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Funded by the Social Sciences and Research Council of Canada (SSHRC) grant, this national study examines arts-based adult education organizations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies considers how cultural and linguistic diversity must be fostered to encourage adults to thrive in all learning environments and recognizes that multimodality provides an expanded way to engage in literacy practices. Utilizing Carey Jewitt's four theoretical tenets to characterize multimodality serves to structure the analytical framework for the findings and discussion of this paper. Multiple case studies and constructivist grounded theory were used for the methodology. Some of the sites discussed in this paper include an art gallery; an immigration museum; and a chamber music organization that offers interactive performances. Participants included adult educators and learners who had options around face-to-face interviews; observations; document analysis of lesson plans or exemplars; or secondary data analysis of original ¿lm footage shot in these spaces. This research has found that arts-based approaches can infuse the work of adult educators to engage adult learners in inclusive pedagogy and active citizenship.

This article studies the contested legal–political dynamics around forced migration flows to and through an unrecognized state: the Turkish Republic of Northern Cyprus (TRNC). We adopt an analytical perspective drawn from the literature on performative politics and the legal anthropology of documents to explore how migration dynamics interact with the contested legal status of the TRNC. Our two main questions are: What practical shape do the human rights of refugees and asylum seekers take in an interstitial legal space, where the foundation of law is itself subject to ambiguity, suspension, and contestation? And what implications—opportunities and hazards—does this constellation have for refugees and asylum-seekers? Drawing on interviews, lived experience and fieldwork observations, we make two arguments. First, we contend that the interstitial status of the TRNC represents both an opportunity for refugees and a threat. Secondly, we argue that a purely legal or technical understanding of legal identity and concurrent rights is inadequate; we must subject these phenomena to a politically informed analysis of the everyday practices through which legal norms and spaces are continuously shaped and reshaped. [ABSTRACT FROM AUTHOR]

In this paper, we examine citizenship crisis in the Northeast Indian state of Assam through the lenses of structural and cultural violence. In 2019, close to two million people in Assam were disenfranchised by updating the National Register of Citizens (NRC). The vast majority of those disenfranchised are Miya people who have been subjected to legacies of persecution and violence since the early 19th century during British colonial rule. We map the contours of the citizenship crisis by centering the struggles of Miya communities who are most deeply impacted by violent citizenship regimes. Using a structural and cultural violence lens, we elucidate the linkages between colonial histories, (post)colonial policies, and institutional practices on the one hand and Miya people's everyday struggles on the other. Across these analyses, we demonstrate how current citizenship regimes operate as a form of state-sanctioned violence against Miya people. The implications of these analyses for rethinking contemporary notions of citizenship and belonging for community-engaged scholarship are discussed., (© 2023 The Authors. American Journal of Community Psychology published by Wiley Periodicals LLC on behalf of Society for Community Research and Action.)

This paper explores the connections between archival research and teaching as an adjunct faculty member and mother. The form of the essay is an example of the "I-Search paper," a first-person account of the research process. In I-Search papers, authors start with the "search story," where they explain their initial research questions, then describe their "search results" in detail, including the primary sources they found, and end with a reflection on the research process. This essay is two I-Search papers in one—bringing together the experience of reading about students' historical research experiences with the author's own version of a research story. The essay is about teaching and research and their intersections, and especially what teaching has taught the author about research. The account of the individual research experience touches on the archival experiences of frustration and boredom, and the tension between wanting to find something in the archives and coming away with something else, and ends with a reflection on how our personal circumstances can impact our research. [ABSTRACT FROM AUTHOR]

In the Bahamas, children born to undocumented migrants grow up without citizenship but are entitled to apply for it upon their eighteenth birthday. However, due to the stigma of having Haitian origin, Bahamians of Haitian descent continue to be othered racially and ethnically even after eventually becoming Bahamian citizens. In this essay, I argue that second-generation Haitian Bahamians are viewed as perpetual foreigners by mainstream Bahamians and continuously struggle to access the benefits of cultural and legal Bahamian citizenship. Structural and individual practices of 'othering' and exclusion have created notions of a two-tier system of citizenship in the Bahamas where some people are considered to be 'real Bahamians' and others are considered to be 'paper Bahamians.' Using semi-structured interviews with second-generation Haitian Bahamians with and without citizenship, participants reveal the ways they continue – or expect to continue – to experience discrimination and exclusion from Bahamian citizenship because of their Haitian ethnicity. Second-generation Haitians are often treated as perpetual foreigners and practices of individual and structural discrimination reproduce inequality and reflect the failure to fully integrate Haitians into Bahamian society. [ABSTRACT FROM AUTHOR]

The paper analyses how documents, particularly ration cards and voter IDs, mediate and constitute urban citizenship claims, especially on the part of the poor to gain access to welfare services in Delhi. It examines how citizenship is claimed, negotiated, performed, and realized through various documentary, inscriptive, and enumeration counter-tactics. Enumeration counter-tactics include letter-writing, office visits, self-surveys, the solicitation of information through the Right to Information policy, and the production of counterfeit documents. In this respect, I argue that the bureaucratic calculations marked by arbitrariness and indeterminacy remain a predominant mode of urban governance and dispossession. Yet these calculations also precipitate counter-tactics by the poor, drawing our attention to the heterogeneous character of the state. The counter-tactics provide an understanding into the ways in which communities implicate themselves with the state by forging relationships, establishing and inventing kinship ties, and subverting social hierarchies in unanticipated ways. [ABSTRACT FROM AUTHOR]

Increasingly pervasive digital technologies in societies are placing complex demands on the development of young people's digital citizenship and digital competence. Social science education and teacher education (TE) play important, but poorly understood, roles in this development. Through reflexive thematic analysis of semi-structured interviews, this paper explores 15 Swedish teacher educators' (TEDs) views of teaching for digital citizenship, particularly social science TE's role. We also consider organisational and personal conditions that may influence TEDs' views of professional digital competence (PDC) for such teaching. Their views are examined through a postdigital lens, with a focus on democratic implications in evolving socio-technical environments. The results indicate that TEDs acknowledge the importance of social science TE in teaching for digital citizenship, but find maintaining responsiveness to societal changes challenging. Challenges are also posed by the multidisciplinary character of social science education, including how personal trajectories shape TEDs' views of their dual-didactic task of teaching to teach for digital citizenship. This paper contributes knowledge of how TEDs, as 'street-level bureaucrats' in social science TE, navigate between written and performed education policy in teaching for digital citizenship, with specific attention to the dynamic character of PDC in social science education.

Embedded in society, digital infrastructure has changed citizens' lives. Young people therefore need to develop digital competence and digital citizenship, and schools have an important role in this regard. To prepare new schoolteachers for this role, teacher educators (TEDs) need professional digital competence (PDC) that includes knowledge, competences, and a conceptual understanding to teach teaching for digital citizenship. In light of the limited body of research on theorizing digital citizenship in relation to TEDs' PDC, this paper critically analyzes three conceptualizations of digital citizenship. Being potentially normative and part of the latest phase of development in the field, these conceptualizations could shape TEDs' PDC and practice. In a qualitative content analysis of the selected conceptualizations, this paper uses a postdigital lens to bring into focus and critically analyze aspects of philosophical underpinnings related to socio-technical relations. The results show that conceptualizations of digital citizenship convey different understandings of human--technology relations and the knowledge and competences necessary to exercise digital citizenship. These differences have far-reaching implications for TEDs' PDC in ways that could impact students' opportunities to develop digital competence and digital citizenship. Therefore, TEDs' PDC needs to include a critical understanding of digital citizenship, and the post-pandemic juncture of "new normal" provides opportunities to rethink and reframe PDC. To this end, a postdigital lens can shift the focus to how PDC is contingent on the shifting entanglements in which pedagogical activities are situated and orchestrated, and how these relate to broader issues of injustice in society.

At a time when there are renewed expressions of concern about how our societies are organised and the health of our democracies, this paper focuses on the role of education in a democracy. Informed by John Dewey's and Martin Buber's accounts of what it is to be educated, and Homi Bhabha's concept of third space work, the paper presents the case for a progressive education for democratic citizenship. Adopting an ethnologically-informed approach, the paper provides an in-depth look at two Catalan and two English schools, focussing on the ways in which they look to provide a democracy enabling education. The findings reveal how and why mutual cooperation, collaboration and dialogue in relationships are key elements in the modelling of an education for democratic citizenship.

Intersectionality scholarship has yet to systematically recognize the importance of citizenship status for the mutual shaping of inequalities. In this article, we bring attention to the combined structuring force of criminal law and citizenship status (and the related concepts of 'illegal' or 'irregular' status) in intersecting with other categories of social disadvantage, such as those created by racialization, class, gender and ethnicity. Drawing on ethnographic fieldwork and interviews with women in prisons for 'foreign nationals' and health clinics for 'undocumented' migrants in Norway and Denmark, this article shows how citizenship status has a central role in the co-constitution of gendered, classed and racialized social disadvantages. [ABSTRACT FROM AUTHOR]

Seemingly mundane bureaucratic papers – such as birth and marriage certificates – are official proof of legal identities and relations to kin, usually issued by the state of origin. For Syrians who have sought asylum in Germany, these documents are necessary during the asylum procedure and beyond, for certain bureaucratic procedures and the recording of crucial life events. Retracing the crafting of these documents in Syria, and their encounter with German bureaucracy, captures the depth of the entanglement between the Syrian and German citizenship regimes, as well as their discrepancies in relation to paperwork and legality. Drawing on ethnographic research with Syrians in Lebanon and in Germany, this article argues that the legal production of legality in Germany can only be achieved through legally ambiguous, if not so-called illegal, practices in Syria. [ABSTRACT FROM AUTHOR]

Game media have long participated in projects of nation building by remediating historical, political, and social relations in ways that reinforce affective processes of national belonging. The genre of border games in particular is well-known for staging the discursive and symbolic value of national boundaries through the deployment of specific gameplay mechanics and storytelling elements. However, as this essay argues, border games do more than merely represent borders in games; they reflect how borders themselves might be experienced as games within the cultural logic of gamification. Through an analysis of Lucas Pope's independently produced American video game Papers, Please (2013), this article interrogates gamification as a rhetorical process that communicates how play dynamics sustain the procedural logics of border security and citizenship. Such logics, the game suggests, are marked by the installment of a series of rule-based interactions that modulate affect within the sociotechnical mechanics of state-sanctioned racism to enable the proper flow of both play and mobility. However, through failure, the game also reveals gamification to be an incomplete diagram of control, one where the priming of affect rubs up against the sociopolitical frictions that shape individual play experiences. Ultimately, this article argues that border games like Papers, Please enable players to experiment with the forms of national belonging that subtend our experiences of gamification. [ABSTRACT FROM AUTHOR]

Despite the important role of peers in the social process of classroom citizenship, the peer influence related to moral disengagement, social goals, and a sense of peer community remain unclear. To this end, it was examined to what extent youth become similar to their friends in moral disengagement, social goals, and a sense of peer community. Participants were 283 South Korean third to sixth graders (M age  = 9.60 years, SD = 0.97; 51.6% girls) who completed an online survey for moral disengagement, social goals, the sense of peer community and friendship network across the beginning (Time 1) and end (Time 2) of the school semester (September to December). Longitudinal social network analyses indicated that youth became more similar to their friends concerning moral disengagement and a sense of peer community, but did not select friends based on these aspects. The strength of these influence effects varied in terms of different levels of these aspects. Specifically, youth were more likely to become similar to their friends at lower levels of moral disengagement. Youth tended to be similar to the friends' level of sense of peer community. This tendency was relatively strong at the lowest and the highest levels of a sense of peer community. Future research should address the role of friendship in shaping classroom citizenship and the importance of classroom daily teaching practice in youth citizenship development., (© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

The global reality of the COVID-19/Corona pandemic paradoxically boosted national politics, broadcasting and citizenship. Media coverage, especially initially, praised citizen solidarity and the creative solutions that were pioneered to care for each other. A year later, a lasting social learning curve throughout and after this crisis seems illusory. The pandemic, this paper argues, needs to be understood in a longer timeframe as the working through and coming to terms with neo-liberal governmentality. The (often hilarious) early responses on social media provide a strong entry to do so. Our focus will be on the Netherlands which had a so-called 'intelligent' lockdown during the first wave of COVID-19 in the spring of 2020. Using the authors' own sharing back and forth of toilet paper memes as a starting point, we aim to explore the notion of collective self-reflection and citizen co-education underlying both heated and simply ridiculous posts. Using previous discussion of cultural citizenship, this paper inquires into how pandemic citizenship played out as a vast exercise in disciplining and distinction through jokes and anger. The material suggests a nostalgic turn that might point to an implicitly voiced critique of neoliberal governmentality. [ABSTRACT FROM AUTHOR]

In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.

