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Journal articles on the topic 'Ways of citizenship'
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1
Yuval-Davis, Nira. "Women, Citizenship and Difference." Feminist Review 57, no. 1 (September 1997): 4–27. http://dx.doi.org/10.1080/014177897339632.
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The article discusses some of the major issues which need to be examined in a gendered reading of citizenship. However, its basic claim is that a comparative study of citizenship should consider the issue of women's citizenship not only by contrast to that of men, but also in relation to women's affiliation to dominant or subordinate groups, their ethnicity, origin and urban or rural residence. It should also take into consideration global and transnational positionings of these citizenships. The article challenges the gender-blind and Westocentric character of many of the most hegemonic theorizations of citizenship, focusing in particular on the questions of membership in ‘the community’, group rights and social difference and the ways binaries of public/private and active/passive have been constructed to differentiate between different kinds of citizenships. The article argues that in order to be able to analyse adequately people's citizenship, especially in this era of ethnicization on the one hand and globalization on the other hand, and with the rapid pace at which relationships between states and their civil societies are changing, citizenship should best be analysed as a multi-tiered construct which applies, at the same time to people's membership in sub-, cross- and supra-national collectivities as well as in states.
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Idam, Ahmed Sddam. "Ways to promote a culture of citizenship in post-political Iraq." Tikrit Journal For Political Science, no. 15 (May 11, 2019): 60. http://dx.doi.org/10.25130/poltic.v0i15.126.
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The promotion of a culture of citizenship - which reveals one of its meanings as embracing the members of society irrespective of religion, sect, ideology or nationalism - and embraces them in one common crucible - is one of the basic tasks of societies and political systems. Because their availability in any country indicates the extent and high level of social integration among its components, in the sense that the value of citizenship is the standard and the prominent feature that distinguishes this country from that. Societies that are divided and socially divided do not have the spirit of recognition of the other and hence lack of citizenship. The political system, which does not seek to assimilate the various groups and organize them in political and legal frameworks based on the rule of law and full political participation under the state of institutions and the recognition of civil, political and economic rights, Is also working to weaken the culture of citizenship.
When talking about citizenship in the Iraqi situation, we find that it has been cracked by several reasons, some of them due to the policies of marginalization and marginalization adopted by the former political system towards society and thus created a culture of subjugation is unable to accommodate the colors of the community spectrum within the framework of the common homeland, The events of 9/4/2003 and the accompanying challenges have been obstacles to enhancing the culture of citizenship in post-political Iraq.
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Parker, Kunal M. "Disaggregating Citizenship." Law and History Review 19, no. 3 (2001): 655–60. http://dx.doi.org/10.2307/744276.
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Robert Steinfeld suggests that my article might be read in two entirely distinct ways—as a narrative of centralization, about which he is mildly enthusiastic, and as a narrative of citizenship, about which he is distinctly unenthusiastic. In my view, Steinfeld's understanding of citizenship, an understanding sharply at odds with my own, drives most of the criticisms he levels against the narrative of citizenship presented in the article.
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Harwood, Penny, and Caroline Davey. "Citizenship outside the Classroom." International Journal of Market Research 44, no. 3 (May 2002): 1–14. http://dx.doi.org/10.1177/147078530204400301.
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In the context of an increasingly pluralist and in some ways troubled society, work was undertaken to investigate the role of formal education and non-educational organisations in building good citizenship in girls and young women (9-19 years old). Different stages in the developmental process are identified, and the paper describes a number of ways in which experiential and attitudinal information was obtained from the range of respondents: these included a Citizen's Forum and quantitative omnibus research. Methodologies to involve the young people in focused and relevant debate during the one-day Forum were developed and are discussed.
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SEIDMAN, GAY W. "GENDERED CITIZENSHIP." Gender & Society 13, no. 3 (June 1999): 287–307. http://dx.doi.org/10.1177/089124399013003002.
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The tendency for abstract theorists of democratization to overlook gender dynamics is perhaps exacerbated in the South African case, where racial inequality is obviously key. Yet, attention to the processes through which South African activists inserted gender issues into discussions about how to construct new institutions provides an unusual prism through which to explore the gendered character of citizenship. After providing an explanation for the unusual prominence of gender concerns in South Africa's democratization, the article argues that during the drawn-out democratic transition, South African activists, often influenced by international feminist discussions, developed a collective definition of gender interests and began to build those interests into the structure of democratic institutions, in ways that will affect politics and the definition of “women's interests” in the future.
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Tanasoca, Ana. "Citizenship for Sale." European Journal of Sociology 57, no. 1 (April 2016): 169–95. http://dx.doi.org/10.1017/s0003975616000059.
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AbstractOpponents of commodification say that some things should not be for sale. Is citizenship one of them? Citizenship-by-investment schemes of naturalization allow investors virtually to “buy” citizenship. Revisiting objections to the older practice of selling another civic status—noble status—underscores many reasons why this trade may be regarded as problematic. The practice of selling citizenship is not only similar to that of selling honours but might also be thought wrong in analogous ways.
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Huttunen, Suvi, Miikka Salo, Riikka Aro, and Anni Turunen. "Environmental citizenship in geography and beyond." Fennia - International Journal of Geography 198, no. 1-2 (December 4, 2020): 196–209. http://dx.doi.org/10.11143/fennia.90715.
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The need for wider action against environmental problems such as climate change has brought the debate about the role of citizen to the political, practical, and scientific domains. Environmental citizenship provides a useful tool to conceptualize the relation between citizenship and the environment. However, there exists considerable variation in the ways environmental citizenship is understood regarding both the aspect of citizenship and the relationship to the environment. In this article, we review the literature on environmental citizenship and investigate the evolution of the concept. The article is based on a literature search with an emphasis on geographical research. The concept of environmental citizenship has moved relatively far from the Ancient Greek or Marshallian conceptualizations of citizenship as rights and responsibilities bearing membership of a nation state. Environmental citizenship literature has been influenced by the relational approach to space, focus on citizenship as acts and processes rather than a status and the broad spectrum of post-human thinking. However, conceptual clarification between different approaches to environmental citizenship is needed especially in relation to post-human approaches. Geographical thinking can provide fruitful ways to develop the understanding of environmental citizenship towards a more inclusive, less individualized, globally responsible, and plural citizenship.
