Thursday, 26 March 2026

liberal democracy needs to create narratives

This week Slovenia’s ruling liberals defeated populists in a photo-finish election

Golob sought to frame the election in an interview with POLITICO as a choice between liberal democratic values and Janša’s Hungary-style illiberalism. 

What is Illiberal democracy?

Prime Minister of Hungary, Viktor Orbán, gave an oft-cited speech in 2014 where he proclaimed Hungary an illiberal democracy, stating that "a democracy does not necessarily have to be liberal" and that "the new state we are constructing in Hungary is an illiberal state, a non-liberal state." Modern advocates of illiberal democracy insist they are more democratic than others, and generally define themselves as being against liberal democracy, the West, and the United States. Vladimir Putin of Russia is an outspoken critic of liberalism, with him and Orban described as redefining it in ways that suit their agendas by equating it with multiculturalism, immigration, and LGBTQ rights.[21] The election of Donald Trump saw a large increase in scholarly research about illiberalism, what it means, and heavy debates on whether or not America is on the road to fascism.[22]

A question facing liberal democracies is how to counter propaganda/paranoia/conspiracy theories.

There are all sorts of suggested ways ahead, such as we should enjoy culture and the arts, that we should try and counter it with the same, and that we need to use reliable, evidence-based and non-partisan journalism.

One commentator who has suggested many of these strategies is the writer and academic Peter Pomerantsev - and one of his most powerful books has been a look at the propaganda and paranoia of the last two decades. There's a fabulous interview with him on his Nothing is True and Everything is Possible.

Today, liberal democracy is struggling even more.

We have been seeing the emergence of competing visions of international order - with the fracturing of the US-led liberal international order [March 2025]

And this month, the Swedish V-|Dem has published a report saying we are in danger of losing Liberal Democracy;

On March 17th, the Swedish-based Varieties of Democracy (V-Dem) Institute released its 2026 annual Democracy Report titled “Unraveling the Democratic Era?” with an aptly themed cover image: a tattered, threadbare American flag with the acronym “S.O.S.” spray-painted across its stripes. “The speed with which American democracy is currently dismantled is unprecedented in modern history,” the report writes. Within a year of the second Trump Administration, executive aggrandizement has severely weakened checks and balances and displayed astonishing disregard for the rule of law. No longer is the United States a pillar of liberal democracy – rather, for the first time in fifty years, it is slipping towards a democratic grey zone.

The press has covered it as: ‘Trump is aiming for dictatorship’. That’s the verdict of the world’s most credible democracy watchdog.

Since 2012, Lindberg has led his small group of researchers in Sweden to become the world’s leading source for analysis of the health of global democracy. In their latest report, published on Tuesday, they conclude that the US, for the first time in more than half a century, has lost its long-term status as a liberal democracy. The country is now going through a rapid process of what the report’s authors call “autocratisation”.

“For Orbán in Hungary, it took about four years, for Vučić in Serbia, it took eight years, and for Erdoğan in Turkey and Modi in India, it took about 10 years to accomplish the suppression of democratic institutions that Trump has achieved in only one year,” Lindberg says.

US democracy is now back at the worst recorded level since 1965, when US civil rights laws first introduced de facto universal suffrage. All progress made since then has been erased, according to the report.

Worldwide, democracy has receded to its lowest levels since the mid-70s. “The world has never before seen as many countries autocratising at the same time,” Lindberg says.

A record 41% (3.4 billion) of the world’s population currently resides in countries where democracy is deteriorating, the report claims, adding that Washington is leading this global turn away from democracy.

The researchers use 48 different metrics to assess democratic health, such as the freedom of expression and the media, the quality of elections and the observance of the rule of law. The resulting “liberal democracy index” shows that the speed with which US democracy is being dismantled is unprecedented in modern history. The main factor is a “rapid and aggressive concentration of powers in the presidency”, Lindberg says. Congress has been marginalised, jeopardising the “checks and balances” (judicial and legislative constraints on the executive) so crucial to US democracy. At the same time, civil rights have been rapidly declining and freedom of expression is now at its lowest level since the 1940s.

Many commentators would say that liberal democracy needs to create narratives.

