Community-led solutions for a fairer society

ACTIVE YOUNG CITIZENS

Empowering Young
People Through Public
Legal Education

MODULE HANDBOOK

ACTIVE YOUNG CITIZENS

ABOUT IARS
IARS is a leading, international think-tank with a charitable mission to give everyone a chance
to forge a safer, fairer and more inclusive society.
Its charitable aims are achieved by producing evidence-based solutions to current social
problems, sharing best practice and by supporting young people and the community to shape
decision making. IARS is an international expert in criminal justice, restorative justice, human
rights and inclusion, citizenship and user-led research.
As an independent, advocacy organisation it has a mission to transform young peoples lives by
enabling them to have a better future, and participate equally and democratically in civic life.
IARS young people learn to inform policies and practices affecting them whether at a local,
regional, national or international level.

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ABOUT THIS MODULE HANDBOOK

The handbook is produced by IARS 2013. It is intended to be used as part of the IARS
Law, Rights and Policy training programme and not in isolation. It does not provide all the
information needed to complete the course of the module.
The Handbook is interactive with active hyperlinks that take you to online documents if
connected to the internet. IARS takes no responsibility for any damages occurred by visiting
external websites.
All rights reserved IARS 2013.

ABOUT THE ACTIVE YOUNG CITIZENS MODULE

This module forms part of the IARS Law, Rights and Policy training programme. It builds upon
a piece of research that IARS carried out in 2009 in partnership with the Public Legal Education
Network. The report from this research, Measuring Young Peoples Legal Capability,
highlighted that young people generally have a lack of knowledge, skills and confidence and
other attitudinal qualities to resolve daily law related events. As a result IARS embarked on
developing a training programme that would address these different competencies.
This particular module focuses on generating an understanding of citizenship, and introduces
the idea of using legal rights & responsibilities to advocate for social justice as active young
citizens. Through this module we aim to enable young people to:

Have a better understanding of what an active and equal citizen is

Feel more able to be an active citizen

Feel more inspired to volunteer in their communities

Develop team working skills by working with other participants to solve problems

Develop oral advocacy skills through presenting ideas to others

Feel more confident through having a greater understanding of rights & responsibilities

Develop team working skills by working with other participants to solve problems

Other IARS Law, Rights and Policy training modules include: Human Rights, Police Powers,
Employment Law and Housing Law. In addition, we have been a pioneer in the design and
delivery of youth-led research methods training.
To find out more contact IARS at contact@iars.org.uk

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ACTIVE YOUNG CITIZENS

TABLE OF CONTENTS
1.

INTRODUCTION

1.1

Ground Rules

1.2

What do you expect to gain from this training module & session?

2.

UNDERSTANDING THE CONCEPT OF CITIZENSHIP

2.1
Who or What is a Citizen?

2.1.1 Exercise: Where do we belong?

7
7

2.2

2.2.1

2.2.2

2.2.3

2.2.4

Citizenship: some background

The social contract
Exercise: creating a social contract
Why it is important to understand citizenship?
Exercise: what is in my contract? Competition

8
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9
10
10

2.3

2.3.1


2.3.2

2.3.3

Active Young Citizens

11
Discussion: How can young people contribute towards society as active citizens?
Can you see any barriers for young people to become active young citizens?
11
Exercise: Attributes of the Active Young Citizen
12
Discussion: Active Citizens






13

2.4

Sources of information on your rights as citizens

3.

SCENARIO: PROTECTING THE RIGHTS OF YOUNG PEOPLE IN YOUR COMMUNITY 14

3.1

3.1.1


3.1.2

3.1.3

Problem: Closing of the Pink Elephant Youth Club

Discuss: What do you think the impact will be on the local community
of closing this youth club?
Impact of closing the youth club
Exercise: what can we do?

13

14
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15
15

3.2
Youth Voice: can we respond to the consultation?
15

3.2.1 Exercise: Using the Internet to find out about planning consultations in my area 16
3.3.
Using the Law and the Rights Language to Respond to the Consultation

3.3.1 Exercise: Are our Young People Protected Under the Equality Act 2010?

3.3.2 Exercise: Using the Law to Argue our Case

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17
18

3.4

Getting Further Help With our Problem

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3.5

Case Study: An Example of an Active Citizen Fighting for the Good of her Community

20

4.

WHAT IS NEXT?

21

5.