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Jhagroe, Shivant. "Food Citizenship and Governmentality: Neo-Communitarian Food Governance in The Hague." Politics and Governance 7, no. 4 (October 28, 2019): 190–201. http://dx.doi.org/10.17645/pag.v7i4.2192.
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This article presents an account of food citizenship based on a governmentality framework. Moving beyond the dichotomy of democratic or neoliberal accounts of food citizenship, a food governmentality framework is presented. This Foucaultian inspired framework conceptualises food citizenship as identity formation in relation to various modes of power that govern food systems and subjects in significantly different ways. The article empirically illustrates how food citizenship relates to food governmentality by focussing on the food-related activities of a Transition Town initiative in the Netherlands (The Hague) called <em>Den Haag In Transitie </em>(DHIT). By defining food as a community issue, and employing holistic-spiritual and collaborative knowledge, food citizens in the DHIT case render sustainable food systems governable in radically new ways. I argue that this type of citizenship can be considered <em>neo-communitarian</em> food citizenship and moves beyond democratic or neoliberal accounts. Finally, the article reflects on neo-communitarian citizenship and argues for a nuanced understanding of food citizenship, moving away from either democratic romanticism or neoliberal criticism.
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Davies, Ian. "Citizenship Education in Europe." Citizenship, Social and Economics Education 3, no. 3 (September 1998): 127–40. http://dx.doi.org/10.2304/csee.1998.3.3.127.
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Following some contextual remarks about the nature of Europe and citizenship, there is consideration of the ways in which teachers and learners are developing the knowledge, skills and dispositions needed for effective citizenship in Europe. Some attention is given to the different levels of citizenship education which can occur and the choices that educators can make when developing relevant programmes.
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van Klinken, Gerry. "Citizenship in Myanmar: Ways of Being In and From Burma." Journal of Contemporary Asia 48, no. 4 (March 23, 2018): 688–90. http://dx.doi.org/10.1080/00472336.2018.1451910.
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Jorgenson, Shelane. "De-centering and Re-visioning Global Citizenship Education Abroad Programs." International Journal of Development Education and Global Learning 3, no. 1 (January 1, 2010): 23–38. http://dx.doi.org/10.18546/ijdegl.03.1.03.
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This paper explores the neocolonial implications of a global citizenship education program that annually sends a group of Canadian university students to volunteer in Thailand. Postcolonial theory is utilized to deconstruct hegemonic notions of globalization, citizenship and global citizenship and explore the ways in which a group of university students challenges and perpetuates imperialist discourses and practices. While the scope of this study is limited to six interviews, the post-colonial theoretical framework provides insight into the ways that such educational programs ought to be modified in order to curtail their colonial trends. In light of these findings, I propose a shift in our 'Western' understanding and enactment of global citizenship and global citizenship educational programs towards inclusion of multiple epistemologies, an ethical concern for social justice and fostering equitable relationships, mutual exchange and reciprocity.
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Lima, Clarisse O., and Scott W. Brown. "Global citizenship and new literacies providing new ways for social inclusion." Psicologia Escolar e Educacional 11, no. 1 (June 2007): 13–20. http://dx.doi.org/10.1590/s1413-85572007000100002.
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We are living in a society where information is the most valuable asset. However, the gigantic amount of information available daily creates the need for people to acquire new skills to locate, analyze and communicate this information. This comparative study utilizes an online survey to define global citizenship traits and identify the use of information and communication technologies (ICT), in 258 high school students in Brazil and the U.S. Differences in gender were also examined and the results inform how globalization, citizenship and ICT use are reflected in the self perceptions of boys and girls from both countries. The concept of new literacies is defined as the skills that individuals must posses to participate effectively and to be included in the diverse society we live.
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Sliusarchuk, Ivan, and Olha Mitenko. "Dual Citizenship: Real and Potential Threats to National Security. Legal Response." Information Security of the Person, Society and State, no. 27 (2019): 70–78. http://dx.doi.org/10.51369/2707-7276-2019-3-7.
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The article deals with the notion of dual citizenship, its legal regulation. The main threats to the national security of Ukraine related to the phenomenon of a multiple citizenship are analyzed. The experience of foreign countries from this issue is considered and the ways of legislative regulation of dual citizenship in Ukraine are offered. Key words: citizenship of Ukraine, citizen of Ukraine, multiple citizenship, legal regulation, national security, threats to national security.
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GRANT, MATTHEW. "HISTORICIZING CITIZENSHIP IN POST-WAR BRITAIN." Historical Journal 59, no. 4 (August 12, 2016): 1187–206. http://dx.doi.org/10.1017/s0018246x16000388.
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AbstractCitizenship has been widely debated in post-war British history, yet historians discuss the concept in very different, and potentially contradictory, ways. In doing so, historians are largely following in the footsteps of post-war politicians, thinkers, and ordinary people, who showed that citizenship could – and did – mean very different things. The alternative ways of framing the concept can be usefully described as the three registers of citizenship. First, there are the political and legal definitions of what makes any individual a citizen. Secondly, there is the notion of belonging to a national community, an understanding of citizenship which highlights that legal status alone cannot guarantee an individual's ability to practise citizenship rights. Thirdly, there is the idea of citizenship as divided between ‘good’ or ‘active’ citizens, and ‘bad’ or ‘passive’ ones, a differential understanding of citizenship which has proved very influential in debates about British society. This article reviews these registers, and concludes by arguing that all three must be taken into account if we are to comprehend properly the nature and citizenship as both status and practice in post-war Britain.
