1. School of something FACULTY OF OTHER School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW Deprivation and Social Citizenship in the UK The objective significance of lived experience Daniel Edmiston D.Edmiston@leeds.ac.uk

2. Outline -Background and empirical warrant -Research questions -Methodology -Quantitative results -Qualitative progress -The objective significance of lived experience -Practicalities and analysis School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

3. Background and empirical warrant - An increasing emphasis on the responsibilities of social citizens via: 1.Social policies (Dwyer, 2000, 2004) 2.Media (Baumberg at al., 2012) 3.Political rhetoric (Lister, 1990a, 1990b) -What rights and responsibilities are conferred to citizens shapes how the Social Contract is structured and enacted. - This invariably affects the lived experience of social citizens School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

4. Research Questions -Do lived experiences of deprivation affect conceptions of social citizenship? -If so, how and why? School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

5. Methodology 1 st Stage: Secondary Quantitative Data Analysis of the Citizenship Survey Module on Rights and Responsibilities 2 nd Stage: Structured scenario-driven interviews School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

6. Methodology School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

7. 1 st Stage: Quantitative results The ‘deprived’ sample have: -Lower support for social rights -Lower support for social responsibilities -Less likely to feel that they have social rights School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

8. Results of logistic regression suggest that: -The most effective and significant predictor of an individual’s attitudes towards rights and responsibilities is the lived experience of deprivation. -The most effective predictor of attitudes after deprivation is the extent to which individuals feel they have social and economic rights. “sufficiently generous share of the social product” (White, 2003: 17) School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

9. 2 nd Stage: Qualitative progress Income: To what extent do you agree that you have enough money to have a good quality of life? “You know, getting through everyday is enough for me at the moment do you know what I mean. At the moment in my life I don’t feel like I have much left to give.” (S1) School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

10. Work: Do you ever feel judged for not being employed? “Yeah, I feel degraded because I feel worthless. If you say to people ‘I’m unemployed’, they look down their nose at you. It’s hard. What do you say, what do you do? I mean I’ve tried. I’ve applied for so many jobs and I think age has got a lot to do with it” (S1) School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

11. Area: Do you feel part of a community here? “No. No. I am actually trying to move because with my daughter is coming up to eleven now so we’re classed as overcrowded anyway and I’m trying to get moved with the Council. I’m only… I don’t feel safe around here at all.” (S1) School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

12. Citizenship Status: To what extent do you feel like a social citizen? Sample 1: “I’ve always like… had it bad… well not bad, but I haven’t had a lot of stuff other people have had. Maybe if I did I could be classed more as a social citizen but if I was in full-time employment and actively paying my taxes and this, that and the other, I think I would be classed more as a social citizen” (S1) Sample 2: “Well I think I have a contractual arrangement with the government, I’ve been paying in my taxation and national insurance…” (S2) “I think I have a stake in society” (S2) School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

13. The objective significance of lived experience - Even objective measures of poverty are relational - A story of poverty yes but… - Beyond an empowerment or voice-giving exercise School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

14. School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW Practicalities and Analysis: TIME!!! Ambiguity and Vignettes Attitudinal ambivalence/ inconsistency Integration of methods, integration of findings Generalising to theory? TMI? Moving away from analysis towards a narrative The rigidity of research methods and analysis

15. ‘Walking the streets’ (Latham and McCormack, 2005) School of Sociology and Social Policy FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW