Search

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.)

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.

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.

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.)

This paper integrates theories and research from the fields of transliteracies and language brokering to understand the language and literacy experiences of bilingual youth who grew up in Mexican immigrant families. Analyzing data from three interrelated studies that used ethnographic research methods to understand the language brokering of Mexican-American immigrant youth in Chicago from 2000-2010, we asked: How do language brokers negotiate diverse meanings of citizenship in their transnational contexts? How do their transliteracy experiences shape their "citizenship becoming" over time? Findings show how bilingual Mexican-American youth employed their transliteracies and translocal expertise for civic justice, as they increasingly helped family and other transnational community members gain equitable access to goods and just services through their language brokering practices. At the same time, in a period of increasing anti-immigrant discourses and policies, they also experienced personal challenges and developed a deep recognition of hard borders facing their racialized communities. The discussion considers implications of this work for disrupting traditional perspectives about citizenship and employing a stronger notion of politicized funds of knowledge in K-12 classrooms.

Purpose: This paper aims to examine whether happiness at workplace (HAW) impacts organisational citizenship behaviour (OCB) and whether this impact can be further improved by promoting learning capabilities in organisations, thus investigating the mediating role of organisational learning capabilities (OLC). Design/methodology/approach: This study was conducted on knowledge-intensive workers (employees of EdTech companies) in India. Responses were collected via questionnaire in online mode, and after discarding the incomplete responses, 500 replies were considered for data analysis with PLS-SEM technique. Findings: The outcomes reveal that the HAW has a significant influence on OCB. The outcomes also reveal that this impact is further enhanced with the presence of OLC, thus confirming that OLC operates as a mediator in the link connecting HAW and OCB. Originality/value: This study makes a distinctive contribution by bringing out the significance of workplace learning in the connection between the workplace happiness and citizenship behaviour of employees that will provide impetus to the practitioners to formulate strategies in such a manner that the employees voluntarily perform the actions beyond their designated roles.

The fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs]. In this paper, documentary analysis of the narratives of fourteen ECTs, who worked across six different continents, was undertaken. The findings highlight the diverse forms of precarity that ECTs face, which cut across migratory, identitarian, economic, and ideological dimensions. It discusses ECTs' reflections on their expectations of teaching and their adaptation to the demands of neoliberal Higher Education. Drawing from their narratives and Sevil Sümer's theories of differentiated academic citizenship, ECTs are recognised as 'precarious academic citizens'. This has important implications for revealing the unique circumstances of this group, thereby opening further questions as regards their mentoring and support to enable them to be situated more equally as citizens of the academy.

This paper interrogates international and domestic peer relations in two Australian schools and how they are shaped by structural, cultural and discursive dimensions of schooling. In particular, it analyses intercultural relations between domestic and international students in the context of policies promoting "internationalisation-at-home". We argue that how international students are positioned within specific school contexts impacts their sense of inclusion in everyday social and pedagogical relations and informs their relationships with domestic students, whether viewed as a stranger or potentially as a friend raising questions as to who is responsible for intercultural relations.

The abilities of citizens to make themselves heard and listen to each other are essential for the functioning of democratic societies. Schools are practice grounds for these citizenship competences. This study investigates whether students' experiences with voice in school are related to their attitudes towards voice (contributing and listening democratically), and how a democratic school culture affects this relation. Overall, 5297 students, from 240 classrooms, in 81 Dutch secondary schools, participated in the study. Results of multilevel analyses revealed that students' voice experiences at school, their own and those of their classmates, are positively related to students' attitudes towards contributing and listening democratically. This relation is not affected by a democratic school culture. These findings underline the relevance of opportunities to practice voice at school for all students and of the social nature of practicing voice. More generally, this study illustrates the importance of understanding schools as practice grounds for citizenship.