Including the idea that Liberal Democracy Needs A Story - by Dan Gardner:

Putin and Xi and Trump have their stories. So do Erdogan, Modi, Orban, and all the other reactionaries who have put freedom into headlong retreat. They are full of passionate intensity, to borrow from Yeats, while the best lack all conviction. But history, as they say, repeats, or at least rhymes. And ours is not the first era in which liberal democracy seemed to be on a terminal decline.

Others agree that democracy needs a narrative on political liberalism:

For the protection and continued existence of democracy in general and throughout the world, it is important to revive a narrative on what constitutes a liberal democracy. Here, it will be vital to reclaim the normative appeal of liberal democracy.

This appeal lies in the fact that individuals in non-liberal societies are always subjected to the prevailing majority doctrine, be it of a religious or other nature. In contrast, liberal democracies allow for a society in which the diversity of human experience, ways of life and life choices is possible without fear of being exposed to social, economic or political repression. Of all the political systems that we know, liberal democracy is the one that comes closest to the thought experiment designed by the liberal philosopher John Rawls referred to as the ‘veil of ignorance’. In this thought experiment, the future members of a society have to decide on a social order but do not know which position they will have in this society – so the best order is one in which everyone is protected against the arbitrary exercise of power by others.

Finally, some would call this The Age of Fortress Liberalism:

Some liberal theorists have tried to find comfort in the fortress mentality. The scholar and former politician Michael Ignatieff argues that liberal societies fight better when they understand that they are in danger. Drawing on the thought of Isaiah Berlin, Ignatieff argues “it will be up to the embattled fortresses of liberal democracy, and the conviction of their peoples, if liberty is to prevail.” Illiberal threats should strengthen liberals’ resolve to make hard choices.

Early liberal theorists grappled with the limits of universalizing their own principles. Baruch Spinoza, in suggesting a liberal ethos of tolerance, demanded liberal societies restrict teachings or religions which “tend to produce obstinacy, hatred, strife or anger.” When Jean-Jacques Rousseau imagined society coming together around a civil religion, he said such a religion would only be intolerant of just one thing: intolerance. When courts restrict democracy in the name of the rule of law or liberals insist on fast-paced assimilation, they draw on a tradition which has recognized that liberalism relies on basic shared principles to work...

The practical strategy of reinventing liberalism as the preserve of besieged, sensible, Europeans is a difficult balancing act, because liberalism has always relied on the promise of future extension to rally its adherents. Similarly, once liberals lose confidence that their vision will inexorably spread by democratic, nonviolent means, they fall into the same “might makes right” logic as the illiberal ideologies in opposition to which they define themselves.

Today, the stronger future project belongs to the populist right, which promises a more homogeneous, child-rearing, religious, and nationalistic Europe. While these politicians have their own foibles, their adherents share a confidence that Europe’s mainstream has sorely lacked for almost a decade. Even if largely nostalgic, the populist vision of the future speaks to the experiences of Europeans today. For those outside the establishment, it is easier to believe in than in a fortress under siege.

To be sure, there are attempts to replace the liberal siege mentality with something more expansive and forward-looking: efforts like the “abundance” idea and its adaptations in Europe, or the effort to make affordability the central promise of a populist left. But so far, these movements have not had large electoral breakthroughs, in part because they have not gone beyond the fortress liberals on fundamental questions. On defense, immigration, and the threat of the far-right, abundance liberals and populist leftists remain cadets within the fortress.

The rise of fortress liberalism makes clear that European leaders still imagine their present challenges as temporary. Our leaders and our societies have not yet internalized the possibility of a return to the constant warring or the ceaseless inter-ethnic violence that defined pre-twentieth century Europe. In the minds of the world’s most powerful liberals, their task is to survive the siege day-to-day, whatever adaptations that requires. Retreating to the fortress has deprived them of any vision of what to create next, should “normalcy” return. Practicing this lost art of imagination may make for a stronger defense than Europe’s liberals have yet been able to muster.

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Wednesday, 25 March 2026

language cafés

A lot of universities offer language cafés - which are free and open to the public.

For example, at Language Community | Language Centre | University of Exeter

Every week in terms 1 and 2, the University of Exeter holds Languages Café sessions on campus which are open to all its students, staff and members of the public. All levels of ability are welcome, and there is no need to book or prepare in advance – just turn up!

The Languages Cafe is:A great way to meet people at the University of Exeter and improve a language in a fun and relaxed way.

