Parliaments are fundamental to democracy, but it is often difficult to understand how they work. Parliaments have a responsibility to provide opportunities for citizens across different groups in society to learn about what their parliament is, what it does, and how to get involved.
Education programmes are widely offered by parliaments across the world, and there are various approaches for different (age and other) groups.
This Guide provides an overview of different approaches and considerations to help parliaments deliver meaningful and effective education programmes.
Published on 14 August 2025, the Guide on Education Programmes is the fifth in a new eight part series focusing on a range of public engagement topics to help build parliaments’ capacity to engage members of the public in their work.
The series is being created through a project collaboration between the International Parliament Engagement Network (IPEN) and INTER PARES. The Guides are produced with the financial support of the European Union as part of the INTER PARES I Parliaments in Partnership project, implemented by International IDEA.
The Guides have been developed by Cristina Leston-Bandeira (Professor of Politics at the University of Leeds and Chair of IPEN) and Juliet Ollard, (Senior Research and Engagement Officer, IPEN) in partnership with INTER PARES.
The project team have drawn from extensive academic research and parliamentary practice from across the world – including many interviews with parliamentary officials and academics, and the expert advice of our International Advisory Group and the IPEN Executive Team.
The remaining three Guides will be launched over the coming months.
A book chapter on ‘Parliament and the Media’ is featured in the second edition of Exploring Parliament (Oxford University Press), a textbook providing an engaging and accessible introduction to the UK Parliament.
The chapter is co-authored by IPEN members Sasha Fuller, Alasdair Rendall and Anikka Weerasinghe from the UK Parliament.
Fuller, Rendall and Weerasinghe offer a summary of how the media’s relationship with the UK Parliament has evolved over the centuries – from the printing press to TikTok.
The authors ask what lessons we can learn from the past, and how they might help us better predict where we’re headed. The chapter also tries to demystify some politico speak by explaining the difference between ‘The Lobby’ and ‘The Press Gallery’.
Finally, a case study looks at how Covid-19 changed the rules of the game.
‘Parliament and the Media’ by Sasha Fuller, Alasdair Rendall and Anikka Weerasinghe was published in the second edition of Exploring Parliament (Oxford University Press) on 19 March 2025.
A copy of this chapter can be accessed by IPEN members in MS Teams.
Exploring Parliament (Second Edition) is edited by Cristina Leston-Bandeira, Alexandra Meakin and Louise Thompson. The book is available via the Oxford University Press website.
We are excited to announce that IPEN’s latest resource – an online map showing the different public engagement activities delivered by parliaments around the world – will be launched on the IPEN website this September.
The Mapping public engagement in parliaments across the world project involved designing a questionnaire that was shared with parliaments through different networks, including through the IPEN community. Thanks very much to everyone who helped us build this dataset.
The map will be launched in Westminster (London, UK) on Thursday 25 September (16:00-18:00 GMT+1 / UK time) at an in-person event – please get in touch with us at [email protected] if you would like to attend.
This will be followed by an online event specifically designed for IPEN members on Tuesday 21 October, 9:30-10.30 GMT+1 / UK time. Further details can be found here.
We hope this will be a useful resource for you to find out about activities going on elsewhere and form the basis of new partnerships, collaborations and innovations.
Parliaments are both spaces and places. As spaces, they are collections of rooms, halls, offices and grounds that are used for particular purposes. As places, they mean something to the people they represent – but they don’t mean the same thing, or as much, to everyone, and increasingly people hold negative feelings towards parliaments.
This Guide on Parliament as a Space and Place explores the idea of parliaments as spaces and places and provides guidance for staff and Members of Parliament on using spaces to develop citizens’ understanding and positive associations towards their parliament as a place.We use a wide range of examples from parliaments across the world to demonstrate how this can be done.
Launched to coincide with International Day of Democracy, the Guide on Parliament as a Space and Place is the fourth in a new eight part series focusing on a range of public engagement topics to help build parliaments’ capacity to engage members of the public in their work.
The series is being created through a project collaboration between the International Parliament Engagement Network (IPEN) and INTER PARES. The Guides are produced with the financial support of the European Union as part of the INTER PARES I Parliaments in Partnership project, implemented by International IDEA.
The Guides have been developed by Cristina Leston-Bandeira (Professor of Politics at the University of Leeds and Chair of IPEN) and Juliet Ollard, (Senior Research and Engagement Officer, IPEN) in partnership with INTER PARES.
The project team have drawn from extensive academic research and parliamentary practice from across the world – including many interviews with parliamentary officials and academics, and the expert advice of our International Advisory Group and the IPEN Executive Team.
The remaining four Guides will be published over the coming months.
Youth engagement is key for a healthy democracy. Young people are the future generations that will lead our democracies. They are also often amongst the most disengaged people of our societies.
It is therefore a democratic imperative that parliaments actively promote meaningful youth engagement, if we are to strengthen our democracies into sustainable political systems.
The Guide includes a wide range of examples from parliaments across the world to indicate how to design, deliver and evaluate meaningful youth engagement activities.
Published on 21 July 2025, the Guide on Youth Engagement is the third in a new eight part series focusing on a range of public engagement topics to help build parliaments’ capacity to engage members of the public in their work.
The series is being created through a project collaboration between the International Parliament Engagement Network (IPEN) and INTER PARES. They are produced with the financial support of the European Union as part of the INTER PARES I Parliaments in Partnership project, implemented by International IDEA.
The Guides have been developed by Cristina Leston-Bandeira (Professor of Politics at the University of Leeds and Chair of IPEN) and Juliet Ollard, (Senior Research and Engagement Officer, IPEN) in partnership with INTER PARES.
The project team have drawn from extensive academic research and parliamentary practice from across the world – including many interviews with parliamentary officials and academics, and the expert advice of our International Advisory Group and the IPEN Executive Team.
The remaining five Guides will be published over the coming months.
A new set of resources aimed at supporting parliaments to engage members of the public in their work has been launched by IPEN in partnership with INTER PARES.
A must-read for policymakers, parliamentary staff and civil society organizations committed to inclusive governance, the guide is packed with practical insights and examples to help strengthen parliaments’ links with citizens.
Identifying eight parliamentary public engagement principles, Principles of Parliamentary Public Engagement showcases examples from a wide range of countries and political systems – with different levels of resources, including older, newer, larger and smaller parliaments – to illustrate each one.
This publication is the first in a new eight part series of Guides on Citizen Engagement for Parliaments which focus on a range of public engagement topics to help build parliaments’ capacity to engage members of the public in their work.
The series has been created through a project collaboration between the International Parliament Engagement Network (IPEN) and INTER PARES. They are produced with the financial support of the European Union as part of the iNTER PARES I Parliaments in Partnership project, implemented by International IDEA.
The Guides have been developed by Cristina Leston-Bandeira (Professor of Politics at the University of Leeds and Chair of IPEN) and Juliet Ollard, (Senior Research and Engagement Officer, IPEN) in partnership with INTER PARES.
The project team have drawn from extensive academic research and parliamentary practice from across the world – including many interviews with parliamentary officials and academics, and the expert advice of our International Advisory Group and the IPEN Executive Team.
“There is an increasing understanding among parliaments that their relationship with citizens needs to go beyond the ballot box. With trust in institutional politics declining around the world, public engagement is an essential tool for safeguarding parliamentary democracy into the future.
“Public engagement includes many different types of activities, from education about parliamentary processes to participation in parliamentary business. In this Guide, we take a step back and consider the core principles that should drive public engagement activities in general.
“The creation of these eight core principles are very much the result of collaboration with lots of people, including those who participated in a workshop we organised last October.
“Alongside IPEN’s Executive Team, an Advisory Group of parliamentary officials and other experts from around the world have been providing feedback, input and challenge throughout the development of the guides.”
Alisson Bruno Dias de Queiroz (Coordinator or the e-Cidadania program, Federal Senate of Brazil and IPEN Executive Team member) said:
“The Citizen Engagement Guides offer fresh and practical insights that I can’t wait to share with my team at the Brazilian Senate.
“They are a powerful tool to rethink how we connect people to the legislative process.”
All eight guides will be hosted on the INTER PARES website where a new landing page presents each one alongside more information about the series.
IPEN members Elise Uberoi and Ben Worthy have co-authored a book chapter on ‘Trust in Parliament’, published in the second edition of Exploring Parliament(Oxford University Press).
In this chapter, the authors explore the rather complex question of how and to what extent the public trust politicians, through the lens of declining trust in legislatures.
Uberoi and Worthy look at some of the drivers for their attitudes, and the paradoxes and contradictions around how the public viewed the legislature and its members.
The chapter concludes by examining some possible solutions to increasing trust, and an analysis of some patterns through the case study of Brexit.
‘Trust in Parliament’ by Elise Uberoi and Ben Worthy was published in the second edition of Exploring Parliament (Oxford University Press) on 19 March 2025.
A textbook providing an engaging and accessible introduction to the UK Parliament, Exploring Parliament (Second Edition) is edited by IPEN members Cristina Leston-Bandeira, Alexandra Meakin and Louise Thompson. The book is available for purchase on the Oxford University Press website.
A copy of Uberoi and Worthy’s book chapter can be accessed by IPEN members in MS Teams.
In this article, IPEN member Conor Reale from the Houses of the Oireachtas (Irish Parliament) discusses his doctoral research into the complex role of teachers’ civic identity in Ireland, in addition to the layers of complex, complementary and contradictory voices which make up that identity.
Introduction
In the ever-evolving landscape of education, the role of teachers extends far beyond the confines of the classroom. For Politics and Society teachers in Ireland, this role is particularly complex, as they navigate the intricate interplay between their professional responsibilities and their personal beliefs about citizenship and civic engagement.
At its core, my research investigates how Politics and Society teachers perceive and enact their roles as civic actors. Situated within the interpretivist paradigm, the study employs phenomenological analysis and the Listening Guide method to explore the complex interplay between teachers’ professional roles and their personal beliefs about citizenship and civic engagement. This approach allowed me to capture the nuanced and multifaceted nature of civic identity among these educators.
The Listening Guide: A methodological approach
The Listening Guide, developed by Carol Gilligan and colleagues, is a qualitative research method that emphasises the importance of voice and relational context in understanding participants’ experiences. This method involves multiple “listenings” or readings of interview transcripts to uncover the layers of meaning within participants’ narratives. The process is designed to reveal the complexities and contradictions in how individuals construct their identities.
Step 1: Listening for the plot
The first step involves listening for the plot, where the researcher attends to the stories that participants share. This step focuses on identifying the main themes, emotional tones and narrative structures that define each participant’s account. By doing so, it sets the stage for deeper analysis.
Step 2: I-Poems and dialogical engagement
In the second step, the researcher constructs I-Poems by extracting all the “I” statements from the transcripts and organising them into stanzas. This technique highlights the participants’ voices and reveals their thoughts, desires, conflicts, and silences. The I-Poems provide a unique lens through which to understand the participants’ self-perceptions and internal dialogues.
Step 3: Contrapuntal voices
The third step involves listening for contrapuntal voices, where the researcher identifies the different voices within the narratives and examines how they interact. This step uncovers the tensions, harmonies, and dissonances in the participants’ stories, providing a richer understanding of their experiences.
Step 4: Synthesising multiple listenings
The final step involves synthesising the multiple listenings to create a comprehensive analysis of the data. This step integrates the insights gained from the previous steps and constructs a holistic narrative that captures the complexity of the participants’ civic identities.
Voices of civic identity
Through the Listening Guide, several distinct voices emerged in my research, each contributing to the multifaceted nature of civic identity among Politics and Society teachers: foundational, pedagogical, vulnerable and reflective voices.
Foundational voices represent the core beliefs, values, and experiences that form the foundation of teachers’ civic identities. They are deeply rooted in personal history, early educational influences, and the socio-political environments in which the teachers were raised. Foundational voices provide the initial framework through which teachers conceptualize democracy and citizenship.
Pedagogical voices reflect the methods, strategies, and pedagogical decisions that teachers employ to instil democratic values and civic responsibility in their students. These voices are characterised by a shift from personal introspection to professional action, where foundational beliefs are translated into classroom practices.
Vulnerable voices reveal the uncertainties, disillusionments, and conflicts that teachers experience in their professional roles. These voices highlight the challenges and tensions that arise as teachers navigate their civic identities within the constraints of institutional and societal expectations.
Reflective voices capture the ongoing process of self-examination and critical reflection that teachers engage in as they develop and refine their civic identities. These voices underscore the importance of continuous growth and adaptation in the teaching profession.
These voices are represented in the figure below.
Personal journeys and professional roles
One of the most compelling aspects of the study is the exploration of how personal experiences shape civic identity. Many teachers cited their family backgrounds, community involvement, and early political influences as pivotal in forming their civic identities. For instance, some participants spoke about the impact of their parents’ involvement in politics or community service, while others highlighted the role of community organisations in fostering a sense of volunteering and community engagement.
These personal experiences are not static; they evolve over time, influenced by life milestones such as leaving home, completing education, entering the workforce, and even acquiring housing. This dynamic nature of civic identity underscores the importance of continuous reflection and adaptation in the teaching profession.
The classroom as a civic space
In the classroom, Politics and Society teachers strive to empower their students by fostering critical thinking, encouraging student voice, and promoting active citizenship. This involves creating authentic learning opportunities and engaging students in community-based projects. Teachers aim to connect students with their communities, model civic engagement, and promote a sense of responsibility and agency.
However, this is not without its challenges. Teachers often face disillusionment with national politics, the marketisation of education, and discrepancies between school values and lived experiences. These challenges impact their professional and civic identities, highlighting the need for supportive school environments and reflective practices.
Reflective practice and continuous growth
Reflective practice emerged as a crucial element in the development of civic identity. Teachers’ civic identities are influenced by their experiences of class, both personally and professionally. Reflective practice helps teachers navigate these complexities and integrate their identities into their teaching. This continuous self-examination and negotiation of identity are essential for fostering democratic citizenship among students.
Looking ahead
The journey of exploring civic identity is ongoing, and there is much more to uncover. Future research could delve deeper into the long-term development of teachers’ civic identities, the intersectionality of teacher identities, and the impact of institutional policies on civic education. By continuing to explore these themes, we can better support educators in their roles as civic actors and enhance the effectiveness of civic education.
In conclusion, the multifaceted identities of Politics and Society teachers in Ireland offer a rich tapestry of insights into the interplay between personal beliefs and professional roles. By fostering reflective practices, promoting inclusive teaching, and supporting continuous growth, we can empower teachers to navigate the complexities of civic education and inspire the next generation of engaged and responsible citizens.
About the author
Conor Reale is the Parliamentary Education Officer for the Houses of the Oireachtas in Dublin. Previously a second level teacher Conor joined the Oireachtas in 2017 on secondment before moving into the role permanently in 2022.
Conor commenced his doctoral studies with Dublin City University in 2020 and completed his doctorate in 2024. This was the first study of its kind in Ireland and examined the development of civic identity in Politics and Society teachers. The research also introduced the Ériu conceptual framework as a way of understanding the multi faceted nature of this development.
1. Primary Teachers Summer Course 2025 exploring the role of student councils. Copyright Houses of the Oireachtas Service. 2. Participants from Politics In Action during a visit to Leinster House. Copyright Houses of the Oireachtas Service. 3. A speaker during a debate in a Committee Room as part of Dáil na nÓg or Youth Parliament. Copyright Houses of the Oireachtas Service/Maxwells Photography. 4. Delegates to the Youth Assembly inside the Dáil Chamber listening to Eric Ehigie, Longford, speaking. Copyright Houses of the Oireachtas Service/Maxwells Photography. 5. Diagram representing the Voices of Civic Identity as expressed by Politics and Society Teachers in Ireland (Reale, 2024). 6. Delegates taking part in a workshop during Dáil na nÓg. Copyright Houses of the Oireachtas Service/Maxwells Photography. 7. Primary Teachers Summer Course 2024 exploring the role of student councils. Copyright Houses of the Oireachtas Service. 8. Primary Teachers Summer Course 2024 exploring the role of student councils. Copyright Houses of the Oireachtas Service. 9. Taoiseach Simon Harris T.D speaking to delegates during Dáil na nÓg. Photo CC BY 2.0.
Petitions and citizens’ initiatives (CIs) are the most prevalent participation tools offered by parliaments. They provide a formal mechanism for citizens to raise issues directly to decision-makers in parliament and government and they can enhance participation in democracy.
This new Guide to Petitions and Citizens’ Initiatives provides an overview of the wide range of systems that exist across parliaments and identifies key questions to help parliaments consider which type of system best suits their context.
We review the purpose of petitions and CI systems, their benefits and challenges, the type of impact they can have on citizens and parliamentary decisions.
This Guide is therefore for parliamentary officials and Members of Parliament (MPs) who want to understand how to improve or implement a petitions or citizens’ initiatives system in their own context.
Published on 15 July 2025, the Guide on Petitions and Citizens’ Initiatives is the second in a new eight part series focusing on a range of public engagement topics to help build parliaments’ capacity to engage members of the public in their work.
The series is being created through a project collaboration between the International Parliament Engagement Network (IPEN) and INTER PARES. They are produced with the financial support of the European Union as part of the INTER PARES I Parliaments in Partnership project, implemented by International IDEA.
The Guides have been developed by Cristina Leston-Bandeira (Professor of Politics at the University of Leeds and Chair of IPEN) and Juliet Ollard, (Senior Research and Engagement Officer, IPEN) in partnership with INTER PARES.
The project team have drawn from extensive academic research and parliamentary practice from across the world – including many interviews with parliamentary officials and academics, and the expert advice of our International Advisory Group and the IPEN Executive Team.
A further six Guides will be published over the coming months.
There is an increasing understanding among parliaments that their relationship with citizens needs to go beyond the ballot box. With trust in institutional politics declining around the world, public engagement is an essential tool for safeguarding parliamentary democracy into the future.
Public engagement includes many different types of activities, from education about parliamentary processes to participation in parliamentary business.
The Guide identifies eight parliamentary public engagement principles:
Purpose
Inclusion
Openness and transparency
Collaboration and empowerment
Ethical standards
Planning and resourcing
Integration and coordination
Impact and evaluation
Examples from a wide range of countries and political systems – with different levels of resources, including older, newer, larger and smaller parliaments – are showcased to illustrate each principle.
Published on 30 June 2025, the Guide on Principles of Public Engagement is the first in a new eight part series focusing on a range of public engagement topics to help build parliaments’ capacity to engage members of the public in their work.
The series is being created through a project collaboration between the International Parliament Engagement Network (IPEN) and INTER PARES. They are produced with the financial support of the European Union as part of the INTER PARES I Parliaments in Partnership project, implemented by International IDEA.
The Guides have been developed by Cristina Leston-Bandeira (Professor of Politics at the University of Leeds and Chair of IPEN) and Juliet Ollard, (Senior Research and Engagement Officer, IPEN) in partnership with INTER PARES.
The project team have drawn from extensive academic research and parliamentary practice from across the world – including many interviews with parliamentary officials and academics, and the expert advice of our International Advisory Group and the IPEN Executive Team.
A further seven Guides will be published over the coming months.
