DOCSLIB.ORG

A Synthesis of Research Addressing Children's, Young People's And

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Synthesis of Research Addressing Children's, Young People's And FINAL REPORT NOVEMBER 2006 A synthesis of research addressing children’s, young people’s and parents’ views of walking and cycling for transport The Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) is part of the Social Science Research Unit, Institute of Education, University of London AUTHORS Ginny Brunton, Sandy Oliver, Kathryn Oliver, Theo Lorenc ADVISORY GROUP MEMBERSHIP David Banister Professor of Transport Planning, Bartlett School of Planning, University College, London Tracey Budd Principal Research Officer, Statistics – Travel, Department for Transport Andy Cope Research and Monitoring Unit Manager, Sustrans Hugo Crombie Public Health Advisor, Centre for Public Health Excellence, National Institute for Health and Clinical Excellence Tom Franklin Chief Executive, Living Streets David Ogilvie MRC Social and Public Health Sciences Unit, University of Glasgow Harry Rutter Head of Health Impact Assessment Unit, South East Public Health Observatory, Oxford Claire Spink Policy Customer, Department for Transport Paul Stonebrook Health Improvement Directorate, National Programme Delivery, Department of Health Sandra Williams Senior Principal Research Officer, Research and Development, Standards and Quality Group, Department of Health CONFLICTS OF INTEREST None ACKNOWLEDGEMENTS The review described in this report is one of a series undertaken by the Health Promotion and Public Health Reviews Facility at the EPPI-Centre to inform the evidence base for a range of strategies to promote public health. The views expressed in the report are those of the authors and do not necessarily reflect those of the Department of Health. i Funding This report was funded by the Department of Health (England) as part of a three- year programme of work. CONTRIBUTIONS This review was prepared by the following members of the EPPI-Centre: Ginny Brunton (GB), Angela Harden (AH), Josephine Kavanagh (JK), Theo Lorenc (TL), Eva Moran (EM), Ann Oakley (AO), Kathryn Oliver (KO), Sandy Oliver (SO), Chloe Powell (CP) and Alex Trouton (AT). Their contributions were as follows: Initial protocol development: JK, AT, AH, SO Full protocol development: GB, SO, AO Data collection: GB, KO, TL Developing methods analysis and data extraction tools: GB, SO, KO, TL Data extraction: GB, KO, TL Searching for studies: GB, EM, CP Report preparation: GB, SO, KO, TL, AO Guidance on information management, and formatting the review report: CP LIST OF ABBREVIATIONS DfES Department for Education and Skills DfT Department for Transport NICE National Institute for Clinical Excellence NSSD Non-statistically significant difference RCT Randomised controlled trial SES Socio-economic status SNR Significance not reported Sustrans Sustainable transport charity UK United Kingdom ii This report should be cited as: Brunton G, Oliver S, Oliver K, Lorenc T (2006) A Synthesis of Research Addressing Children's, Young People’s and Parents’ Views of Walking and Cycling for Transport. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. The opinions expressed in this publication are not necessarily those of the EPPI- Centre or the funders. Responsibility for the views expressed remains solely with the authors. © Copyright Authors of the systematic reviews on the EPPI-Centre website (http://eppi.ioe.ac.uk/) hold the copyright for the text of their reviews. The EPPI- Centre owns the copyright for all material on the website it has developed, including the contents of the databases, manuals, and keywording and data- extraction systems. The centre and authors give permission for users of the site to display and print the contents of the site for their own non-commercial use, providing that the materials are not modified, copyright and other proprietary notices contained in the materials are retained, and the source of the material is cited clearly following the citation details provided. Otherwise users are not permitted to duplicate, reproduce, re-publish, distribute, or store material from this website without express written permission. ISBN: 0-9551548-9-8 iii TABLE OF CONTENTS EXECUTIVE SUMMARY ........................................................................................1 Background.............................................................................................................2 Research questions................................................................................................2 Mapping the research.............................................................................................2 The research in-depth.............................................................................................3 The contribution of this review................................................................................5 1. BACKGROUND..................................................................................................7 1.1 Walking and cycling in the UK ..........................................................................7 1.2 Policy context....................................................................................................7 1.3 Existing systematic reviews ..............................................................................8 1.4 The role of research evidence ..........................................................................9 1.5 Aims................................................................................................................10 