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Milani, Tommaso M. "Language and citizenship." Language & Citizenship 14, no. 3 (August 17, 2015): 319–34. http://dx.doi.org/10.1075/jlp.14.3.01mil.
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The main argument advanced in this article that frames this special issue is that citizenship is not just a highly polysemic word employed by the media and other political institutions; it is also a set of norms and (linguistic) behaviours that individuals are socialised into, as well as a series of practices that social actors perform through an array of semiotic means including multilingualism, multivoicedness, the body, and affect. In light of this, it is proposed that the linguistic/discursive study of citizenship should be expanded beyond a rather narrow emphasis on political proposals about language testing to include the diverse, more or less mundane, ways in which citizenship is enacted via an array of multivocal, material, and affective semiotic resources.
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Guerra-Sua, Ángela María. "Challenges for Peacebuilding and Citizenship Learning in Colombia." Magis, Revista Internacional de Investigación en Educación 11, no. 23 (January 1, 2019): 169–86. http://dx.doi.org/10.11144/javeriana.m11-23.cpcl.
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Some education practices can impede learning democratic citizenship agency by reinforcing injustices or omitting dissenting perspectives. Other practices may help address conflict issues through problem-posing inquiry activities. This literature review explores the ways social sciences’ curriculum practices can select knowledges that enhance peace or exacerbates violence. Considering peace and conflict theories, I highlight the limitations and possibilities for peacebuilding of Colombia’s citizenship and social sciences’ curricula. Also, I discuss the ways certain social studies curriculum decisions (selections and omissions) may reproduce violence, injustice and passivity. Finally, I discuss how certain practices may develop critical citizenship capacities to handle conflicts.
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DONOVAN, CATHERINE, BRIAN HEAPHY, and JEFFREY WEEKS. "Citizenship and Same Sex Relationships." Journal of Social Policy 28, no. 4 (October 1999): 689–709. http://dx.doi.org/10.1017/s0047279499005747.
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In the UK in recent years, a dramatic growth in media concern with same sex relationships has led to the suggestion that the resulting visibility is indicative of the extent to which the intimate lives of non-heterosexuals are becoming more acceptable. In this article we question this using data drawn from the Families of Choice Project, a qualitative research project based on interviews with over a hundred non-heterosexual women and men, which highlight the ways in which they are prevented from participating as full citizens in civic, political, economic, and legal society. Using Plummer's (1995) notion of intimate citizenship, we discuss first how respondents talk about the ways in which their intimate relationships are not recognised or validated legally, economically, politically or socially. We then analyse the respondents, ideas about what policy options could be considered to include their ‘families of choice’. Finally, we argue that the family model on which most legislation and policy is based is too narrow, exclusive and inflexible to include families of choice.
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Thomas, Lorrin. "Response to Padilla Peralta, Dan-el. Citizenship’s Insular Cases, from Ancient Greece and Rome to Puerto Rico. Humanities 2019, 8, 134." Humanities 9, no. 4 (November 25, 2020): 140. http://dx.doi.org/10.3390/h9040140.
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Dan-el Padilla Peralta’s exquisite exploration of citizenship and displacement across two millennia draws on sources from ancient Greece and Rome as well as modern empires, including the U.S., and proposes two creative heuristic devices—the “insular scheme” and “radical inclusion”—that enable us to better understand both the marginalizing experience and the animating possibilities of immigrant citizenship. In my response to his piece, I assess the relevance of these ideas to the history of Puerto Ricans in relation to the United States. Puerto Ricans, caught in the “insular scheme” of U.S. citizenship since American citizenship was imposed on them in 1917, are the most obvious exemplars of “differentiated citizens” in the nation and have struggled in multiple ways with the question of inclusion as citizens. I examine the ways that Puerto Ricans have used the language of recognition as a way to explain the aspiration of equitable citizenship, a vision of belonging in the nation that sounds much like Padilla Peralta’s “radical inclusion.”
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Stevenson, Nick. "Cosmopolitanism, Multiculturalism and Citizenship." Sociological Research Online 7, no. 1 (March 2002): 172–88. http://dx.doi.org/10.5153/sro.672.
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This paper argues that the study of citizenship needs to engage with both cosmopolitan and multicultural questions. Despite their difference social and political theory needs to find new ways to bring these concerns together. In particular it is argued that such a venture is only possible if cosmopolitanism opens questions of cultural identity, and multiculturalism decouples itself from specifically national concerns. These moves are likely to bring these approaches into a fruitful dialogue taking their arguments beyond mainstream liberalism, but maintaining a dialectic between universalism and difference. The paper ends by considering the challenge played by fundamentalism.
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Cheah, Saiki Lucy, and Lihong Huang. "Environmental Citizenship in a Nordic Civic and Citizenship Education Context." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 1 (December 11, 2019): 88–104. http://dx.doi.org/10.7577/njcie.3268.
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This study uses data from the International Civic and Citizenship Education Study 2016 (ICCS 2016) conducted in four Nordic countries: Denmark, Finland, Norway, and Sweden (students, N=18,962; teachers, N=6,119; school principals, N=630). We look at students’ attitudes, awareness, and behavior in relation to the educational goals and pedagogical means of teachers and school leaders working toward environmental citizenship. Drawing on the pragmatic framework of John Dewey and the contemporary experiential learning model, we identify some key school conditions and pedagogical approaches to education for environmental citizenship education. Based on the whole-school approach to environmental education, we seek to understand in what ways school environment and educational practices may positively affect student attitudes and behaviors that promote environmental citizenship. The objective is to identify the extent to which the school environment and citizenship educational activities are efficacious in fostering environmental citizenship attitudes and behaviors in students.
