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I suspect that, in common with many others, ANGLO-STAFFS is confusing the role of referenda with that of Parliament. Usually, referenda are a means of allowing voters to record collective OPINIONS about particular issues. Any action taken subsequently - if at all - is taken by Parliament which has the powers to do so!
The benefit (or perhaps disadvantage) of a referendum on a particular single issue is that enables Parliament to make decisions in the knowledge of how voters have reacted to the question posed. Of course, the Labour Government did not want to hear what British (ie English) voters had to say about the Lisbon Treaty, and so, aided and abetted by the Lib Dems, contrived to avoid discovering that; thus Gordon Brown can pretend that most voters agree with him and his government.
Similarly, the 8% of voters in Scotland prefer to deal with things on the professed basis of the 'equality of nations'. The problems with that are: (1) Scotland is not really the equal of England and, in any event, (2) Scots will not afford even parity to the English [witness the absence of devolved government for England].
Scots have peddled the 'equal nations' approach for decades as a way of circumventing the fact that the population of England is ten times that of Scotland - an important factor in a democracy aspiring to 'one man, one vote'! In conjunction with that, they have promoted the idea that only Scots should be involved in any way about Scotland, its current interests and its future. Contrast this with their conduct in respect of England where persistent and widespread interference has been the order of the day.
At this stage, I would not be too prescriptive about the questions to be posed in referenda, because I seek to establish the principle that all voters in the UK should participate in any referenda about proposed constitutional changes. To continue with present practices is not only unfair and undemocratic but they, themselves, will eventually be the catalyst for the dissolution of the UK if they are not changed.
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