2. METHODS........................................................................................................12 2.1 User involvement ............................................................................................12 2.2 Mapping of research activity...........................................................................12 2.3 From mapping to in-depth review ...................................................................15 2.4 In-depth review methods for views studies.....................................................16 2.5 In-depth review methods for cross-study synthesis........................................19 2.6 Quality assurance process .............................................................................20 3. RESULTS - MAP ..............................................................................................21 3.1 Identification of studies ...................................................................................21 3.2 Systematic Reviews........................................................................................21 3.3 Studies of people's views ...............................................................................22 3.4 Advisory group consultation............................................................................34 4. RESULTS – IN-DEPTH REVIEW .....................................................................35 4.1 Overview of views studies ..............................................................................35 4.2 Major themes arising from barriers and facilitators.........................................48 4.3 Implications for interventions ..........................................................................49 4.4 Summary of recent systematic reviews on interventions to shift travel mode 52 5. CROSS-STUDY SYNTHESIS ..........................................................................54 Theme 1. Culture of car use .................................................................................54 Theme 2. Fear and dislike of local environments .................................................54 Theme 3. Children as responsible transport users ...............................................55 Theme 4. Parental responsibility and behaviour...................................................55 Theme 5. Differences in views across ages, sex, SES and locations ..................56 Effective, appropriate and promising interventions...............................................56 CHAPTER 6. DISCUSSION .................................................................................59 6.1 Substantive findings........................................................................................59 6.2 Strengths and limitations of the review ...........................................................61 iv 3. Methods of Primary Studies..............................................................................64 4. Culture of walking and cycling ..........................................................................65 5. The context of previous ‘views’ research..........................................................67 6. Policy context....................................................................................................67 7. CONCLUSIONS AND RECOMMENDATIONS ................................................69 8. REFERENCES .................................................................................................73 Appendix 1: Search sources.................................................................................79 Appendix 2: Quality ratings of included studies (N=34)........................................81 Appendix 3: Aims, Methods, Populations and Quality Ratings of Lower Quality Studies (N=18)......................................................................................................82 Appendix 4: Methodological Characteristics of Higher Quality Included Studies (N=16)...................................................................................................................91
Load more

Recommended publications
  • Tony Greaves
    TONY GREAVES An Appreciation Liberal History Group by Michael Meadowcroft Tony Greaves never seemed to age. He had a firm belief that politics was capable of transforming society, and his consistent advocacy of local campaigning, community politics and the necessity for both to be anchored in a radical Liberalism had hardly changed from his Young Liberal days. His election to the Lancashire County Council, in 1973, disqualified him legally from his job teaching geography and from then on to his sudden death almost fifty years later he became one of that committed band of Liberals who put the cause before comfort and struggled to find a succession of jobs that would enable him to keep politics as his first priority. His life before politics captured him was that of a scholarship boy separated from his background by intelligence and an ability to pass exams. Born in Bradford into a family with no direct political involvement, he passed the extremely competitive examination for the direct-grant Bradford Grammar School, but an employment move by his police driving- instructor father took him instead to Queen Elizabeth Grammar School in Wakefield. His successes at ‘O’, ‘A’ and ‘S’ levels enabled him to go to Hertford College, Oxford, and to gain a BA in geography. He followed this with a Diploma in Economic Development at Manchester University. By this time, he had discovered a passion for politics and particularly for political debate. By personality – and influenced by the non-statist radicalism of the then party leader, Jo Grimond – Greaves naturally gravitated to the Liberal cause.