Purpose: The purpose of this paper is to analyse the mediating role of organisational citizenship behaviour between transformational leadership and successful implementation of education 4.0 in higher educational institutes using the PLS-SEM approach. Design/methodology/approach: The study uses cross-sectional and quantitative approach to decode the relationship amongst the variables. Purposive non-probability sampling technique was used to select the sample size for the study. Findings: The research findings reveal that transformational leadership has a significant and positive effect on education 4.0. Further, it also indicates that the organisational citizenship behaviour in the study served as a mediating variable between transformational leadership and education 4.0, explaining 40% of the effect of transformational leadership on education 4.0. This highlights the importance of transformational leaders in creating a conducive environment that encourages employees to exhibit organisational citizenship behaviour, thereby facilitating the successful adoption and integration of education 4.0. Originality/value: The authors recognise a research gap in the existing literature that focusses on the direct effects of transformational leadership on education 4.0 in higher educational institutes of management. Also, there is a lack of inclusive studies that explore the mediating mechanisms through which transformational leadership affects education 4.0, predominantly the role of organisational citizenship behaviour. Thus, this study is first in itself to explore the inter relationship between transformational leadership, organisational citizenship behaviour and education 4.0.

In response to growing attention to young children's citizenship, and recent calls for critique of Western discourses and practices, we explore the movement of Western 'pioneering' pedagogies of early childhood education (ECE) and their localisation in Aotearoa New Zealand. Employing a poststructural positioning, and theoretical devices drawn from the work of Michel Foucault and Kuan-Hsing Chen, this article 'bewilders' discourses of children's citizenship in Aotearoa by analysing the juxtaposition of pioneering pedagogies alongside complexities of power effects in early childhood settings. This article draws on data from the first author's doctoral study and employs reflexive thematic analysis to interrogate data gathered in interviews with kindergarten teachers in Aotearoa. Based on these analyses, this paper bewilders pioneering pedagogies in Aotearoa by advocating that young children's citizenship be recognised as a cultural-historical construct which acknowledges the syncretism of Western and Maori knowledges in ECE, and argues that children occupy a negotiated position as citizens in ECE settings in Aotearoa.

This paper explores the work of a particular document in issuing educational values. The document is the report "Embedding Values and Attitudes in Curriculum": "Shaping a Better Future", launched in 2021 and published by the Organisation for Economic Co-operation and Development (OECD). Inspired by a practice-oriented method of document analysis and the concepts of modifying work and contexting, we show how the issue of values is modified and transformed through the text. We illustrate how different data is used in the transformation with examples from the Nordic countries. Our analysis revealed five modifications that transformed the issue of values from a global societal issue embedded in international and national regulations to an issue defined by the OECD's Learning Compass and its nine competencies. The report gives prominence to the individual learner and competencies needed to navigate towards a future of well-being. Hence, the issue of values is reduced to universal competencies, and the report can manoeuvrer its argument to avoid issuing values as something controversial. Finally, we argue that the ways in which values are issued implies a curriculum design that is not compatible with the traditional curriculum format based on "didaktik" and Nordic ambitions.

Purpose: Recently, a shift regarding the negative consequences of organizational citizenship behaviors (OCBs) has put them forward as employees' negative aspects carrying dangerous consequences for organizations. Considering this issue's seriousness, the purpose of this paper is to examine the process through which compulsory citizenship behavior fosters citizenship fatigue. Design/methodology/approach: A total of 370 nurses working in Pakistani public-sector hospitals were this study's final data set sample using SmartPLS4. Findings: Partial least squares structural equation modeling (PLS-SEM) results revealed that when employees are compelled to engage in extra-role actions, they frequently experience work-life conflict, which results in citizenship fatigue. The higher the employee's age and the lower the education level, the lower his/her citizenship fatigue. On the other hand, findings revealed that workaholic personality aspects tend to reduce the strength of the relationship between work-life conflict and citizenship fatigue. Originality/value: To the best of the authors' knowledge, this paper is the first attempt to examine the recently emerged concept of citizenship fatigue among health-care professionals through conservation of resources theory. Besides, this research will highlight how the demand for voluntary actions in routine or forced citizenship behavior can become the reason for work–family conflict and ultimately create citizenship fatigue. Additionally, this paper presents the novel concept of workaholic personality and how it can play a positive role in the linkage between work–family conflict and citizenship fatigue. [ABSTRACT FROM AUTHOR]