In Malaysian education, an approach to inculcate Environmental Citizenship (EC) comprising positive attitudes and pro-environmental behaviour is to try and improve Sustainable Development (SD) awareness based upon knowledge of the environment, social, cultural, and economic domains. However, will the increase of knowledge of these domains suffice for enhancing EC? The paper discusses a 2019-2020 nationwide survey conducted to determine the EC status and SD awareness. The study had 1976 respondents, and statistical analysis revealed that the overall self-perceived EC and SD awareness levels were high among Malaysians. However, correlational analysis between the EC and the SD knowledge component domains revealed low associations indicating a lack of interconnectedness between the domains. Environmental values, investigated as an exploratory variable in the study, appeared to have a mediating role between the EC and SD awareness component domains. Further analysis using PLS-SEM software revealed that values did play a mediating role. Based on these findings, the paper argues for an emerging model for a missing pedagogical link in transforming Malaysian EC through SD awareness education for pro-environmental behaviour. Implications for an education policy are discussed.

Naturalization policies prescribe the conditions immigrants must fulfil to be legally recognized as national citizens in a receiving country. When changes in naturalization policies are publicly debated, divergent opinions on national boundary making reveal social representations of citizenship as spaces of political contention. This research offers a socio-dynamic analysis of citizenship representations in the context of a recent referendum on a simplified naturalization procedure for third-generation immigrants in Switzerland. Automatic lexicometric techniques enriched with reflexive thematic analysis were performed on a post-vote survey (VOTO, N = 998), to examine how voters grounded their voting decisions via different citizenship representations. The results showed that ascribed criteria based on natural birthrights and cultural assimilation were mobilized in favour of more permissive access to nationality. Conversely, allegedly achievable criteria based on citizenship deservingness were mobilized against. These findings provide new evidence about citizenship deservingness as a neoliberal strategy legitimizing exclusive national boundary making., (© 2022 The British Psychological Society.)

Dyrness and Sepúlveda suggest that the long history of US intervention together with Salvadoran youth participation in transnational social fields allows them to recognize the contradiction between (north) American discourses of democracy and freedom. In Chapter three, Dyrness and Sepúlveda analyze the ways immigrants, race, and cultural differences are treated in popular and policy discourses in Madrid. Dyrness and Sepulveda indicate that these projects can be a good tool to translate youth awareness into political action. [Extracted from the article]

This paper analyzed the existing literature on digital citizenship definitions and curricula to identify the essential elements of digital citizenship that must be addressed in a digital citizenship curriculum. A modified tripartite approach was adopted for this comprehensive literature review that involved three steps woven throughout the review process: description, synthesis, and critique. Four most commonly used digital citizenship definitions, two widely implemented digital citizenship standards, and four digital citizenship curricula were included in the review. Through open coding and axial coding, the review identified six categories and 18 elements for the definition of digital citizenship. The synthesis review of the existing digital citizenship curricula found that all curricula covered some essential elements, with the Common Sense Media curriculum addressing most of them. Further research is needed to refine the list of elements necessary for today's students to become empowered digital citizens who can act safely, ethically, legally, and responsibly.

Citizenship is gaining currency in health and social care internationally as a way of making sense of the lived experiences of people with major life disruptions who face exclusion, marginalisation and discrimination, but the concept is often contested, poorly defined and understood. This paper charts the development of an empirical model of citizenship within Scotland, UK. A mixed-method, community-based participatory research approach using 10 focus groups (n = 77), concept-mapping exercises (n = 45) and statement clarity and relevant ratings (n = 242) was used to develop a model of citizenship that is grounded in the lived experience of participants, which is absent from current conceptualisations of citizenship. Multidimensional scaling and hierarchical cluster analysis revealed five core domains emerging from our work: 'building relationships', 'autonomy and acceptance', 'access to services and supports', 'shared values and social roles' and 'civic rights and responsibilities' representing the personal meanings of citizenship for participants. We argue that the value of this model is that it is draws upon the personal understandings and experiences of participants who emphasised the 'banal ordinariness' of its core elements. We suggest that the model makes an original contribution by clearly illustrating the practical applicability of citizenship as a concept; thus, enhancing existing theories of citizenship. Our model highlights the interplay between the relational and structural aspects of citizenship and acknowledges the barriers that marginalised groups face in claiming their citizenship rights. It offers a call to action for policy makers and practitioners to set goals that contribute to the social inclusion of those who have experienced major life disruptions., (© 2021 The Authors. Health and Social Care in the Community published by John Wiley & Sons Ltd.)