    [Show full text]
  • The London Framework
    OFFICE OF THE VICE-PROVOST (ADVANCEMENT) PRO-VICE-PROVOST (LONDON) THE LONDON FRAMEWORK November 2020 Professor Alan Thompson, Dean of Brain Sciences and Pro-Vice-Provost (London) Amy Lightstone, Head of Engagement and Operations (London) The London Framework: Creating Purpose, Connecting People, Celebrating Place In my role as Pro-Vice-Provost (London) and focussed activity which UCL staff carry out in conjunction with the London Advisory for the mutual benefit of London, as well as Group, I have spent the past year leading coordinate and enhance relationships with the development of the London Framework London and Londoners. Additionally the and the creation of the Pro-Vice-Provost London Framework will explore how (London) Office, based within the Office of London and its communities enrich UCL and the Vice-Provost (Advancement). enhance its Mission. The London Framework is a core document I endeavour to align the work of the London setting out the key principles which define Framework and my role as Pro-Vice-Provost the purpose of UCL London. These (London) with UCL’s Pro-Vice-Provost (UK) principles outline how and why we engage and Pro-Vice-Provost (International), as with our audiences in London, as well as a well as working closely with Public Affairs, way of working for UCL in London. In the Faculties, Vice-Provosts Offices, Framework we explore how we are Professional Services and importantly our governed, our delivery priorities and how students in order to advance UCL’s position we will measure our success. as London’s Global University. I recognise that many of UCL’s departments This Framework is intended to be a key and faculties are already working in and for document which demonstrates UCL’s core London and the London Framework will commitment to the capital and which is a support UCL colleagues to engage and fantastic platform to showcase our interact with London, bridge connections engagement with London.
    [Show full text]
  • Teaching and Learning in Higher Education Ed
    Teaching and Learning in Higher Education Teaching ‘… an admirable testament to UCL’s ambition to foster innovative, evidence-based and thoughtful approaches to teaching and learning. There is much to learn from here.’— Professor Karen O’Brien, Head of the Humanities Division, University of Oxford ‘Research and teaching’ is a typical response to the question, ‘What are universities for?’ For most people, one comes to mind more quickly than the other. Most undergraduate students will think of teaching, while PhD students will think of research. University staff will have similarly varied reactions depending on their roles. Emphasis on one or the other has also changed over time according to governmental incentives and pressure. Davies and Norbert Pachler ed. Jason P. For some decades, higher education has been bringing the two closer together, to the point of them overlapping, by treating students as partners and nding ways of having them learn through undertaking research. Drawing on a range of examples from across the disciplines, this collection demonstrates how one research-rich university, University College London (UCL), has set up initiatives to raise the pro le of teaching and give it parity with research. It explains what staff and students have done to create an environment in which students can learn by discovery, through research- based education. ‘… an exemplary text of its kind, offering much to dwell on to all interested in advancing university education.’— Ronald Barnett, Emeritus Professor of Higher Education, University College London Institute of Education Dr Jason P. Davies is a Senior Teaching Fellow at the UCL Arena Centre.
    [Show full text]
  • University Microfilms. a XER0K Company, Ann Arbor, Michigan
    72-11430 BRADEN, James Allen, 1941- THE LIBERALS AS A THIRD PARTY IN BRITISH POLITICS, 1926-1931: A STUDY IN POLITICAL COMMUNICATION. The Ohio State University, Ph.D., 1971 History, modern University Microfilms. A XER0K Company, Ann Arbor, Michigan (^Copyright by James Allen Braden 1971 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED THE LIBERALS AS A THIRD PARTY IN BRITISH POLITICS 1926-1931: A STUDY IN POLITICAL COMMUNICATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By James Allen Braden, B. S., M. A. * + * * The Ohio State University 1971 Approved by ment of History PLEASE NOTE: Some Pages haveIndistinct print. Filmed asreceived. UNIVERSITY MICROFILMS Sir, in Cambria are we born, and gentlemen: Further to boast were neither true nor modest, Unless I add we are honest. Belarius in Cymbeline. Act V, sc. v. PREFACE In 1927 Lloyd George became the recognized leader of the Liberal party with the stated aim of making it over into a viable third party. Time and again he averred that the Liberal mission was to hold the balance— as had Parnell's Irish Nationalists— between the two major parties in Parlia­ ment. Thus viewed in these terms the Liberal revival of the late 1920's must be accounted a success for at no time did the Liberals expect to supplant the Labour party as the party of the left. The subtitle reads: "A Study in Political Communi­ cation " because communications theory provided the starting point for this study. But communications theory is not im­ posed in any arbitrary fashion, for Lloyd George and his fol­ lowers were obsessed with exploiting modern methods of commu­ nications.
