The name is absent

9.2.1 Learning, identity and citizenship

For those within our sample, civic participation, particularly including associational
activities of a more altruistic kind, seems to be closely related to certain sets of values.
In particular, those who were most civically active were more likely to express
identities based on some kind of group affiliation and to have active or ‘maximalist’
notion of citizenship. They also tended to have a stronger sense of local community,
either because they believed in this in principle or because it was available to them.
Those whose identities were expressed primarily in relation to ethnicity were, not
surprisingly, more likely to be engaged in civic activities related to ethnic
communities or issues. Those whose identities focused primarily on their localities
tended to be active in a variety of associational arenas. Although to some extent
degrees and kinds of association were dictated by opportunity - for instance, where
someone lived and for how long - for many respondents civic participation was
strongly value-driven. What marks out those who were highly civically active from
those who were not is often, though not exclusively, to do with fundamental beliefs
and value orientations. What role does learning play, then, in the development of this
kind of ‘altruistic’ or ‘inclusive’ civic consciousness? How does learning promote the
development of the kind of ‘bridging’ social capital that forms the basis of social
cohesion?

We have already shown how frequently experiences of adult learning are associated
by respondents with increases in level of tolerance and intercultural understanding.
This does not, of course, invariably lead to civic activism - indeed it may often take a
more passive or quietistic form. However, it may well be seen as significant in that it
provides a necessary, if not sufficient, condition for active citizenship. We have also
seen numerous examples of how particular learning experiences have led directly or
indirectly to community involvements of one sort or another. These have included,
inter alia:

• individual teachers or mentors in learning situations providing positive role
models and sets of values that have an impact on individual learners values,
either immediately or later (as with Dale);

• socially mixed learning environments leading to increased cultural awareness
and social concern;

• collaborative learning activities fostering the desire in a learner to work
cooperatively;

• practical activities (Dale making an adventure playground) leading the learner to
a sense of self-efficacy and pride in doing something useful to others;

• volunteering at school leading to adult volunteering;

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