  • An opportunity to promote intercultural communication and give language learners, practitioners, and enthusiasts an opportunity to converse informally in their chosen language.
  • Open to anyone at the University of Exeter (students and staff) and members of the public.
  • Free of charge.
  • Beneficial whatever your language level. All you need is the enthusiasm to learn a foreign language and to meet people from across the world.
Languages on offer have included French, Spanish, Italian, English, Arabic, Mandarin, British Sign Language, Russian, Japanese, and Portuguese; but others be added if there are two (or more) speakers of the same language on that day.

In Stockholm, these are called Konversationscafé Stockholm - for example: Language Cafes - Stockholms universitet

They're also called Språk cafe?:

Looking at the website for Stockholm's libraries it looks like there are around 5-6 språkcafé events at the libraries around the city every day, so plenty to choose from.

We also have the Sprachstammtische Muenchen, for example Language Exchange in Munich - Meet up for Conversation and English-German-Stammtisch Munich | Meetup

Finally, though, probably the best way to find a group to practice your English or any other language is via social media, such as Language Tandem München | Facebook

Good luck finding something - and have fun!

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Monday, 23 March 2026

student-led lessons in the esl/esol/tefl classroom - the challenges

Student-centred learning has become much more of a standard approach over the last couple of decades: 

Student-centred learning (SCL) is an approach to education, which aims at overcoming some of the problems inherent to more traditional forms of education by focusing on the learner and their needs, rather than being centred around the teacher's input.

There are problems with this, however...

One issue is that students and teachers prefer different activities when learning English...

Another is that perhaps the teacher needs to challenge the learners - through critical pedagogy.

And there is the issue of using digital technology in a student-centred classroom - and what sort of control and freedom should be allowed.

A point to consider is whether 'student-centred' should not actually be a matter of 'student-led'.

Looking at the conventional classroom, we should look at what student-led learning looks like in a real classroom:

We talk a lot about giving students ownership of their learning — about letting them explore, wonder, lead. It’s a beautiful idea. But if you’re teaching in a traditional school with pacing guides, curriculum maps, and assessment deadlines, you might find yourself asking, “But how?”

Here's a TED Talk on Education Reimagined: Student-led Learning:

Dr. Catlin Tucker addresses the urgent need to reimagine education and create more effective, equitable, and student-led learning environments. It’s time to transform classrooms into collaborative spaces where educators work alongside students, creating a more sustainable and fulfilling teaching and learning experience for everyone...

Fundamentally, though, it's about fostering student agency:

Student-led learning is more than "letting students do what they want." It's a sophisticated instructional framework and key component of personalized learning models, built on three essential pillars:

Voice: Students have a say in how they learn and demonstrate their knowledge. For example, they can choose to create a podcast instead of writing a traditional essay to demonstrate their understanding of a historical event.

Choice: Students have meaningful options in their learning, such as selecting a research topic within a theme or choosing which problems to solve. This student choice creates ownership and motivation that can't be replicated with predetermined learning.

Ownership: When students have voice and choice, they develop a sense of responsibility and ownership over their education. This leads to greater intrinsic motivation and deeper engagement.

This approach evolves traditional teaching models rather than replacing them. The goal isn't to eliminate teacher guidance but to recalibrate the balance, transforming students from passive recipients to active participants in knowledge construction. Teachers remain essential, but their role shifts from being the sole information source to facilitators structuring the learning environment, providing feedback, and guiding student discovery through student-led learning approaches.

Looking at the ESL/ESOL/TEFL classroom, there is the very well-established The Silent Way: A Student-Led Approach to Language Learning - as considered again recently:

The Silent Way is one of the most unconventional teaching methods in the ESL world. Instead of the teacher explaining, correcting, and dominating the conversation, the students are the ones doing the work—speaking, testing, problem-solving, and figuring things out for themselves. It’s a method that flips the script in the most literal way.

Here is a look by the E L Gazette at when “student-led” tasks quietly break down, in an excellent piece by Mark Frohnsdorff - with the first section here:

What often goes unexamined is why tasks that look pedagogically sound on paper can become teacher-dependent almost immediately, and what that tells us about how lesson design really works.

Teacher-led vs teacher-dependent

Part of the problem lies in a distinction we don’t always make clearly.

A teacher-led lesson is an instructional choice. The teacher controls pacing, structure, and input, often deliberately. This can be highly effective, particularly when learners need models, shared reference points, or access to language they cannot yet generate independently.