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Aktas, Fatih, Kate Pitts, Jessica C. Richards, and Iveta Silova. "Institutionalizing Global Citizenship." Journal of Studies in International Education 21, no. 1 (September 29, 2016): 65–80. http://dx.doi.org/10.1177/1028315316669815.
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While higher education internationalization efforts have traditionally been associated with the expansion of study abroad experiences, the recruitment of international students and scholars, as well as the growth of area studies and language programs, the past decade has seen an increase in a variety of multi-disciplinary approaches to “global citizenship” programs. These programs typically involve international service learning, international internships, study abroad, and academic study, which all work to provide students with “global” experiences. The aim of these experiences is to enhance students’ academic, professional, and personal development and expand their horizons to prepare them to function effectively in the “global” world. Building on Andreotti’s concept of critical global citizenship, this study examines how universities institutionalize global citizenship in their curricula by analyzing program mission statements, goals, and curriculum materials. Focusing on degree- and certificate-granting global citizenship programs, the study examines the different ways of conceptualizing “global citizenship” and discusses their implications for social justice and equity at both the theoretical and programmatic levels.
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Nabavi, Maryam, and Romina Mahboub. "A MOVEMENT TO BELONG: THE GREEN MOVEMENT AS A SITE OF CITIZENSHIP." International Journal of Child, Youth and Family Studies 4, no. 3.1 (August 21, 2013): 464. http://dx.doi.org/10.18357/ijcyfs43.1201312625.
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<p><span style="font-family: Times New Roman; font-size: small;">Drawing on ethnographic data collected in 2010, this paper unpacks the notion of social citizenship as it bears on the lives of young Iranian immigrant activists in Canada. Drawing on our researcher and activist standpoints, we examine activist youth’s involvement in the Green Movement<em> </em>– a global movement of dissent in response to the 2009 presidential elections in Iran. In doing so, we move beyond<em> </em>the duality of identity and belonging as mediated by a sense of nationhood to either Iran or Canada. Rather, through the lens of social citizenship, we shed light on the ways in which the Green Movement, as an activist practice, was a space of emancipation. We explore the ways in which support for and momentum of an initiative created and led by youth enabled them to engage as citizens in ways that challenged the notion that citizenship is defined merely by geographic borders; globalized social, cultural, and political contexts were more significant in characterizing their citizenship.</span></p>
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HALL, TOM, and AMANDA COFFEY. "Learning Selves And Citizenship: Gender And Youth Transitions." Journal of Social Policy 36, no. 2 (March 5, 2007): 279–96. http://dx.doi.org/10.1017/s0047279406000602.
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Discourses of citizenship have increasingly featured in social policies aimed at young people, particularly in relation to the promotion and crafting of ‘active citizens’. The inclusion of citizenship education in school curricula, the Learning and Skills development agency post-16 citizenship development programme, and the recent Green Paper Youth Matters, all speak of instilling in young people the rights and responsibilities that come with citizenship. In this article we draw on empirical work on youth transitions to explore the ways in which citizenship is learnt and lived by young people themselves. The article draws on some of the models of citizenship identified by Lister et al. (2003) in their study on young people's perceptions of citizenship, particularly considering them in relation to the gendered experiences and realities of youth transitions to adulthoods.
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Altan-Olcay, Özlem, and Evren Balta. "Class and Passports: Transnational Strategies of Distinction in Turkey." Sociology 50, no. 6 (July 11, 2016): 1106–22. http://dx.doi.org/10.1177/0038038515591944.
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This article analyses the process whereby members of new classes in Turkey mobilize their resources so that their children receive US citizenship at birth. Following the actors’ self-perceptions and motivations, we argue that US citizenship acquisition is a new capital accumulation strategy, aimed to forestall against risks in intergenerational transmission of class privileges. With this article, we aim to contribute to cultural class studies in the following ways: we suggest that the unpredictable nature of classification struggles becomes more evident in contexts where transition to neoliberalism is accompanied by dramatic political shifts. We situate the desire for US citizenship within class anxieties in Turkey, informed by historical meanings attached to the binary of ‘the West’ versus ‘the East’. Finally, we break down the boundaries between different country-cases by drawing on citizenship as capital, rather than as a backdrop that actors share. We explain the new ways in which class distinction strategies are transnationalized in the contemporary period.
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Keddie, Amanda. "Gender Justice and the English Citizenship Curriculum: A Consideration of Post– September 11 National Imperatives and Issues of “Britishness”." International Journal of Educational Reform 17, no. 1 (January 2008): 3–18. http://dx.doi.org/10.1177/105678790801700102.
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Although much contention has surrounded the introduction of the English citizenship curriculum, its political agenda clearly reflects a transformative approach to issues of justice and equity. In light of this agenda, this article supports feminist work in further problematizing the curriculum's silence around relations of gender and citizenship. It extends this work by exploring the implications of such silence within the context of the contemporary post–September 11 climate, where discourses around security and militarism have amplified social/gender inequities worldwide while further reducing the spaces available for active social and political engagement toward the “common good.” In the U.K. context, these trends are considered in light of the recent high-profile political debate around the issue of Britishness. Here, concern is expressed about how superficial engagement with this debate may be mobilized in exclusionary ways that do little to militate against the masculinist framings of the citizenship curriculum. Conversely, critical engagement in debates around British national identity are also presented as being potentially generative in terms of their capacity to strengthen the discourse of ideal citizenship in the United Kingdom in ways that foster a more critical and gender-just approach to citizenship education.
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Henderson, Deborah J., and Elizabeth J. Tudball. "Democratic and participatory citizenship: youth action for sustainability in Australia." Asian Education and Development Studies 5, no. 1 (January 4, 2016): 5–19. http://dx.doi.org/10.1108/aeds-06-2015-0028.
