Plugged in, switched on, but disconnected? Community, education and democracy

Abstract

This article was prompted by interviews conducted with three qualified and highly- experienced community education practitioners, and many informal conversations with others, about the opportunities and constraints presented by their current working environment.  Although these practitioners work in Scotland, the nature of their concerns will no doubt be familiar to colleagues elsewhere - in particular, perhaps, the way in which contemporary policy frameworks claim to offer ever greater opportunities for democratic engagement.  In this era of 'communicative plenty' (Ercan et al, 2019), communities are increasingly invited to have their say, advise, consent, and even co-design or deliver services.  It is becoming apparent, however, that the extent and density of such endless forms of pseudo democracy may impede opportunities for the real thing, disconnecting all but the most compliant respondents. Indeed, we wonder if this may be its implicit function.  Our title is intended to convey the reality of this paradoxical environment, arguing for urgent reconnection between communities, education and democracy.