Teacher-dependence, by contrast, is not a teaching style. It is something that emerges during a task.

A task becomes teacher-dependent when learners cannot proceed without repeated intervention, even though it was designed to be learner-led. The teacher ends up supplying the thinking learners were meant to do themselves. Authority shifts back to the teacher, not by design, but by necessity.

This distinction matters because the issue is not who is talking, but who is able to think.

A lesson can be teacher-led without being teacher-dependent. A task intended to encourage autonomy can become teacher-dependent very quickly if learners lack the resources required to engage with it.

When that happens early and repeatedly, it is usually a signal worth paying attention to.

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Sunday, 15 March 2026

the hidden curriculum of the esl/esol/tefl classroom

WHAT IS 'THE HIDDEN CURRICULUM'?

The hidden curriculum is at the heart of the classroom:

A hidden curriculum is a set of lessons "which are learned but not openly intended"[1] to be taught in school such as the norms, values, and beliefs conveyed in both the classroom and social environment.[2] In many cases, it occurs as a result of social interactions and expectations. The term hidden curriculum is sometimes seen as synonymous with, or a subset of, the implicit curriculum.[3]

And there's quite a lot of philosophy, politics and sociology behind this - as in this piece in the simplysociology website on the Hidden Curriculum:

The hidden curriculum, first described by Philip Jackson (1968), is a set of unspoken or implicit rules and values that students learn while attending school. It is often contrasted with the more formalized, official curriculum that is spelled out in a school’s mission statement or lesson plans. 

To return to the Wikipedia entry:

The hidden curriculum has been further explored by a number of educators. Starting with Pedagogy of the Oppressed, published in 1972, through the late 1990s, Brazilian educator Paulo Freire explored various effects of presumptive teaching on students, schools, and society as a whole. Freire's explorations were in sync with those of John Holt and Ivan Illich, each of whom were quickly identified as radical educators. Other theorists who have identified the nature of hidden curricula and hidden agendas include Neil Postman, Paul Goodman, Joel Spring, John Taylor Gatto, and others.

Additionally, developmental psychologist Robert Kegan addressed the hidden curriculum of everyday life in his 1994 book In Over Our Heads, which focused on the relation between cognitive development and the "cognitive demands" of cultural expectations.

Most of these educators have been featured on this blog, including: 

Paulo Freire and the tabula rasa

John Holt and how teaching interferes with learning and the most schooled generation in history is miserable

Ivan Illich on education and health and deschooling society and homeschooling and deschooling and Jay Ivan Illich: schooling, technology, and culture

teaching as a subversive activity

John Taylor Gatto: teacher, mentor, revolutionary and human resources as social engineering and is the purpose of education 'social uplift' - or 'social control'? and the Prussian school system and the factory model of education

Meanwhile, here's the rather different Wikipedia entry from 2014, as recorded on these pages: Jay Doubleyou: the hidden curriculum

WHAT IS 'THE HIDDEN CURRICULUM' IN THE ESL/ESOL/TEFL CLASSROOM?

And what about the invisible curriculum of international schools?

Writing for the E L Gazette, Ines Katsouri looks at what globally mobile students learn beyond the classroom. Here's the opening of an excellent piece where she looks at the hidden or invisible curriculum from the perspective of the teacher and student working in the ESL/ESOL/TEFL world:

International schools are often celebrated for the richness of their academic programmes and global outlook. Curricula designed to develop internationally minded learners prepare students to navigate an increasingly interconnected world. Yet alongside these visible structures, students are also learning something far less explicit.

Simply by participating in internationally mobile school communities, they encounter what might be described as an invisible curriculum — a set of social and psychological lessons that shape how they experience belonging, adaptation, expectation, and learning itself.

The idea of a hidden or invisible curriculum has long been discussed in educational research. Educational researcher Philip W. Jackson first described how students learn important social norms and expectations through everyday school life beyond official syllabi. Schools, after all, do not only transmit knowledge; they also shape behaviour, identity, and social understanding.

In international school environments, however, this invisible curriculum takes on distinctive forms. The realities of globally mobile communities mean that students often navigate experiences that are less common in more stable national schooling systems...

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Thursday, 12 March 2026

improve your speaking skills: find a speaking partner

How can we improve our speaking when learning another language? 

Very formalised exercises can help, such as doing practical dictation with online texts and audio, which will help us focus on good spoken English.