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Purpose – The purpose of this paper is to provide a critical analysis of recent examples of action competence among young people engaged in democratic participatory action in sustainability programs in Australia. It explores examples of priorities identified for citizen action, the forms this action takes and the ways that democratic participation can achieve positive outcomes for future sustainability. It suggests multiple ways for developing action competence that provides further opportunities for authentic and engaging citizen action for youth connected to school- and community-based learning, in new and powerful ways. Design/methodology/approach – This conceptual paper examines international literature on the theory of “action competence,” its significance for education for sustainability (EfS) and the ways it can inform education for young people’s democratic participatory citizenship and civic engagement. It analyses examples of the development of action competency among young people in Australia, including the problems and priorities identified for citizen action, the forms this action takes and how it can achieve positive outcomes for sustainability. Following this analysis, the paper suggests multiple ways for developing action competence in EfS in schools and communities in new and powerful ways. Findings – Developing EfS to increase democratic and participatory action among young citizens is now widely regarded as an urgent education priority. There are growing exemplars of school and community organizations’ involvement in developing EfS learning and teaching to increase participatory citizenship. Young people are being empowered to develop a greater sense of agency through involvement in programs that develop action competence with a focus on sustainability in and out of school. New forms of participation include student action teams and peer collaboration among youth who are marshaling social media and direction action to achieve change. Originality/value – It contributes to the literature on multiple ways for developing action competence in EfS.
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Hepburn, Eve. "Is There a Scottish Approach to Citizenship? Rights, Participation and Belonging in Scotland." European Yearbook of Minority Issues Online 13, no. 1 (May 22, 2016): 195–219. http://dx.doi.org/10.1163/22116117_01301010.
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Had Scotland voted for independence in September 2014, it would have gained all the paraphernalia of statehood, including full rights over citizenship. But despite the “no”, can we still detect a Scottish citizenship without the machinery of statehood? This article examines Scotland’s ability to influence citizenship and migration policy from two perspectives. First, from a legal perspective, it examines the Scottish government’s limited control over citizenship, nationality and migration legislation, although it has a broader scope to develop its own approach to migrant integration. Next, the article considers citizenship from a broader political and sociological perspective, focusing on the extent to which the three facets of citizenship identified by Marshall in 1950—civil, social and political rights—have been decentralized with the creation of the Scottish Parliament. Finally, the article examines the ways in which the Scottish approach to citizenship has diverged from the uk (English) approach.
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Lavi, Shai. "Punishment and the Revocation of Citizenship in the United Kingdom, United States, and Israel." New Criminal Law Review 13, no. 2 (2010): 404–26. http://dx.doi.org/10.1525/nclr.2010.13.2.404.
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The article examines the ways in which three common law countries——the United Kingdom, the United States, and Israel——have introduced new rules for the revocation of citizenship that diverge from the traditional common law model. The main thrust of the article is to demonstrate how these new regulations are based on three distinct models of citizenship: citizenship as security, citizenship as a social contract, and citizenship as an ethnonational bond. Instead of critically evaluating each model, the article offers a fourth model for revocation based on the civic notion of citizenship. This model offers a new formulation of the traditional common law duty of allegiance, of its breach, and of the revocation of citizenship as punishment. The article will conclude with the suggestion that this model may be able simultaneously to guarantee the protection of political rights and to safeguard the political community.
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Crane, Andrew, and Dirk Matten. "Incorporating the Corporation in Citizenship: A Response to Néron and Norman." Business Ethics Quarterly 18, no. 1 (January 2008): 27–33. http://dx.doi.org/10.5840/beq20081812.
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This article presents a response to Néron and Norman’s contention that the language of citizenship is helpful in thinking about the political dimensions of corporate responsibilities. We argue that Néron and Norman’s main conclusions are valid but offer an extension of their analysis to incorporate extant streams of literature dealing with the political role of the corporation. We also propose that the perspective on citizenship adopted by Néron and Norman is rather narrow, and therefore provide some alternative ways in which corporations and citizenship might be brought together. We conclude by suggesting that, rather than simply applying the concept of citizenship to corporations, we now need to go further in exploring how corporations might play an active role in reconfiguring the whole notion of citizenship itself.
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Patrick, Ruth. "Wither Social Citizenship? Lived Experiences of Citizenship In/Exclusion for Recipients of Out-of-Work Benefits." Social Policy and Society 16, no. 2 (November 8, 2016): 293–304. http://dx.doi.org/10.1017/s147474641600049x.
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Drawing on a qualitative longitudinal study that examined experiences of welfare reform among a small group of recipients of out-of-work benefits, this paper considers how individuals’ social citizenship rights, responsibilities and status are all affected by processes of welfare reform. It discusses the ways in which welfare conditionality impacts upon targeted individuals’ citizenship status, noting a trend towards ‘conditioning’, where people seek to govern and manage their own behaviour(s) in order to meet the demands of contemporary citizenship. The paper considers the extent to which even a ‘modicum of economic welfare and security’ is now denied to so many Britons, concluding with a discussion of what if any emancipatory potential social citizenship still holds.
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Wonders, Nancy A., and Lynn C. Jones. "Doing and undoing borders: The multiplication of citizenship, citizenship performances, and migration as social movement." Theoretical Criminology 23, no. 2 (October 3, 2018): 136–55. http://dx.doi.org/10.1177/1362480618802297.
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Despite the global and pervasive reality of human mobility, many western nations are framing migration as a security risk requiring a criminal justice response. Drawing on developments in the criminology of mobility, the social construction of difference, critical citizenship studies, and social movement theory, we develop an alternative theoretical framing of migration. We examine ways that the contemporary formation of citizenship and irregularity do bordering via the multiplication of citizenship categories that operate relationally and performatively to border subjectivities and construct differences. Drawing on illustrative examples from the United States and Spain, we then analyze the potential of local citizenship performances to undo borders and bridge the divide between irregularity and citizenship, with national and global implications for substantive and juridical rights. Reframing migration as a social movement and conceptualizing citizenship as a performance that reflects political struggle acknowledges the power of ordinary people to challenge borders from below.
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Matsevich-Dukhan, Iryna Ja. "The ethical dilemma of citizenship by investment." Journal of the Belarusian State University. Sociology, no. 4 (January 4, 2021): 23–28. http://dx.doi.org/10.33581/2521-6821-2020-4-23-28.
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The article reveals socio-philosophical basis for judging the phenomenon of the citizenship by investment in the creative society from the ethical perspective. Different ways of assessing the development of forms and content of the citizenship by investment as social and moral progress or regress are demonstrated. The paradoxical nature of the creative class choice between a sound possibility to invest into the beneficial citizenship and a necessity of its limitation from the moral point of European community view, expressed in public space and the EU official political discourse, is explicated.
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Hines, Sally. "(Trans)Forming Gender: Social Change and Transgender Citizenship." Sociological Research Online 12, no. 1 (January 2007): 181–94. http://dx.doi.org/10.5153/sro.1469.
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This paper aims to contribute to recent sociological debates about gendered identity constructions and formations, and gendered citizenship, by exploring gender transformation through an analysis of new femininities and masculinities as they are variously articulated by transgender women and men. The paper charts the ways in which transgender has emerged as a subject of increasing social and cultural interest in recent years. Shifting attitudes towards transgender people are also evident through recent legislative changes brought by the Gender Recognition Act (2005). These social, cultural and legislative developments reflect the ways in which gender diversity is acquiring visibility in contemporary society, and suggest that gender diverse people themselves are experiencing greater levels of social inclusion. Such developments mark transgender as an important and timely area of sociological study. The paper argues that while the Gender Recognition Act marks a significant shift in socio-legal understandings of ‘gender’ as distinct from ‘sex’, it problematically remains tied to a medical perspective of transgender that continues to marginalise practices of gender diversity. The paper thus proposes caution against an assured trajectory of (trans) gender transformation and social change. Rather, normative binary understandings of ‘gender’ underpin recent social and legislative shifts, giving way to individual and collective tensions around the desirability of assimilation. In turn these issues produce divergent ways of living as ‘new’ women and men.
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Bryson, Valerie. "Women and Citizenship: Some Lessons from Israel." Political Studies 44, no. 4 (September 1996): 704–18. http://dx.doi.org/10.1111/j.1467-9248.1996.tb01750.x.
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Many of the conditions which British feminists have identified as necessary for the full citizenship of women seem to have been met in Israel. Even Jewish women, however, remain disadvantaged in many ways. This paper analyses the causes of their disadvantage, showing that some are shared with other nations while others are specific to Israel.
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den Heyer, Kent, and Cathryn van Kessel. "Evil, Agency, and Citizenship Education." Articles / Les articles 50, no. 1 (April 12, 2016): 79–96. http://dx.doi.org/10.7202/1036107ar.
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We all have a sense of evil, but many of us do not ponder its nature or the ways in which our beliefs about evil shape what we teach and learn about the actions of citizens in historical or contemporary times. We argue that the word and concept of evil can be detrimental to the development of good citizens when it is used as a political and educational shibboleth to shut down critical thought about traumatic historical and contemporary events. Read through the work of Hannah Arendt and Alain Badiou, however, a pedagogical engagement with our understandings of evil offers an opportunity to learn from difficult events in a way that might inform contemporary action towards a less violent future.
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Hojaqizi, Guliatir. "Citizenship and Ethnicity: Old Propiska and New Citizenship in Post-Soviet Uzbekistan." Inner Asia 10, no. 2 (2008): 305–22. http://dx.doi.org/10.1163/000000008793066740.
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AbstractThis paper looks at two modes of 'belonging' in Uzbekistan: the first as a full citizen and the second as an 'illegal' resident of the place, these being two different ways of perceiving oneself as an Uzbek citizen. It is of crucial importance to consider the direct effect of existing internal registration regulations (propiska) on the self-perception of being a citizen and an Uzbek. I argue that this local policy, together with the failure of citizenship, has led to other kinds of memberships within non state institutions. The overarching Uzbek national identity has become a formal cover and an instrument for political discourse only at a higher level. At the lower level, as local discourses indicate, 'ethnic' or regional net-works and identities have been strengthened and regained their importance in the everyday lives of people in Uzbekistan. I will make use of contemporary approaches to the studies of citizenship that focus on the experiences of citizens and social construction of citizenship from below. The data used in the article was collected as part of fieldwork of thirteen months conducted in Uzbekistan.
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Ahmed, Ishfaq, Mian Sajid Nazir, Imran Ali, Mohammad Nurunnabi, Arooj Khalid, and Muhammad Zeeshan Shaukat. "Investing In CSR Pays You Back in Many Ways! The Case of Perceptual, Attitudinal and Behavioral Outcomes of Customers." Sustainability 12, no. 3 (February 6, 2020): 1158. http://dx.doi.org/10.3390/su12031158.
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Researchers and scholars have widely attributed corporate social responsibility (CSR) to enormous outcomes. However, the customer-specific outcomes are either less investigated or lack clarity. By focusing on perceptual, attitudinal and behavioral outcomes of CSR, this study entails that CSR influences customers’ citizenship behavior (behavioral outcome) both directly and indirectly (through service quality and affective commitment—perceptual and attitudinal outcomes). Survey data collected from 669 fast-food restaurant customers were analyzed through the structural equation modeling technique. The results revealed a positive and significant relationship between restaurants’ CSR efforts and customers’ behavioral responses in terms of citizenship behavior. Findings also highlight that CSR does not only have a direct relation but the sequential mediation mechanism also exists. The study extends the existing literature by focusing on the ignored causal link of CSR and customer citizenship behavior (CCB) by considering the service quality and affective commitment as an explanatory mechanism, and provides certain practical implications which could also be useful for managers of the restaurant industry to devise their socially responsible practices.