    [Show full text]
  • 10 Years of UCL Grand Challenges, Connect, Inspire, and Prepare for the Unexpected
    UCL GRAND CHALLENGES OFFICE OF THE VICE-PROVOST (RESEARCH) UCL Grand Challenges Over 10 years of Developing Solutions Contents Foreword 04 About UCL Grand Challenges 06 UCL Grand Challenges: A Timeline 07 UCL Grand Challenges in Numbers 08 UCL Grand Challenges Programme Academic Leads 09 UCL Grand Challenge of Global Health 10 UCL Grand Challenge of Sustainable Cities 21 UCL Grand Challenge of Cultural Understanding 28 UCL Grand Challenge of Human Wellbeing 37 UCL Grand Challenge of Justice & Equality 45 UCL Grand Challenge of Transformative Technology 53 Reflections on UCL Grand Challenges and the Future 60 3 Foreword For more than a decade, UCL Grand Challenges has brought researchers from across UCL together to tackle myriad issues the world faces. From non-communicable diseases, energy and structural inequalities, the Grand Challenges initiative itself and its funded projects have shone a light on the critical importance of cross-disciplinary perspectives and expertise in effectively addressing challenges from the local to the global level. More recently, the importance of this approach has been made clear by the COVID-19 pandemic, with the need to include a broad range of expertise in decision-making highlighted as the only effective way forward. I am immensely proud of the work that the Grand Challenges team and the researchers involved in Professor David Price Grand Challenges projects have undertaken over Vice-Provost (Research) the last decade; from the creation of the Global Disability Innovation Hub and the Centre for Behaviour Change to the Lancet Lecture series, our past decade, albeit on a much larger scale. As a work on structural inequalities, and the Connected result, UCL as a whole is better equipped to help Curriculum at UCL Academy, Grand Challenges the world recover from this crisis and prepare work has resulted in lasting collaborations that will to take the first steps towards a more equitable, generate impact and catalyse positive change well inclusive, sustainable and resilient world.
    [Show full text]
  • The Royalist and Parliamentarian War Effort in Shropshire During the First and Second English Civil Wars, 1642-1648
    The Royalist and Parliamentarian War Effort in Shropshire During the First and Second English Civil Wars, 1642-1648 Item Type Thesis or dissertation Authors Worton, Jonathan Citation Worton, J. (2015). The royalist and parliamentarian war effort in Shropshire during the first and second English civil wars, 1642-1648. (Doctoral dissertation). University of Chester, United Kingdom. Publisher University of Chester Download date 24/09/2021 00:57:51 Item License http://creativecommons.org/licenses/by-nc-nd/4.0/ Link to Item http://hdl.handle.net/10034/612966 The Royalist and Parliamentarian War Effort in Shropshire During the First and Second English Civil Wars, 1642-1648 Thesis submitted in accordance with the requirements of The University of Chester For the degree of Doctor of Philosophy By Jonathan Worton June 2015 ABSTRACT The Royalist and Parliamentarian War Effort in Shropshire During the First and Second English Civil Wars, 1642-1648 Jonathan Worton Addressing the military organisation of both Royalists and Parliamentarians, the subject of this thesis is an examination of war effort during the mid-seventeenth century English Civil Wars by taking the example of Shropshire. The county was contested during the First Civil War of 1642-6 and also saw armed conflict on a smaller scale during the Second Civil War of 1648. This detailed study provides a comprehensive bipartisan analysis of military endeavour, in terms of organisation and of the engagements fought. Drawing on numerous primary sources, it explores: leadership and administration; recruitment and the armed forces; military finance; supply and logistics; and the nature and conduct of the fighting.