This paper examines the multifaceted nature of Athenian politics during the "Golden Age," particularly during the Peloponnesian War, and its enduring influence on modern political thought. While democracy is commonly associated with ancient Athens, this study reveals that Athens' political landscape was characterized by a triad of interwoven ideologies, including democracy, imperialism, and a quest for Hellenic unity, each comprising various sub-ideologies. The research draws from ancient literary and epigraphic sources as well as modern scholarship to deconstruct the Athenian statecraft of the time. It argues that Athens employed a citizen-based democracy alongside economic exploitation, military imperialism, and a search for unity in classical Greece. The paper also provides a historical review of scholarship spanning from the 18 th century to the 20 th century, followed by an exploration of Athens' political policies and relations within the Delian League. By highlighting the complex coexistence of democratic ideals and imperialistic actions, this paper underscores the importance of reevaluating historical and modern concepts of governance. It suggests that the intricate dynamics of Athens during this period offer valuable insights for contemporary historians engaged in discussions regarding democracy, empire, and neo-colonialism. [ABSTRACT FROM AUTHOR]

PRCBC was a legal challenge to the fees imposed on the citizenship application of a child born in, and who has never left, the UK. The Home Secretary imposed legal fees which were well in excess of the costs associated with the citizenship application. In return, this effectively prevented the applicant, and many others alike, from obtaining British citizenship. Many commentators expected the Supreme Court to strike down the fees and reinforce the importance of citizenship and the rule of law. Instead, the court unanimously upheld the legality of the high fees and rooted their conclusion in ordinary rules of statutory interpretation. To some, PRCBC represents a U-turn from the Court's decision in UNISON, which struck down high fees required by employment tribunal applications for failing a reasonable affordability test. Is PRCBC representative of a shift in the highest court to a less interventionist judicial philosophy? This paper examines whether the Supreme Court's decision in PRCBC can convincingly be reconciled with UNISON by considering the nature of constitutional rights, as well as the relationship between primary and delegated legislation. This paper reveals the flaws in some commentators' criticism of PRCBC and argues that the two cases are compatible. [ABSTRACT FROM AUTHOR]

This paper focuses on the uncertainty and resentment that many persons with disabilities feel concerning their disability services in the welfare state of Finland. This paper elaborates on the theme through the lived citizenship of persons with disabilities using the key theory of disability tax as an analytical tool. The empirical data were collected through an online survey (n = 541) and six group interviews (n = 41) of persons with disabilities in 2023. The disability tax experiences are elaborated through four aspects: (1) rejected applications, (2) uncertain realisation, (3) laborious complaint mechanisms, and (4) the psycho–emotional effect. The findings of this study establish collective experiences of multi-layered disability tax throughout the disability services process. It concludes that disability services, which were originally planned to specifically ensure equal opportunities to participate in society for persons with disabilities, are increasingly becoming the very sources of burden as austerity has silently grown deeper over recent years and has become the clear policy of the current government. [ABSTRACT FROM AUTHOR]

This article explores the impact of the 'hostile environment' on racialised migrant women's experiences of pregnancy and childbirth in England, arguing that the 'hostile environment' functions as a technology of 'stratified reproduction.' First coined by Shellee Colen, the concept of stratified reproduction describes the dynamic by which some individuals and groups may be supported in their reproductive activities, while others are disempowered and discouraged. This paper locates the stratified reproduction produced by the 'hostile environment' as intertwined with wider gendered and racialised discourses around British citizenship which have been 'designed to fail' racialised residents of the UK. Drawing on interviews with racialised migrant mothers in the north of England, this paper analyses how the proliferation and intensification of immigration controls interacts with gender, race, class, and other social regimes to differentially allocate the resources necessary for a safe and healthy pregnancy and childbirth, and how this is experienced materially by pregnant migrants. [ABSTRACT FROM AUTHOR]