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Schulz, Wolfram, and Julian Fraillon. "The Iea International Civic and Citizenship Education Study (ICCS): Concept and Design." CADMO, no. 1 (June 2009): 21–34. http://dx.doi.org/10.3280/cad2009-001005.
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- The purpose of the International Civic and Citizenship Education Study (ICCS) is to investigate the ways in which young people are prepared to undertake their roles as citizens. The article describes how the learning context for civic education is explored in the ICCS survey. It outlines the conceptual framework, the design of the study and the assessment instruments for students, teachers and school principals as well as a national context survey collecting data on the national contexts for civic and citizenship education.Keywords Citizenship Education, comparative research, survey design.
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Staeheli, L. A. "Restructuring Citizenship in Pueblo, Colorado." Environment and Planning A: Economy and Space 26, no. 6 (June 1994): 849–71. http://dx.doi.org/10.1068/a260849.
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The terrain of local democracy in the United States is shifting. Structural changes in the economy and political institutions threaten the social rights of citizenship and the standing of individuals in the polity. In this paper, I examine political activism at the local level as a response to the changing nature of citizenship under economic and political restructuring. Interviews with residents of Pueblo, CO, are used to evaluate the ways in which citizens respond to restructuring. I argue that residents of Pueblo may be successful in the short term in using their activism to respond to the new opportunities and needs created by restructuring. However, the inability of residents to create linkages among members of social groups may ultimately limit their ability to forge a new progressive politics out of restructuring.
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Çela, Eriada. "Am I an Active Citizen? Women’s Narratives of Citizenship Practices in Albania." Croatian International Relations Review 21, no. 73 (August 1, 2015): 109–29. http://dx.doi.org/10.1515/cirr-2015-0013.
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Abstract This study explores the topic of citizenship as related to the practices of twelve Albanian women. This research utilizes literature on gender and citizenship as a framework for comparing and analysing the narratives of women who exert their political citizenship through civil society and governmental political bodies. First, this study explores the ways the interviewees perceive citizenship while analysing women’s narratives to get at their spoken and unspoken specificities. Secondly, it discusses their conceptualisations of themselves as active citizens and analyses how their expressed perceptions relate to their identification as political actors with regards to their identities as women. Thirdly, it analyses issues of relevance to women’s engagement as active citizens as they appear from women’s individual experiences of citizenship in the narratives. This research focuses on the way interviewed Albanian women perceive themselves in relation to their citizenship and what their experiences as citizens say about their self-identification as agents with a say in the issues that affect their lives.
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Ríos-Rojas, Anne. "Beyond Delinquent Citizenships: Immigrant Youth's (Re)Visions of Citizenship and Belonging in a Globalized World." Harvard Educational Review 81, no. 1 (March 21, 2011): 64–95. http://dx.doi.org/10.17763/haer.81.1.6j488401h4540454.
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Using ethnographic fieldwork conducted in a public high school located in the greater Barcelona area, Anne Ríos-Rojas focuses on the experiences of immigrant youth as they negotiate a sense of belonging in an ever more globalized society. Ríos-Rojas pays particular attention to the multiple and at times contradictory ways in which youth maneuver within a social landscape that is flooded with confusing messages about what it means to belong (or not) in a new society. Drawing richly on their voices, she describes how these youth navigate through discourses that at times locate them as delinquents and terrorists and, at other times, as victims who require saving—but always as outsiders. She concludes with an exploration of the theoretical and practical implications of attending to youth's (re)visions of belonging and citizenship within an increasingly complex globalized world.
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Tsiougkou, Eirini, Konstantinos Tsioumis, and Argyris Kyridis. "Greek Teachers’ Perceptions about Citizenship and Its Functionality as Educational Tool in the Classroom." Review of European Studies 9, no. 4 (November 22, 2017): 147. http://dx.doi.org/10.5539/res.v9n4p147.
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We are moving into an era of intense economic, social and political crisis, where the need of active and critically thinking citizens is imperative. Teachers play a key role in the transmission of knowledge, values and skills which are essential for students to become effective citizens. The aim of the study is to investigate teachers’ perceptions about citizenship and its functionality as educational tool in the classroom. Specifically I investigated their views on citizenship, on citizenship education and on ways of teaching citizenship, as well as, on the objectives of citizenship education that they consider as important. Finally, I examined the frequency with which they perform certain actions in their classroom. The survey was conducted in the spring of 2016 using a questionnaire with closed questions. In our research took part 183 Greek primary school teachers.
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Lainer-Vos, Dan. "Social Movements and Citizenship: Conscientious Objection in France, the United States, and Israel." Mobilization: An International Quarterly 11, no. 3 (October 1, 2006): 357–75. http://dx.doi.org/10.17813/maiq.11.3.q10334171q6q0155.
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This article examines the ways in which citizenship regimes shape social struggles. It traces the conscientious objection movements in France during the war in Algeria, in America during the Vietnamese War, and in Israel after the invasion of Lebanon to show how they employed different practices and formed different alliances despite having similar goals. These differences can be attributed, in part, to the different citizenship regimes in each country: republican in France; liberal in the U.S.; and ethnonational in Israel. Arguments and practices that seemed sensible in one locale seemed utterly inappropriate in another. Social movements' activists did not manipulate conceptions of citizenship strategically. Rather, citizenship regimes constitute subjectivities and thereby shape the sensibilities and preferences of activists and state actors. Citizenship regimes shape social dramas by structuring the repertoire of contention available in a particular struggle.
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Iannelli, Laura, and Carolina M. Marelli. "Performing civic cultures: Participatory public art and its publics." International Journal of Cultural Studies 22, no. 5 (July 23, 2019): 630–46. http://dx.doi.org/10.1177/1367877919849964.