CONTACT DETAILS OF INDEPENDENT ACADEMIC RESEARCH STUDIES

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1. INTRODUCTION
1.1 GROUND RULES
To ensure that we are all free to express ourselves and work in an environment conducive to
learning, we ask you to agree to a set of ground rules. If you have a problem with the ground
rules please feel free to speak to the trainer.
Note: If you agree to these ground rules and then break them you may be asked to leave.

I/we agree that I am/we:

a.

are open minded to new ideas and approach the topic with a positive attitude,

b.

value the opinions of others, even if we disagree with them or find them abhorrent,

c.

explain our opinion(s) and conclusions fully to enable other participants to understand

our view point(s)

d.

if we disagree with someone that we will respectfully say so and explain why calmly,

simply and plainly

e.

respect other participants by allowing them to speak without interruption,

f.

respect the role of the trainer(s) as the controller(s) of the training session,

g.

respect the property and training facilities,

h.

treat information about others, IARS and its staff with confidentiality

i.

speak for yourself

j.

commit yourself to attend, be on time, complete the monitoring and evaluation forms,

and take risks.

Full name & Signature ___________________

We hope you enjoy the session

04

Date_________________

ACTIVE YOUNG CITIZENS

1.2 WHAT DO YOU EXPECT TO GAIN FROM THIS

TRAINING MODULE & SESSION?
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2. UNDERSTANDING THE CONCEPT

OF CITIZENSHIP
2.1 WHO OR WHAT IS A CITIZEN?

Are you a citizen of the world? Some people would like to think so. But, strictly speaking
citizens are members of States. The general rule is that States are sovereign political,
legal and social structures, which basically means they have ultimate power over their territory

EXAMPLE

(also known as jurisdiction).

Another State passes a law saying that everyone in the world must
wear a blue hat on Mondays. The State that passes the law may well
be able to enforce this law against their own citizens, but they will
not be able to enforce it against citizens in other sovereign States.
2.1.1 >EXERCISE: WHERE DO WE BELONG?
In groups of two try think about the following questions and feedback to the group:
a.

What do you think a citizen is and what or where are you a citizen of?

b.

How do you know what State you are a citizen of?

c.

If you live in Wales are you a Welsh citizen?

Notes:
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ACTIVE YOUNG CITIZENS

2.2 CITIZENSHIP: SOME BACKGROUND

The situation in the UK is slightly more complicated than in most other States. The UK is made
up of four countries: England, Wales, Scotland and Northern Ireland. So, does that mean that if
you are from England you are an English citizen? Confusingly, no!
The laws passed by the UK parliament in Westminster ultimately bind all four countries. You
are therefore a citizen of the UK (also known as the United Kingdom of Great Britain and
Northern Ireland). To complicate matters further, you use the adjective, British to describe your
citizenship status.
If you think that is complicated, it is even more confusing if you are from Northern Ireland.
Technically, they are British citizens, but they are also entitled to Irish citizenship.
One point on geography, Great Britain is not a State, but the name for the main island(s)
containing England, Wales and Scotland.
Did you know that if you are a UK citizen you are also a citizen of the European Union?
The Maastricht Treaty introduced the concept of citizenship of the European Union.
Article 17 (1) of the amended EC Treaty states that,
Citizenship of the Union is hereby established. Every person holding the nationality of a
Member State shall be a citizen of the Union. Citizenship of the Union shall complement and
not replace national citizenship.

2.2.1 THE SOCIAL CONTRACT

Being a citizen is more than just belonging to a particular nation or state. The ideas of what a
citizen is, does and is entitled to vary according to different thinkers. What is generally accepted
is that the starting point for citizenship is a silent contract or agreement. This is what is
known as social contract theory. At its heart this is the idea that we all share similar values
and all agree to abide by rules that we jointly decide upon. These rules and values are normally
passed onto the State to administer on our behalf.

Jean Jacques Rousseau (The Social Contract, 1762)

[The social contract] can be reduced to the following terms: Each of us puts his person and all
his power in common under the supreme direction of the general will; and in a body we receive
each member as an indivisible part of the whole.
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EXAMPLE

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A simple example: It is implied that Tom understands that he will not steal Bobs
possessions if Bob promises not do the same. This is because their natural
sense of fairness and justice tells them that they are fully entitled to own their
own possessions without fear of theft. But who enforces this understanding?
We pass on this responsibility partly to the State, for example when we vote. So, we tell our
elected representatives that we all understand that we should not steal and we want rules put
in place to enforce this. Parliament (the law maker) passes laws telling us that we should not
steal. Parliament also tells us what will happen if we break these rules. The Executive (the law
enforcer), which includes the government of the day, makes sure that we have a police force
that can enforce those rules. The judiciary (law applier) interprets the rules when we break
them. So, when Tom decides to steal Bobs TV, despite having agreed not to, he is breaking the
social contract, and in theory, he has agreed to accept the consequences.

