The name is absent

We start here by examining how learning contributes towards different types of
association and civic participation, and the implications of these different types of
association for social cohesion in general. In terms of its likely effects on social
cohesion we can broadly classify associational activity into three kinds: personal
networks; narrow interest - group participation; and society-orientated civic
association. Personal networks may involve satisfying personal needs and promoting
personal interests, and may also involve caring for others, but are in principle neutral
as regards their effects on social cohesion more broadly. The second type, relatively
narrow or exclusive group interests, may have no obvious effect on social cohesion
more generally or, in some cases, they may have harmful effects on social cohesion.
Membership of sports and hobby-type associations would normally fit into the neutral
category, whereas membership of extremist or racist organisations would fit into the
‘harmful’ category. In facilitating these kinds of association learning is making no
positive and direct contribution to social cohesion although it may bestow personal
and group benefits. In the third type, associational activity involves civic participation
which goes beyond narrow self-interest and group interest and makes a positive
contribution to social cohesion. It is this third, more altruistic, type that we are
concerned to analyse here.

Our interviews provide a wide range of examples of civic participation that may be
seen as altruistic in nature and where the benefits are spread beyond the individual
and his or her immediate circle of family and friends. In some of these cases
respondents do not attribute their activity in any way to learning experience.
However, there are a number of instances where respondents do mention learning as
one of the factors contributing to their decision and ability to participate. This may be
through the acquisition of new skills or knowledge; through the development of their
values and identity; or through contacts and opportunities that have arisen in learning
contexts. In some cases learning experiences have provided an immediate and direct
influence; in other cases the effect is less direct or it may be delayed in time.

Rita, a 36-year-old former nursery nurse, provides an example. She was born in
Bristol to Jamaican parents and was brought up there until they moved to London in
1991. Since then, and whilst working and bringing up a son who is now 17, she has
been active in the community in various ways. She did voluntary work in a prison
creche for four years and took an active part in her son’s early education, helping out
after school and running a summer play scheme. She is now involved in volunteer
work in a youth club where she mentors an 11-year-old girl. She also makes birthday
cards for children in the local nursery, donates to cancer charities (some relatives died
from the disease) and helps out an elderly neighbour.

Her community activities have grown out of involvement with her child’s education,
her familiarity with the black community in south London and her former professional
role as a nursery nurse. Nevertheless, she describes specific ways in which her adult
learning has contributed. After her child was born she did an NNEB course, which she
enjoyed, and subsequently various other courses in First Aid and mentoring at work.
These gave her confidence and skills that she could use to help other people. A

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