This paper explores the American Girl book series and its relation to the history of American education and the school's role in the creation of the ideal American girl. Focused on the Kirsten Larson series of American Girl books, this paper explores how the settler grammars that characterize Kirsten's encounters with an "Indian girl" named Singing Bird become entangled with the institution and ideologies of schooling to produce a certain vision of the American girl, both in the books. I argue that the author's use of settler grammars to promote the Native Protestant Ideology throughout the series teaches Kirsten not only lessons about citizenship and morality, but the role schools should play in cultivating certain citizenship beliefs and traits in American schoolchildren. In particular, the books in the Kirsten series promotes the myth of the innate superiority of white immigrants and Native Protestant culture over the Indigenous peoples, cultures, and lands those immigrants colonized. Living in story, these representations and ideologies continue the ongoing work of colonization in a settler nation as American schoolchildren today continue to consume these oppressive narratives wrapped neatly under the title "American Girl."

In accordance with the development of technology, the disinformation known as "fake news" has become a global issue, leading to the labeling of these times as the "post-truth" era. Discussion of global citizenship education, intended to shape citizens with critical thinking abilities, is thus essential in this era. This paper, with reference to media literacy research on the basis of its close connection to digital citizenship, examines the possibilities of pedagogy toward moving beyond the dystopian society of digital monitoring. [This article was translated by Nadezhda Murray.]

Global citizenship education (GCE) has emerged as a powerful force in global and national discourses, with scholars and dominant international organisations stressing it to be the overarching educational framework. Although numerous approaches have been adopted to promote it, most of the strategies focus on transnational activities. There is less focus on national engagements. Utilising a qualitative study and a decolonial framework, this paper draws upon data in the Ghanaian context to discuss the potentiality of utilising the Third Trimester Field Programme of the University for Development Studies to develop the global citizen. The paper concludes that the programme provides heightened opportunities for GCE. To enhance this process, efforts should be made to avoid perceiving the programme as a 'civilising' mission or of perpetuating colonial legacies. Whilst participants develop critical values, they should also be encouraged to think critically about issues of social justice in and beyond the communities they visit.

An adequate response to the environmental and sustainability issues we now face cannot be limited to single perspectives, disciplines, or ways of knowing, and instead requires an interdisciplinary approach. Despite the connections between the fields of citizenship-, character- and sustainability education, they have thus far run parallel to each other, without any substantial convergence. This paper focuses on the conceptual and historical reasons for this lack of integration, exploring the tensions among them perceived by many scholars and practitioners, such as an individual vs. a social vs. a global focus, a deliberative vs. fact based pedagogic approach, and an individual vs. socio-political educational context. The paper ends by exploring different ways in which these three fields of education might be integrated.

In the recent Australian 2021 census, the socio-technical construct of algorithmically driven decision-making processes made LGBTQI+ data as a category of diversity, inclusion and belonging an absent presence. In this paper, we position the notion of 'data justice' in relation to the entrenchment of inequalities and exclusion of LGBTQI+ lives and consider the implications of LGBTQI+ data being missing in action. As we look at the notion of 'data justice', we consider five critical socio-technical imaginaries with different kinds of data to think through the implications of technical democracy, data justice and post-automation. Finally, we consider the imaginary of citizenship when LGBTQI+ data is habitually missing in action from systematic power integrated into forms of governance. This paper positions 'data' not as a static 'object or process' but as a dynamic ecology that carries with it a multi-faceted set of coded meanings requiring constant review and reconsideration.

This paper deconstructs ways in which the white 'race' of Eastern European pupils and the class determination of their parents in the country of arrival combine to either afford or deny them racialised privileges in British education. Critically reviewing published research on Eastern European pupils in British schools, this article concludes that past understandings of 'white middle-class privilege', developed mostly in research about white middle-class nationals, cannot be applied in the same way to white-middle class migrants. This paper shows that the class and race of white middle-class migrants become re-articulated in school contexts in ways that suggest that, despite being white and middle-class in their home countries, Eastern Europeans cannot be fully white and middle class in the migration setting. Based on these insights, we offer an analytical frame for theorising this observed conundrum, making a contribution to sociology of education, race and migration.

