In 2019, for the first time since the 1970s, the majority of people in the UK described themselves as ‘dissatisfied with democracy’.1 This dissatisfaction has many causes, but, according to Harry Quilter-Pinner from the Institute for Public Policy Research (IPPR), key factors include the disjoint between the lives people hoped to lead and the lives they are living, combined with a lack of confidence in governments’ ability to tackle the challenges that matter to citizens.2
According to Essex School of political theorists, the perceived failures of representative democracy are the origins of populism – in which people's grievances are brought together and expressed as a hostile rejection of an ‘out-of-touch elite’.3 Yet Education – Power – Change, a new book telling the stories of school-based projects supported by the charity Citizens’ UK, offers hope that a dissatisfied descent into populism and polarisation is not inevitable.4 The citizen activists featured in the book's case studies hint at a more optimistic and inclusive manifesto for revitalised communities, with democracy at their heart.
As members of communities on the sharp-end of the trends described by Quilter-Pinner, you might expect the individuals featured in the book to have given up on the system – rejecting it, refusing to be part of it, and instead carving off new and alternative enclaves. But that hasn't been their approach. Instead, Janice Allen, a headteacher in Rochdale, argues that these citizens were creating ‘liminal spaces’; spaces at a threshold that make politicians pause, and that precipitate a profound response which prompts them to think differently about how they respond to social problems.
Frustrations with power structures often come from the sense that they are impenetrable, but rather than rejecting existing structures, these citizen activists refused to accept boundaries and opened up new routes across divides. In order to do so, they refused to be bound by conventionality and carefully calibrated how much tension to create between themselves and those they sought to influence. In other words, they did not stand outside the system and throw stones, they demanded to be let in so that they could sit with those in power and negotiate change together.
Individuals and communities can unleash surprising power when they span ‘structural holes’ and mobilise the “bridging capital” that the American Sociologist, Robert Putnam describes as “sociological WD-40”6. Putnam critiques the rise of “mere card-carrying membership organisations” where people pay their fees and outsource their voice, a form of participation that fails to bring people together and build the bonds nurtured by civic participation.
The participation catalogued in Education – Power – Change is of a very different ilk to ‘mere card-carrying’, shrinking the distance between decision makers and citizens by unleashing what Community Organiser Hannah Gretton goes