There's a less controlled way to stimulate talk - and one would be using video podcasts for listening and to generate speaking.

And Robbie from EnglishHarmony suggests we talk to ourselves to increase fluency and self-confidence.

We can even try practising our English speaking with ChatGPT.

But we can find real people to talk to - and through the website 'Conversation Exchange' - finding a speaking partner online is pretty easy.

There are lots of apps and websites for language partners - but the question remains: How do you find consistent language exchange partners? And the answer tends to be: "Sadly you have to pay someone to be consistent."

However, there are ways to find a speaking partner...

The online teacher Katie has some very practical ideas on How to find a partner for speaking practice - and talking to another "non-native" at least gets you developing your fluency and confidence, as Katie says:

1. First, you should try asking all your friends if they are interested. It’s very likely that you have a friend who is learning English or maybe you can find a friend of a friend. This is probably the easiest way.

2. The second easiest way is perhaps to try social media. You can find other people who are looking for a partner on Facebook, Instagram, YouTube, Reddit and many more. I have a Facebook group which you can join.

3. Don’t just look at social media pages for learning English. What are your other hobbies and interests? Join groups and follow pages related to your hobbies where the conversation is in English and join in!

And others have similar ideas - such as 9 Unexpected Places To Find Real-Life Language Partners by Fluent Language

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Friday, 6 March 2026

shattering paradise - or, the difference between an 'economic migrant' and an 'expat'

As  writing in today's Guardian suggests, influencers have sold the world a fantasy Dubai – and now it’s gone in a puff of missile smoke:

The city was portrayed as an aspirational place to live, but now those who moved there are realising the precarity that comes with being an economic migrant.

Who could have guessed that living a few hundred miles as the drone flies from Tehran might have risks? Certainly not the anonymous hedge funder who fumed to the Financial Times that “the trade was not that you were getting exposed to geopolitics”.

But if it’s hard to sympathise with the super-rich, as they discover that there are some things money can’t buy, then they are not the only Britons trapped in the Gulf. The deal Dubai offered economic migrants – which is what Britons seeking a better life in the Gulf are, much as some will hate the label – was a kind of real-life Truman Show: a sunny, shiny, sterilised low-crime haven for anyone itching to get rich or stay that way, sustained by stiff penalties for anyone publicly shattering its illusions.

Today's London Standard points out that influencers in Dubai have been warned they face prison for posting material about the conflict with Iran.

And earlier in the week, the Daily Mail's Guy Adams looked at The inside story of how the hollow Dubai dream has come crashing down... as expats are sent mysterious menacing warnings from the UAE government which hint all might not be as well as it seems.

Here we are looking at the world of the 'expat' - and a decade ago, the BBC was considering the difference between an expat and an immigrant:

The word expat is loaded. It carries many connotations, preconceptions and assumptions about class, education and privilege — just as the terms foreign worker, immigrant and migrant call to mind a different set of assumptions.

But what makes one person an expat, and another a foreign worker or migrant? Often the former is used to describe educated, rich professionals working abroad, while those in less privileged positions — for example, a maid in the Gulf states or a construction worker in Asia — are deemed foreign workers or migrant workers. The classification matters, because such language can in some cases be used as a political tool or to dehumanise — as the debate around the word “migrant” suggests.

It's not just 'semantics', it's also a question of law: Expat vs Immigrant vs Migrant vs Refugee vs Asylee Defined | American Visa Law Group

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Thursday, 5 March 2026

world book day - today!

Last month, it was National Storytelling Week in the UK, when we were encouraged to read, read, read!

Today it's World Book Day 2026! With all sorts of stuff to encourage us to read.


The BBC had a whole World Book Day 2026 - Live Lesson for most of the day.

Even the UK government is getting quite enthusiastic: World Book Day 2026: from one day to everyday reading – Teaching

And across the media, we have been getting lots of fun things around reading...

In Yorkshire on World Book Day 2026 -York children show off their costumes from favourite book characters, when going to school.

Although not everyone's in favour, asking if it's extra stress or a bit of fun? Teachers and parents discuss World Book Day.

Footballers are getting in on the act, as the Premier League supports the Foundation for World Book Day.

It seems that every organisation is jumping in, from Seven international trade book recommendations from the Chartered Institute team to 10 great books about global justice.

What would you recommend?!

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