    [Show full text]
  • Green, Chris Interview Complete
    Title: Green, Chris_Interview_Complete Creators: Rick & Julia Goldsmith Project: Herefordshire Life Through A Lens Tagline: Films, stories and exhibitions inspired by the photographic archive of the Derek Evans Studio 1950s-80s Subject: Autobiography, Derek Evans & the Liberal party in Herefordshire Publisher: Catcher Media Social CIC Tags: Chris Green, politics, Derek Evans, oral history, heritage, PV, participatory film-making, community film, Herefordshire, the Liberal party, Robin Day, Frank owen, campaigns ———————————— Identifier: Green, Chris_Interview_Complete Interview Date: October_16_2018 Location: Left Bank, Hereford Source: Catcher Media Social CIC Interviewee: Chris Green (speaker, male) Interviewer: Marsha O’Mahony (speaker, female) Camera & Sound: Richard Goldsmith (male) Producer: Julia Goldsmith Transcriber: Marsha O’Mahony Language: English ———————————— Type: Video Video Format: MPEG-4 Bit rate: 29.1 mbits/s Frame rate: 25 FPS Aspect ratio: 16:9 Width: 1920 pixels Height: 1080 pixels Scan type: Progressive Audio Format: AAC Audio Sampling rate: 48.00 kHz Audio Bit rate: 192 kb/s Stereo/Mono: Mono File Size: 6.32 GB Duration: 31 min 07 seconds ———————————— Type: Audio Audio Format: MP3 audio Audio Sampling rate: 44.100 kHz Audio Bit rate: 256 kb/s Stereo/Mono: Mono File Size: 82.9 MB Duration: 31 min 07 seconds Original copyright: Catcher Media Social CIC CC BY-NC Holder: Catcher Media Social CIC, Herefordshire Libraries, Herefordshire Archive and Records Centre Summary transcript with: Chris Green Summary: Chris Green was director of the City of London Festival, director of the Poetry Society, and trustee of the Courtyard in Hereford. He was also president of the Hereford Lib Dems. He fought the constituency seat three times between 1979 and 1987.
    [Show full text]
  • Are Hijabs Really a Statement of Your School's Values and Ethos?
    Are hijabs really a statement of your school’s values and ethos? By Elaine Chambers I recently went on a tour of a new academy school in my area, the UCL Academy in Swiss Cottage. It is sponsored by University College London, a specifically secular university. After the visit, I wrote to the head teacher – and this is the correspondence that resulted. Dear Mr Street, Re: UCL Academy Swiss Cottage Thank you for meeting the local community and showing us around a really magnificent state of the art school. We missed out the library, perhaps this can be viewed next time? There is however a matter about which I felt somewhat queasy, especially as your building, its staff, and its ethos is determined to look to the future. The point I brought up could not be dealt with at this public meeting because it was regarded as somewhat sensitive, and the word 'political' was expressed in a manner that was once reserved for sexual matters. So, I have confined my concern to electronic print in the hope that it will be given serious thought, and respectfully, a comprehensive response. My concern does involve matters of sexuality, or more precisely gender. It is political. It is of major political importance worldwide, as well as locally, that we address gender prejudice and violence in this, the 21st century. We need to confront, with a morality that reflects a humane determination, the horrific record of violence against women and girls carried out in the self-interest of so called patriarchal 'needs'; most noticeably upheld by religions.
    [Show full text]
  • Candidates West Midlands
    Page | 1 LIBERAL/LIBERAL DEMOCRAT CANDIDATES in PARLIAMENTARY ELECTIONS in the WEST MIDLAND REGION 1945-2015 ALL CONSTITUENCIES WITHIN THE COUNTIES OF HEREFORDSHIRE SHROPSHIRE STAFFORDSHIRE WARWICKSHIRE WORCESTERSHIRE INCLUDING SDP CANDIDATES in the GENERAL ELECTIONS of 1983 and 1987 COMPILED BY LIONEL KING 1 Page | 2 PREFACE As a party member since 1959, based in the West Midlands and a parliamentary candidate and member of the WMLF/WMRP Executive for much of that time, I have been in the privileged position of having met on several occasions, known well and/or worked closely with a significant number of the individuals whose names appear in the Index which follows. Whenever my memory has failed me I have drawn on the recollections of others or sought information from extant records. Seven decades have passed since the General Election of 1945 and there are few people now living with personal recollections of candidates who fought so long ago. I have drawn heavily upon recollections of conversations with older Liberal personalities in the West Midland Region who I knew in my early days with the party. I was conscious when I began work, twenty years ago, that much of this information would be lost forever were it not committed promptly to print. The Liberal challenge was weak in the West Midland Region over the period 1945 to 1959 in common with most regions of Britain. The number of constituencies fought fluctuated wildly; 1945, 21; 1950, 31; 1951, 3; 1955 4. The number of parliamentary constituencies in the region averaged just short of 60, a very large proportion urban in character.
