they will continue to vote as adults.Kim McCauley
Media images showed queues of people registering to vote, many for the first time, which in turn led to unprecedented levels of voter turnout. The debate at grassroots level was set by ordinary people who took the time to inform themselves on the issues that mattered to them – from inequality to Trident, the NHS to oil or Scotland’s relationship with the rest of the UK and world – and used the referendum as a way to respond. Since the result, this energy has not dissipated and seems set to translate into a long-term legacy of increased political engagement in Scotland.
Young voters
For the first time, the referendum also saw the full participation of 16 and 17 year olds in the political process. Unsurprisingly, our young people took the baton and ran with it. In the run up to the referendum, we had the thrilling political spectacle of 16 and 17 year old first-time voters, filling the Hydro in Glasgow and grilling campaigners from both sides on the issues that mattered to them.
Organisations with an interest in promoting political awareness saw the referendum as a clear opportunity to support young people in forming their vision of the Scotland they would like to see. One example of this is Just Scotland, an online space designed to help educators and youth leaders support young people in exploring Scotland’s role within the wider world and, specifically, to challenge poverty and injustice wherever and whenever it occurs.
Developing political literacy
As educators, we also have a responsibility to help young people develop their understanding of the issues which affect their lives and on which they will continue to vote as adults. Education Scotland’s briefing paper on Political Literacy states that “Political literacy is one of the foundations of modern democracy and its guardian. It is the means by which citizens make informed choices about the kind of society they want to live in. It helps everyone to understand political decisions and how they affect their own lives. It...enables evidence and reasoned debate to trump unsubstantiated assertion and hyperbole.” The same document also trusts practitioners to ensure “that contrasting perspectives are explored so that learners can come to an informed view based on evidence and reason”.
Nevertheless, in stark contrast to these positive messages designed to support our young people in critically engaging with politics, some educators felt discouraged from exploring the referendum with their pupils, for fear of being accused of partisanship. Indeed, some local authorities issued advice that teachers avoid referendum discussions in class altogether, or limit these to technical matters around voting. In many cases teachers found themselves in the unsatisfactory position of being unable to support the young people they teach to critically explore the issues raised by the referendum, in order to arrive at their own informed conclusions before voting. (TES article 29.8.14)
What does it mean to be Scottish?
One of the more complex issues to arise during the referendum campaign was that of nationalism and in turn, what it means to be Scottish. It would be naive to assume that all conversations around this came from a positive and open place. Both yes and no camps saw minority expressions of the negative aspects of nationalism: either as a dangerous kind of anti-Englishness, or the dark face of Unionism, as witnessed in the ugly scenes of disorder and Nazi salutes in George Square the day after the Referendum.
Educators play an important role in equipping learners to engage with these complex issues, and to explicitly challenge racist assumptions which exist at both ends of the nationalism spectrum. However, exploring identity effectively with young people, whether individual or national, is not easy. We need to be prepared to support them to deal with the complexities which arise and to think independently. For example, young people struggle to differentiate between nationality, culture and ethnicity, so these might need explaining in more depth. Unpacking these terms may reveal misconceptions or even racist attitudes, which young people have picked up from the media or from other adults in their lives. It is important, therefore, to create a safe space in which to begin challenging these assumptions in a way which values everyone’s perspective and opinion.
Classroom approaches
A safe way to begin this might be to ask young people whether they agree or disagree that Scots are a special ‘race’. This in turn could lead into a discussion of the term ‘race’ generally, with a view to establishing this as an arbitrary and meaningless term. This is worth clarifying for young people, as a basis for eventually developing their understanding of what racism is, and it is important to address these in class discussions, even if they don’t naturally arise. Resources from the Show Racism the Red Card series are an excellent place for teachers to begin exploring racism - and related issues such as sectarianism and Islamophobia - with young people. Similarly, activities such as ‘What makes me Scottish’ from A’ Adam’s Bairns help young people to understand there are many possible ways for people to identify themselves as Scottish, and that one size will not fit all.
Wisdom, justice, integrity and compassion: these are the four words engraved on the mace which sits in the Scottish Parliament. They are also the four core values on which Curriculum for Excellence is explicitly built. We find ourselves living in interesting times and as educators, we cannot and should not separate ourselves from this. Instead, let us support our young people in developing the skills they need to shape a future for Scotland which is truly built on wisdom, justice, integrity and compassion for every member of Scottish society.
Download a PDF with some ideas for teaching about Scottish identity and Scotland’s place in the world across the 2nd and 3rd level curriculum.