2.2.2 >EXERCISE: CREATING A SOCIAL CONTRACT

Imagine you are starting a country from scratch. Split into two groups. Each group decide upon 5
important rules for your country, which you ALL agree to. As an extra twist, because we live in an
unequal society, one group represents a community, which is very poor and believes that wealth should
be shared and divided equally, the other represents a community that is rich and believes that people
should be able to keep all of their wealth and not share among other community members. Come
back together as a group and share your rules. Now, you should have 10 rules altogether. Negotiate
and compromise and agree 5 rules in total between the two groups. Remember: some key tactics for
negotiation. Know: what your baseline is i.e. what you are not willing to compromise on; what you would
ideally like to get and are willing to fight for; what would be nice but which you are willing to give up.
What did you learn from this exercise?
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ACTIVE YOUNG CITIZENS

2.2.3 WHY IT IS IMPORTANT TO UNDERSTAND CITIZENSHIP?

For some people it is vitally important to know where they belong to answer to eternal
existential questions, who am I? Where do I belong? To be or not to be But aside from helping
people on their path to self discovery it can be very useful in every day life to understand your
entitlements. Like with any contract that you sign you should really know what you get out of
the citizenship bargain.

2.2.4 >EXERCISE: WHAT IS IN MY CONTRACT? COMPETITION

Split into two groups. Each group should make a list of all the entitlements that they think that
you can claim as British citizens. You will get one point per entitlement. If you can think of any
documents or other evidence that you might need to claim these entitlements you will get one
point per item.
Hints: it can help to start with the phrase, I have a right to what about problems abroad?
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2.3 ACTIVE YOUNG CITIZENS

The modern idea of citizenship goes much further than a simple promise not to commit
criminal acts and voting at election time. For example, we all pay taxes and it is understood that
some of that money will be distributed to those less well off (e.g. through the National Health
Service, NHS). Likewise, it is understood that if we fall on hard times or are ill and cannot work,
that we will be supported.
Paying taxes is one example of a responsibility or duty that we each have as citizens. But,
there is also an idea that as citizens we all have a responsibility and an opportunity to improve
our communities by: tackling crime, combating poverty, promoting community cohesion,
supporting people to access education and so on. Some people think that this responsibility
for society rests on each of us rather than lying with the State. This is an idea, which the
Conservative party has recently called the Big Society. Essentially, the State does less and
the individual and community do more.

2.3.1 >DISCUSSION:
How can young people contribute towards society as active citizens?
Can you see any barriers for young people to become active young citizens?
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ACTIVE YOUNG CITIZENS

2.3.2 >EXERCISE: ATTRIBUTES OF THE ACTIVE YOUNG CITIZEN

Think of the attributes that the ideal active young citizen should possess.
What qualities should they possess? Should they have certain skills?
Do they need to have knowledge in particular areas?
Put each idea or attribute on one piece of paper and stick on the appropriate chart
(see trainer for details).
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2.3.3 >DISCUSSION: ACTIVE CITIZENS

Do you think young people possess the attributes needed to be active citizens?
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2.4 SOURCES OF INFORMATION ON YOUR RIGHTS AS CITIZENS

In the table below are some websites you can visit to find out some more basic information about
citizenship and your rights as a British citizen. If you have any questions so far ask the trainer.

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SOURCE

TYPE

WEBSITE

LIBERTY

Campaigning and advice giving

organisation, focusing
on human rights

www.liberty.org.uk

DIRECT GOV

The governments website for citizens

to enable them to find out more
information on a range of topics

www.direct.gov.uk/en/YoungPeople/
index.htm

LEGISLATION.GOV.UK

A website that contains a database of

all statutory instruments

www.leglisation.gov.uk

IARS

See our human rights module

www.iars.org.uk/content/human-rights

CITIZENS ADVICE
BUREAU ADVICE

A quick reference guide for some basic

information on a wide range of topics,
such as courts, legal aid, civil rights and
so on.

www.adviceguide.org.uk/index.htm

ACTIVE YOUNG CITIZENS

3. SCENARIO: PROTECTING THE RIGHTS OF

YOUNG PEOPLE IN YOUR COMMUNITY
3.1 PROBLEM: CLOSING OF THE PINK ELEPHANT YOUTH CLUB
You regularly go to the Pink Elephant youth club, which is located in a derelict building next to
a housing estate in Hackney. The housing estate has a large Caribbean community. The youth
club is run voluntarily by one of the young people on the estate and it is generally a place where
young people go after school hours and on weekends. There is a makeshift gym, a pool table
and a space to meet where other youth projects are run.
A planning application has been submitted to Hackney Council by a private property developer
to demolish the youth club and build a new private development of 100 luxury apartments in
its place. The Council has initiated a consultation process. The consultation period ends next
week.

