We should follow the Aussie lead on this one…

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Elections-MMP

Every now and again the need for civics education in schools gets raised but usually drops from public debate quickly – not because it’s a bad idea but because it seems not as important as other more pressing issues in education.

The low voter turnout in the local body elections means this issue deserves to be debated with a view it making it part of our compulsory school curriculum. This is particularly so because of the level of disillusionment with and disengagement from our democratic processes by young New Zealanders who make up the highest proportion of those not voting.

Civics education would cover how our political system works; the structure of government at national and local level; what powers they have; how these levels interact; how people are elected as representatives; how parliament interacts with the courts; how citizens can engage with political representatives; the role of political parties; how lobbying works for individuals or political pressure groups; how unions work; how the Business Roundtable (sorry – now called the New Zealand Initiative) works etc

New Zealand needs young people to be critically aware, confident citizens who are able to participate and know they can change the world. Basic knowledge of politics and power is an important first step.

A QPEC (Quality Public Education Coalition) media release today makes the point that Australia is well ahead of us in this. Since 2004 their “Civics and Citizenship Education” has been incorporated into the curriculum at years three, five, seven and nine. Their CCE is based on their “National Goals for Schooling in the 21st Century (1999)” which state that when students leave school they should:

• Be active and informed citizens with an understanding and appreciation of Australia’s system of government and civic life
• Have the capacity to exercise judgement and responsibility in matters of morality, ethics, social justice and the capacity to make sense of their world, to think about how things got to be the way they are, to make rational and informed decisions about their own lives and to accept responsibility for their own actions.

It’s a reasonable start but as I indicated above, here in New Zealand we should also look at the nature of political power, how it is exercised, who exercises it and who benefits.

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We don’t want a generation of disengaged, powerless, politically-neutered zombies coming out of our schools and universities.

Civics education is part of the answer.

We should follow the Aussie lead on this one…

10 COMMENTS

  1. I found the whole process so confusing. I don’t know the people I voted for and there were so many different votes to make. It’s easy just to put the forms down and forget about them. The practicalities of the system are awkward, especially if there is no one burning topic that galvanise people to action. I don’t know. I voted but then thought I’m only voting because it’s my duty to vote, not because any candidate took my fancy. That’s probably worse than not voting.

    • I have a lot of sympathy with your view. If there is nothing to choose from among the candidates, why vote at all, or why not vote for the first names on the list? In my view it doesn’t matter a hoot in a hurricane how well you know how the political ‘system’ works (I reckon I know a fair bit, myself), if you don’t know anything worthwhile about the candidates aside from a potted hagiography, then how can you make an informed choice?

      ‘By their fruits shalt thou know them.’ Very well, that’s what our news media are for. Unfortunately, individually and collectively, they can not be relied upon either.

  2. Quoted from above:

    “Civics education would cover how our political system works; the structure of government at national and local level; what powers they have; how these levels interact; how people are elected as representatives; how parliament interacts with the courts; how citizens can engage with political representatives; the role of political parties; how lobbying works for individuals or political pressure groups; how unions work; how the Business Roundtable (sorry – now called the New Zealand Initiative) works etc..”

    Now I am not sure, but some of this surely must already be covered by subjects taught at schools, but otherwise I must totally agree, it is totally necessary to educate students from say about 12 to 13 years on, what the political, judicial, administrative and social systems involve, why they are there for, and what importance they have to a functioning democratic society.

    I totally support civics studies to all students at around that age, that must also allow some debate about political diversity, about social systems here and in other countries, about even common religious and ethical matters, and that must teach that human societies can only function through shared rights and responsibilities being applied by individuals and groups, and that it is important that all do participate in this.

    • Who is already educated/trained to teach this material in ways that make sense to both academically inclined and non-academic kids whose first language may not be English?

      Who will cover the costs for qualified teachers to upskill in this way?

      What happens to kids in charter schools?

      What does ‘appreciate’ actually mean in this context? What behaviours indicate you are ‘appreciating’ at the ‘appropriate’ level to meet the requirements of a Good Citizen in Making? (It’s one of those lingering ’90’s BS terms, ‘appreciate’, along with ‘have regard for’)

      In support of the Civics classes – where’s the Real World induction and inclusion in civic life starting at 11 or so and continuing for the rest of life?

      Instead of a few natural-born politicos hogging all the seats – what’s the structure for everyone to actively contribute instead of saying, ‘Nah! Nuthin’ to do with me! Who’s gonna listen to me anyhow?’ (No. Not ‘elections’. Everyday and every week involvement in the running of communities. For goodness’ sake – humans have done this sort of small-scale community management for centuries, men and women alike. The lack of it is grimly apparent.)

  3. I agree, but with a strict watchdog on content. I remember having a conversation about this with a resident of Hong Kong who was upset because the Chinese government wanted to “educate” HK children in “civics”, Chinese mainland style. HK locals considered that to be “brainwashing” and fought it.

    In this age where education is used as a social weapon, safeguards must be in place for all subject – especially civics.

  4. Actually I think we need to go much further in schools. You can do as much rote learning as you like but much of it will be forgotten soon enough.

    I think we should actually replicate the political systems in schools themselves with parties and voting, an electoral commission, a parliamentary library, a parliament, a local body etc.

    You could game-ify it and integrate debating skills, writing skills. maths and economics skills, research skills, philosophy etc. so students actually live it in school. The kids will understand and learn key skills at the same time.

  5. Perhaps the education system itself is divorced from reality and with student loans to pay back, students have little time to to care or learn setting a habit for a lifetime and giving politicians the freedom to lead the rest of the mob with spin.

    Compulsory voting is a step in the right direction.

    • I do not believe compulsory voting would make a sod of difference except to permit the politicians to retreat further into their ivory towers and hide themselves away from the reality experienced by the people they purport to govern. What the low level of turnout should be telling them – should be bellowing into their lugs, withal – THE SYSTEM IS BROKEN YOU GODDAM FOOLS! A compulsory vote would silence that cry for no good at all.

      Of course, the politicians and their fat cat mates want the system to be broken. They would prefer it of course were the cracks not so visibly gaping. So why don’t they make voting compulsory then? I suspect that resulting patchwork might look even worse: widespread civil disobedience on that score might be a bit hard to ignore.

      ‘In a democracy we get the government we deserve,’ said Alexis de Tocqueville. Sometimes this is rendered as ‘leaders we deserve.’ I might be inclined to accept that, but is New Zealand a democracy? I don’t think so, and haven’t for a long time. Oh, it has the trappings of a democracy. But it was hijacked by fat cattists long ago. Lets call it as it is: an elective oligarchy.

      It isn’t even that any more. It’s an elective kleptocratic idiotocracy. Who wants to participate in voting for such like?

      Well-l-l… I did vote, actually… I would have cast a vote for ECan too had I been allowed to do so… But that particular quirk in our so-called system simply confirmed something I’ve long known. If democracy did any good, it would be abolished.

  6. We used to have Social Studies which covered some of this stuff. Unfortunately by the time I got to 3rd form the SS teacher was a sexually depraved sadist with terrible body odour who delighted in caning us for using any other brand of coloured pencil except Lakeland. I don’t think I learned much about a healthy body politic from his lessons, although they did help solidify a sense of rebellion and desire for change which has never abated.

    • I’ll bet that snurge had the consummate cheek to call it ‘discipline’, too.

      About as far removed from its true meaning as what this present administration calls ‘governance.’

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