Given the rapid rise in recent years of British international education for local, rather than expatriate, students in Asia, this paper considers this fast-growing sector in the context of the history of British-style and English language education in Asia. Specifically using a post-colonialist framework as a means of critique of the notion of a British-style "international education," it considers the challenges this new wave of international schools faces in terms of ensuring their curriculum and values are embedded in a local context. Using Asia alongside the West, as a reference point for curriculum planning and intercultural understanding, this paper then considers ways in which this new wave of schools can engage meaningfully with local as well as western contexts, reframing notions of "global citizenship" in the process.

This paper analyses the fracturing of civic and moral virtue within curricular policies pertaining to Citizenship in England since the late 1990s. A longstanding aim of education and schooling, the teaching of citizenship gained a more secure base in the English curriculum with the introduction of Citizenship as a statutory subject for 11-16 years olds from 2002, which owed a great deal to the "Report of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools" (Crick Report). The report drew intimate connections between civic virtue, moral virtue, and personal character. These connections have become seriously fractured over the years since the Crick Report. In charting this fracturing, the paper will examine how the character-influenced direction taken in the early/mid-2000s was replaced by, at first, a more general emphasis on British Values before morphing into a more specific, though no less problematic, concentration on Fundamental British Values. While character education has gained significant policy attention in England over the last six years, the civic dimensions have been at best underplayed, with little connection to education for citizenship. It is argued that without greater clarity and consistency about how the moral -- including moral virtues -- intersects with the civic in contemporary Britain, official curricular policy (whether for Citizenship education, character education or more generally) will restrict rather than encourage the education of young citizens who are informed, wise, responsible and active participants in their communities.

In 1936, Prof A. P. Elkin attended a seminar in Hawaii lasting several weeks, on the topic of 'native education.' In his various papers presented to a range of experts from the region and beyond during the formal conference held in Honolulu as part of the residency, Elkin set out his views on the future of the Indigenous people of Australia. Education would be pivotal to this new approach on pragmatic and humanitarian grounds. Elkin concurred with the findings of the residency: local forms of adapted education were considered appropriate for most Aboriginal Australians, only a minority continuing into further education; communities as well as children should be better prepared for their integration into the nation as the Indigenous people. This paper sets out to interrogate the proximity of anthropology and education in these claims, and the elision of Aboriginal people's agency including their contemporaneous campaigns for equal education.

Understanding pros and cons of digital technology is an essential competency for pre-service teachers so that they are able to conduct online instruction appropriately. They need to prepare themselves comprehensively to be able to use the new educational technology that is now widely accessible particularly since the COVID-19 pandemic incidence. This paper investigates the relationship between individual characteristics, digital self-efficacy, and digital citizenship among pre-service teachers in higher education. Cluster sampling was used to select 384 pre-service teachers from three higher education institutes located in the northeast of Thailand. A research tool used in the research was an online questionnaire. The data analysis utilized descriptive statistics, the Chi-square test, and the Pearson correlation. The research discovered that pre-service teachers had a relatively high level of digital self-efficacy, while having relatively low level of digital citizenship. Correlation analysis observed a positive relationship among individual characteristics, digital self-efficacy and digital citizenship. The implications of this research highlighted the significance of implementing civic education in higher education level in order to foster adequate knowledge, skill, and awareness of citizenship in pre-service teachers.

This paper presents an evaluation of the information literacies used by community representatives when engaging with participatory budgeting in São Paulo City, Brazil. Using questions established from context-setting interviews with stakeholders, a focus group was held in 2019 with eight participative councillors, with "in situ" interpretation, resulting in a translated transcript of the discussion. Thematic analysis was used to understand information issues faced by community representatives in relation to past research. It was found that the community representatives face informational barriers to their engagement with participatory budgeting, in (a) learning about their role (b) understanding the information needs of the communities served and (c) gathering and sharing information about local issues with stakeholders. These findings allow the refining of CILIP's definition of information literacy (IL) for citizenship and provide the basis for proposing a model for the IL of community representatives. It is also proposed that future IL research could further develop the role of digitally-enabled place and community in shaping the landscape of literacy and the role of hyperlocal representation. Additionally, the role of translation in cross-lingual IL research is considered.