Citizenship, identity and experiential learning from the virtual world Stewart Martin Abstract Virtual worlds can be effective in developing self-perception and identity (Bers, 2001) and technology is able to modify established and deep-rooted views (Martin & Vallance, 2008). The research reported here develops these affordances in new ways through the use of a purpose-built immersive virtual world using experiential learning to promote self-awareness, empathy with others and individual development. During adolescence young people are developing their sense of 'self' and adult relationships towards others and the wider world, framed through the context of family, friends and cultural and religious inheritance. They are also developing relationships with and attitudes towards political institutions and civil society; their citizenship identity. The complex dynamics between 'self', upbringing, cultural background, religious belief and social context may produce an individual sense of acceptance and welcome, feelings of achievement and engagement with social conventions and institutions, or lead to anomie, social rejection, personal failure, disaffection or radicalisation. In multicultural, pluralistic democracies the emergence of trans-national political structures and the rise of international tensions has increased concerns about the nature of and entitlement to citizenship. Particular anxieties surround the disengagement and marginalisation of groups such as Muslims (Osler & Starkey, 2003), heightened by economic globalisation, international terrorism and high- profile extremist events. Media reports can compound concerns, as with young Muslims' reported views on the desirability of Sharia Law (Daily Mail, 2007). Low voter turnout and an increasing cynicism and disaffection surrounding politics have exacerbated anxieties about disengagement. Citizenship education, introduced in the UK largely to address such anxieties, has been of limited success. This paper describes a virtual world project studying citizenship identity development in young people, using real-world scenarios to discover what motivates them to engage with political issues and citizenship, how they receive the concerns/values of others and how this technology can promote social inclusion and cohesion. Key Words: Virtual environments, identity, citizenship, education, experiential learning. *****