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This research investigated the performances of participatory public art as ways of taking political agency in contemporary democracy. We considered these ‘maximalist’ forms of participation – ‘multi-sited’, as the language of democratic theory suggests, in both the political sphere of art and the formal arena of politics – as ways of doing, acting, and performing citizenship in democratic societies. Drawing upon the ‘cultural turn’ in citizenship studies, we assumed civic cultures as central variables to explain these forms of political agency. Referring to media audience research, we adopted an analytical framework to explore the artists’ civic cultures that are in action in public urban spaces. The analysis focused on performances of citizenship developed in Sardinia (Italy). The research shed light on the artists’ knowledge and values, the multiple layers of audience participation envisaged in their practices of communication, their (dis)trust towards institutions and non-elite actors in civil society, and the civic identities they perform in contemporary societies.
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Herzog, Ben. "Revocation of Citizenship in the United States." European Journal of Sociology 52, no. 1 (April 2011): 77–109. http://dx.doi.org/10.1017/s0003975611000038.
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AbstractRogers Brubaker in his 1992 path-breaking study proposes a theory of citizenship as a coherent world view: the French liberal model identifies citizenship as a community based on territoriality; the German ethno-nationalist model bases citizenship on blood-line. Rogers Smith challenged Brubaker and, based on a 1997 study of United States immigration laws, claims that the American concept of citizenship is a non-coherent mix of various principles: liberal, ethno-nationalist and republican at the same time. Both authors inspired a great deal of research, but all studies so far have attempted to adjudicate between the two competing theories by looking at inclusionary practices, at the various ways citizenship is granted in various countries, and their results are inconclusive. This paper reports findings for a study which looked at exclusion. The data on United States laws and legislative debates about the states’ rights to revoke, and citizens’ privilege to renounce, citizenship lends support to Rogers Smith’s arguments regarding inclusion and citizenship, while underlining war as an independent sociological source for the genesis, persistence and dispersion of these bundles or equilibria.
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Arellano, Alec. "Tocqueville on Intellectual Independence, Doubt, and Democratic Citizenship." Review of Politics 82, no. 1 (December 20, 2019): 49–72. http://dx.doi.org/10.1017/s0034670519000780.
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AbstractSome contend that politics functions best when deference is given to tradition and authoritative community norms, while others argue for the importance of independent thought and doubt about received sources of authority. Insight into this question can be found in the work of Alexis de Tocqueville. While Tocqueville is often taken to regard the doubt characteristic of intellectual independence solely as a pathology, I show that he also saw it as a potential precursor to conversation, a stimulus to self-assured conviction, and a counter to distortionary abstractions. Nonetheless, Tocqueville also elaborates the destructive outcomes of too much doubt and intellectual independence. I identify the ways in which he seeks to discipline and educate the drive to independent thought so as to attain its benefits without falling victim to its pathologies. In doing so, I demonstrate the ways in which Tocqueville can be a guide to navigating the perennial tension between intellectual inquiry and authoritative community norms.
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Hanson, Cindy, and Barbara McNeil. "6. Faculty Understanding and Implementation of Internationalization and Global Citizenship." Collected Essays on Learning and Teaching 5 (June 19, 2012): 33. http://dx.doi.org/10.22329/celt.v5i0.3410.
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This paper shares insights into how university faculty understand and integrate internationalization and global citizenship ideas into their pedagogical practices. The study worked with a broad base of faculty to come to an understanding of what it means for scholarship to embrace internationalization in teaching and then to explore ways of sharing that knowledge through pedagogical practices in the classroom. The results demonstrate faculty commitments to global citizenship, willingness to share teaching strategies, and ethical concerns about internationalization. Through this project the researchers hope to inform capacity to understand, develop, and deliver teaching strategies that enhance values associated with global citizenship.
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Brown, Cameron J. H. "Global Hegemony and Place-Based Resistance: Citizenship, Representation, and Place in Canadian Multiculturalism and the Zapatista Movement." Arbutus Review 3, no. 2 (December 5, 2012): 37–60. http://dx.doi.org/10.18357/tar32201211641.
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The Zapatista movement that began in Southern Mexico in 1994 continues to offer a sharp break from the common politics of indigenous communities in North America. In order to develop an understanding of this break, this article contrasts the different conceptions of place and citizenship within the Zapatista movement to those within Canadian multiculturalism. This allows one to see the ways in which colonial representation over space work to redirect conceptions of citizenship from place into the hegemonic ordering of the State and capital. Through this exploration the relationships between conceptions of citizenship, representation over space, and colonial hegemony are presented.
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HUNTER, EMMA. "DUTIFUL SUBJECTS, PATRIOTIC CITIZENS, AND THE CONCEPT OF ‘GOOD CITIZENSHIP’ IN TWENTIETH-CENTURY TANZANIA." Historical Journal 56, no. 1 (February 1, 2013): 257–77. http://dx.doi.org/10.1017/s0018246x12000623.
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ABSTRACTThe growing interest in citizenship among political theorists over the last two decades has encouraged historians of twentieth-century Africa to ask new questions of the colonial and early post-colonial period. These questions have, however, often focused on differential access to the rights associated with the legal status of citizenship, paying less attention to the ways in which conceptions of citizenship were developed, debated, and employed. This article proposes that tracing the entangled intellectual history of the concept of ‘good citizenship’ in twentieth-century Tanzania, in a British imperial context, has the potential to provide new insights into the development of one national political culture, while also offering wider lessons for our understanding of the global history of political society.
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최병덕 and Chae Jang-Soo. "The Reality of Democratic Citizenship Education in Daegu and Ways to Improve It." 한국학논집 ll, no. 67 (June 2017): 195–230. http://dx.doi.org/10.18399/actako.2017..67.006.
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