Teaching Brexit in 'Brexitland'

1. EuroTLC 2018Charles University Prague31st May – 1st JuneTeaching Brexit in ‘Brexitland’ Dr Anil Awesti Centre for Lifelong Learning University of Warwick A.K.Awesti@warwick.ac.uk

2. Britain and the EU – Referendum 2016 Result • Turnout – 72.2% of registered electorate • Leave – 51.9% • Remain – 48.1% • Coventry: Leave – 55.6%; Remain - 44.4% • Warwick: Leave – 41.2%; Remain - 58.8% • Stratford-on-Avon: Leave – 51.6%; Remain - 48.4% • Nuneaton and Bedworth: Leave – 66%; Remain - 34% • North Warwickshire: Leave – 66.9%; Remain - 33.1% • West Midlands: Leave – 59.3%; Remain - 40.7%

3. Referendum Voting Pattern • Research published in the immediate aftermath of the referendum highlighted a clear relationship between different demographic variables and voting preference • particularly in the areas of age, class and educational attainment • Fifteen of the 20 ‘least educated’ areas voted to Leave the EU while every single one of the 20 ‘most educated’ areas voted to Remain • The Leave vote was much higher in authorities where there were substantial numbers of people who do not hold any/few formal educational qualifications • but much lower in areas that have a larger number of people with formal educational qualifications

4. Voting Pattern by Age • Younger voters were much more likely to vote Remain than older voters • of the 20 ‘youngest’ authorities, 16 voted to Remain • of the 20 ‘oldest’ local authorities, 19 voted to Leave

5. Voting Pattern by Age, Educational Attainment and National Identity

6. Referendum Voting Pattern • Analysis of the voting pattern following the result pointed to Brexit being driven by citizens who had been pushed to the margins not only by the economic transformation of the country, but by the values that have come to dominate a more socially liberal dominant class • ‘Left behind’ social groups were united by a general sense of insecurity, pessimism and marginalization • they used the referendum to voice their views not only about EU membership but a wider array of perceived threats to their national identity, values and ‘way of life’ • As a result, the referendum brought to the fore the developing ghettoisation of British society whereby social groups increasingly exist in ‘echo chambers’ in which social interaction is confined to likeminded others

7. Higher Education and Brexit • HE sector was not neutral during the referendum campaign • Universities UK campaigned for ‘Remain’ • 88.5% of those working in UK higher education voted ‘Remain’ (Times Higher Education) • Michael Gove: “I think the people of this country have had enough of experts” • the ‘Leave’ vote was as much a vote against ‘us’ and what ‘we’ represent as it was a vote against EU membership • HE epitomises the socially liberal and economically/politically/socially secure classes • views socio-economic change as an opportunity and in a positive light rather than a threat

8. Higher Education and Brexit • HE arguments in favour of ‘Remain’ were insular and self-centred • research funding • international collaboration • student mobility • sector portrayed itself as focusing on its own interests which had little traction amongst the wider (working class) public • Quotes from post-referendum University staff meetings • “I don’t know anyone who voted Leave” • “I can’t believe it. Why would people want to leave the EU?” • highlights the narrow social groups that constitute (particularly Russell Group) universities

9. Higher Education and Brexit • Paradoxically, expertise is required now more than ever in order to understand the complexities of the contemporary world • However, responsibility lies with academia to (re)build relationships with the wider public in order to gain legitimacy and trust • requirement to make ourselves and our research more accessible and more relevant to the lives and everyday experiences of the public • expertise has to be seen as legitimate in the eyes of the public

10. What role can universities play in healing the social divisions exposed by Brexit?

11. The Politics of Brexit Course • 10 week short course as part of the University of Warwick’s Open Programme • non-accredited • no academic prerequisites required; no assessments • minimisedthe barriers to entry • targetted at the local general public • 22 students (and a waiting list!) • 10 x 2 hour evening workshops • Britain and the EU • Analysing the Brexit vote • Brexit and the EU institutions (Member States, European Commission, European Parliament) • Brexit and key policies (regional development, immigration, international relations, future of the UK)

12. The Politics of Brexit Course - Reflections • Providing access to academic research • taking expert knowledge out of the contained and hidden bubbles within which it resides • highlighting the relevance of academic research to everyday lives and experiences • challenging media and campaign driven misconceptions: breaking free from the ‘suffocating dichotomy’ of the pro- and anti-European lenses “By the end of the course I felt I had a much better understanding of the issues.” “This knowledge will now help me to better understand the issues that will become important during the Brexit period.”

13. The Politics of Brexit Course - Reflections • Social mixing • space for people from different social/economic/political backgrounds to connect • resisting the increasing ‘ghettoisation’ of society on the basis of age, class, educational background etc highlighted by the Brexit vote • where else would such an array of people have the opportunity to engage in such in-depth interaction on a regular basis? “It was good to be able to talk to people who voted differently to me.” “Discussing these issues with people with such a range of views was difficult at times but enjoyable.”

14. The Politics of Brexit Course - Reflections • ‘Dialoging’ • active listening as well as talking • interactive conversations instead of parallel monologues • challenging the increasing prevalence of ‘echo chambers’ • peer learning • facilitating understanding between ‘leavers’ and ‘remainers’ “This was the first time I talked to someone who voted Leave.” “Even though I still don’t agree with them, I understand better why people voted differently to me.”

15. The Politics of Brexit Course - Conclusion • On a personal level, the course helped me understand the thought processes of those that voted ‘Leave’ • Aided my process through the ‘seven stages of grieving Brexit’! • Desperate for Answers • Denial • Bargaining • Relapse • Anger • Initial Acceptance • Redirected Hope

16. The Politics of Brexit Course - Conclusion • The course highlighted the significant civic role, potential and impact that universities have as arenas for social mixing and social healing • particularly as public spaces of social interaction disappear under the politics of austerity • Undertaking such activities is of fundamental (self)importance given the need for universities to relegitimise their work in the eyes of the public • requirement for universities to demonstrate tangible benefits to people’s everyday lives