3.1.1 >DISCUSSION: WHAT DO YOU THINK THE IMPACT WILL BE ON

THE LOCAL COMMUNITY OF CLOSING THIS YOUTH CLUB?
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3.1.2 IMPACT OF CLOSING THE YOUTH CLUB

It seems as though this youth club is an integral part of this community. The youth club seems
to act as a focal point for the Caribbean youth community who live on the housing estate. But
for the existence of the youth club there would not be much for them to do in the area. Worse,
they may be tempted to get drawn into the gang activity that takes place around the estate.

3.1.3 >EXERCISE: WHAT CAN WE DO?

Make a list of 5 actions you could take to stop this development. Discuss the pros and cons for
each action.
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3.2 YOUTH VOICE: CAN WE RESPOND TO THE CONSULTATION?

One way of being an active young citizen would be to respond to the consultation either as
an individual or through an organization such as IARS. But, to do that we would need to
understand a bit more about the process and think about how we might put a strong case
forward.

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ACTIVE YOUNG CITIZENS

3.2.1 >EXERCISE: USING THE INTERNET TO FIND OUT ABOUT

PLANNING CONSULTATIONS IN MY AREA
The Internet is an amazing tool that can allow us find a vast amount of information. But, it takes
skill to search the Internet and find the answers we are looking for.
Using the Internet:

A.

find a definition of a local authority

B.

find out what your local authority is

C.

find what planning decisions are currently being made in your local authority

D.

find a planning consultation

Be ready to share with the group how you used the Internet to find your information, what
worked and what you found difficult.
We now have a rough idea that the local authority may grant planning permission for the
new property development. We also know that if this decision goes ahead that it might have
a significant impact on the local community and in particular, the local Caribbean youth
community. If the decision goes ahead it might discriminate against those young people.
Is there anything in law that prevents this type of discrimination?
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3.3. USING THE LAW AND THE RIGHTS LANGUAGE TO

RESPOND TO THE CONSULTATION
Telling the local authority in our consultation response that the closure of the youth club may
have a negative impact on young people may well be a good starting point for putting our
case. But, what may be doubly persuasive is if we can use the law to bolster our argument.
Our response may even have greater weight if we submit it as part of a pressure group or a
representative organization such as IARS.
Remember, the law is not just for lawyers! The general public, including young people,
should not be afraid to use it to articulate and claim their rights but also to understand their
responsibilities.
There are a couple of points we need to remember when using the law:
A.

Who? It sounds obvious, but we should set out what lawyers call the parties. In our

case this means establishing who is discriminated against and who is doing the discriminating.
B.

What? We need to be clear about the facts of our case. What is it precisely that is wrong

with the current scenario?

C.

Who + What + Law: Now we know what the problem is and who is affected, we need to

check the law and see if it applies to our situation. This means checking whether it applies to
the parties AND the facts of the case. In our situation we need to check whether discrimination
law applies to local authorities AND whether it protects young people.

3.3.1 >EXERCISE: ARE OUR YOUNG PEOPLE PROTECTED UNDER

THE EQUALITY ACT 2010?
In the present scenario it looks as though the young people may be discriminated against. There
are laws in place to protect us from discrimination because of our age, gender, race and so on.
Look at the handout of the Equality Act 2010, the majority of which came into force October 2010.
Working in pairs, using the handout, highlight the sections that tell us:

16

A.

whether the Act applies to a local authority,

B.

whether the Act applies to a local authority when making a planning decision,

ACTIVE YOUNG CITIZENS

C.

whether the Act protects the young people in the scenario,

D.

what type of discrimination are we are dealing with in the present case?

(direct or indirect)?