    [Show full text]
  • The UCL Academy Adelaide Road, Camden, NW3 3AD
    School report The UCL Academy Adelaide Road, Camden, NW3 3AD Inspection dates 15−16 May 2014 Previous inspection: Not previously inspected Overall effectiveness This inspection: Requires improvement 3 Achievement of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Behaviour and safety of pupils Good 2 Leadership and management Requires improvement 3 Summary of key findings for parents and pupils This is a school that requires improvement. It is not good because Too many students in Years 7 and 8 are not Some subjects in Years 7 and 8 do not provide making good progress across most subjects. sufficient opportunities to develop students’ This includes some of the most able and writing skills. some with low starting points. Leaders’ impact on improvements to teaching Gaps in the progress of Years 7 and 8 and achievement require improvement because students are emerging. Many students plans for improvement are too imprecise. They supported by the pupil premium funding and do not make it clear how much impact leaders some with special educational needs are hope to have as a result of their actions. making less progress than others. Governors do not hold leaders to account The sixth form requires improvement. enough. They are not always given detailed Leaders’ efforts to improve achievement have enough information about students’ been successful for some students, but too achievement to help them understand how well many have not made good progress over the school is doing. time. Leaders do not use the pupil premium or Year Not enough teaching over time has provided 7 catch-up funding effectively enough.
    [Show full text]
  • Annual Report 2017
    Annual Report 2017 Published February 2018 Challenge Partners is a Contents 1. THE PARTNERSHIP 2 practitioner-led education About Challenge Partners 3 Message from the Chief Executive 4 charity that enables Our principles and approach 6 collaboration between Challenge Partners by numbers 10 2. OUR COLLECTIVE AIMS 12 It is possible to have both excellence 13 schools to enhance the and equity in our education system Our aims 16 life chances of all children, Impact and performance against our aims 17 3. THE PROGRAMMES 20 especially the most Our programmes 21 The Network of Excellence 22 disadvantaged. Hubs 24 The Quality Assurance Review 27 Leadership Development Days 32 Leadership Residency Programme 32 School Support Directory 32 Events 33 Challenge the Gap 34 Getting Ahead London 40 EAL in the mainstream classroom 43 4. FINANCES 44 Income and expenditure 44 5. LOOKING FORWARD 45 6. LIST OF CHALLENGE PARTNERS SCHOOLS 46 1. The partnership About Challenge Partners Challenge Partners is a practitioner-led education charity that enables collaborative school improvement networks to enhance the life chances of all children, especially the most disadvantaged. Challenge Partners was formed to continue the learning which emerged from the development of Teaching Schools that evolved out of the London Challenge. Since its formation in 2011, the outcomes for pupils in Challenge Partners schools have consistently improved faster than the national average. We provide networks and programmes that facilitate sustainable collaboration and challenge between schools in order to underpin improvements in outcomes which would not be possible for a school, or group of schools, to achieve as effectively on its own.
    [Show full text]
  • 'Partly Made Politicians': the Youth Wings of the British Political Parties
    ‘PARTLY MADE POLITICIANS’: THE YOUTH WINGS OF THE BRITISH POLITICAL PARTIES, 1918-1939 The Complete Imp, The Imp, April 1931, p. 16. A dissertation submitted in partial fulfilment of the degree of History PhD by Matthew David Seddon, Lancaster University, May 2020. Abstract This thesis is a comprehensive study of the youth wings of the major political parties between the wars. It examines the Conservative Party’s Junior Imperial League, the Labour Party’s League of Youth, the Liberal Party’s National League of Young Liberals, and the Communist Party of Great Britain’s Young Communist League. This thesis makes a significant contribution to our understanding of how the 1918 and 1928 Franchise Acts changed British political culture, and how young people were inducted into the British political system. The central premise of this thesis is that it is only by looking at these groups comparatively that we can get the full story of politicised youth. It will argue that, while their primary purpose was to recruit activists and party workers, these organisations were far more than insular, narrow interest groups. Rather than operating in isolation, these organisations learned from one another, adapted and reacted to each other’s activities, and actively sought to cast their recruiting nets as wide as possible to counter each other’s influence. Whereas studies of the class and gender dynamics of interwar politics abound, this thesis brings youth to the forefront of its examination of political culture between the wars. This thesis uses youth as a new lens through which to explore the themes of citizenship, the relationship between people and politicians, the blurring of the boundaries between public and private lives, and how mass democracy changed the practice of politics.
    [Show full text]