So, in summary, what is our complaint? Think how we might use this to back up our case.
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3.3.2 >EXERCISE: USING THE LAW TO ARGUE OUR CASE

Working in groups of 3 or 4 draft a structure and list your main points for your letter in
response to the consultation plans. Do not forget to include and put in the correct places:
A.

addresses/contact information

B.

introduction/who you are why you are writing

C.

the facts

D.

your argument(s)

E.

the law to back up your arguments

F.

What you want

Compare your example to the one provided. Are they are differences?
Notes:

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3.4 GETTING FURTHER HELP WITH OUR PROBLEM

If Hackney Council grant planning permission despite our consultation response,
what can we do?
If things do not go exactly as planned it is important that we do not give up.
It is likely that there are individuals or organisations out there who can help you with your
problem. A few examples that are relevant to the present case are listed below.

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ACTIVE YOUNG CITIZENS

SOURCE

TYPE

WEBSITE

EQUALITY AND
HUMAN RIGHTS
COMMISSION

CITIZENS ADVICE
BUREAU

Equality watchdog that has a duty to

protect against discrimination.

www.equalityhumanrights.com

A charity that offers free legal advice.

They may be able to help you on where
to go next and refer you onto other legal
professionals

www.citizensadvice.org.uk

LAW CENTRES
FEDERATION

They will be able to help you find a local

law centre where you can go for advice.
They will be able to tell you if there
are any law centres that specialise in
working with young people.

www.lawcentres.org.uk

They are able to take legal cases

3.5 CASE STUDY: AN EXAMPLE OF AN ACTIVE CITIZEN

FIGHTING FOR THE GOOD OF HER COMMUNITY
It may seem difficult to imagine, but people manage to challenge decisions all the time. Below
is an example of one active citizen who had enough and exercised her right and power to
challenge a decision that would have removed an important part of her local community.

Seven Sisters Market saved as demolition may damage race relations Evening Standard.
Martin Bentham, Home Affairs Editor 23.06.10
Campaigners fighting plans to demolish a local market for yuppie flats and a shopping
complex have won a landmark legal victory after a judge ruled that race relations might be
damaged.
Haringey council had given permission to a developer to knock down an indoor market, shops
and homes at Wards Corner, above Seven Sisters Tube station, to build flats and shops.
Opponents warned that the scheme would see the disappearance of the markets Latin
American stalls and affect hundreds of black and ethnic minority residents who work and
live there.

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Their claims have now been backed by the Court of Appeal after judges decided that the council
had broken the law by failing to consider the schemes impact upon different racial groups and
the relations between them.
Giving the judgment, Lord Justice Pill said: On the material before the council, there was
sufficient potential impact on equality of opportunity between persons of different racial
groups, and on good relations between such groups, to require that the impact of the decision
on those aspects of social and economic life be considered. I would allow the appeal and quash
the permission.
The ruling follows an appeal by a local resident, Janet Harris, who argued that the council had
breached a Race Relations Act provision that requires public authorities to have due regard to
the need to promote equal opportunities and good race relations when taking decisions.
Ms Harris said she was delighted with the ruling and said she hoped it would save Wards
Corner and protect an important part of local culture in Tottenham from being swept away by
developers.
She added: Developments of this kind erode the social fabric of communities like mine in
Tottenham. If they are not checked, people will eventually look around and wonder why the
place where they live is no longer special and vibrant.
John Halford, a partner with Bindmans law firm, which represents the campaigners, said
that Haringey had flagrantly breached its legal duty to consider race relations and equal
opportunities.
He added: The councils attitude towards the local community was quite scandalous.
This ruling sends the clearest signal that, however persuasive a wealthy developer may be, its
voice must not drown out those of local people.
The council said it would now assess how best to regenerate Seven Sisters in light of the ruling.

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ACTIVE YOUNG CITIZENS

3. What is Next?
This training session is intended to help you to begin building a set of skills to improve your
legal capability. To get the most of the training programme and to further develop and practise
your skills think about taking part in the other modules in the IARS Law, Rights and Policy
Training programme.
Please keep this booklet and the other materials provided for future reference. Do not copy or
use for reproduction without IARS permission.

4. Contact details of Independent Academic

Research Studies
If you are a young person and would like to volunteer at IARS, or your query is of a more
general nature please e-mail contact@iars.org.uk and we will aim to respond to within three
working days.

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www.iars.org.uk - contact@iars.org.uk

As a charity, IARS relies on grants, sponsors and charitable funds to deliver its charitable aims
and make a difference for marginalised young people. We work closely with our funders and
sponsors to ensure that their expectations and vision are met.

IARS 2013