In writing of the economies of abandonment of late liberal globalization, Elizabeth Povinelli also points to the potential for SPACES OF OTHERWISE, those spaces of "curiosity and risk, potentiality and exhaustion" which open possibilities for more ethical becoming and the emergence of new forms of sociality and social life (2012. The will to be otherwise/the effort of endurance. South Atlantic Quarterly 111(3). 453–475: 454). This Special Issue aims to contribute to an expanded, southernized sociology of language and sociolinguistics by exploring what role sociolinguistics can play in thinking through and with these spaces. It brings together a set of papers from southern contexts rarely represented in sociolinguistic research (Crimea, Mozambique, Palestine) spaces of grim endurance where suffering is chronic rather than catastrophic, and a study of the metaphorical south in the north, where migration imperatives land people in situations of precarity, in this case, Sweden. An illuminating invited commentary offers a novel perspective on the key theme QUASI-EVENT threading across all the papers. In exploring the construction of spaces of otherwise, authors use the southern concept of Linguistic Citizenship that construes language as a site of political struggle. This framing offers an alternative approach to a politics of language where potentialities for otherwise can be attended to. The papers show how, through acts of Linguistic Citizenship, participants bring potential worlds into existence, however fleetingly. From the chronicling of these 'quasi-events' emerges a sociolinguistics of potentiality, one which contributes to an understanding of what enables some emergent forms of life to endure and others not. The sociolinguistics of potentiality is an invitation to listen beyond and within 'noise' to those who inhabit discounted bodies and speak unvalued languages, to move beyond 'community' and 'selfhood' to becoming otherwise with others in projects of world-building, simultaneously prompting research which seeks to be 'ethically otherwise'. [ABSTRACT FROM AUTHOR]

Despite the prevalence of ambiguous citizenship policies that say one thing in law and another in implementing regulations, few studies have focused on systematically studying this type of implementation gap, particularly in contexts beyond North America and Europe. This largely has remained the case despite research on discursive policy gaps, which occur between a policy's stated objectives and its laws, efficacy gaps, which describe when a policy's outcomes fail to meet its goals, and compliance gaps, which reflect disparities between a state's commitments to international law and its corresponding domestic policies. How can we advance conceptualizations of law-regulation implementation gaps? This paper proposes one approach by focusing on the content of domestic laws, on the one hand, and the content of related implementing regulations, on the other. When law-regulation discrepancies occur, they illustrate the agency of senior officials in writing this intentional ambiguity into different levels of legislation, challenging assumptions about institutional weakness and lower-level bureaucratic discretion as chief drivers of implementation gaps. The paper illustrates this concept by analyzing discrepancies between Jordan's nationality and passports laws and their related implementing regulations, particularly regarding Gaza refugees' access to passports, investors' access to nationality, and Palestinian-Jordanians' subjection to nationality withdrawals. These diverse cases of intentional ambiguity demonstrate that such gaps can serve to partially exclude or include a group and can occur with noncitizen and citizen as well as more or less vulnerable groups. [ABSTRACT FROM AUTHOR]

This paper explores the lived experience of citizenship of working-class girls from a marginalised ex-mining town in northern England engaged as community researchers in participatory action research. The research aimed to better understand the relationships within their local community. Qualitative methods were used to examine the girls' experience of the research and its impact on their sense of community, which is discussed using the lens of 'lived citizenship' (Kallio et al. 2020). We conclude that children's experience of participatory research approaches can be understood as subjective or lived citizenship. This contributes to understanding how they perceived their acts of citizenship, particularly in relation to others in their community. Supporting the international literature on subjectivity in citizenship studies and the critical appreciation of intersectionality in in participatory research, this paper demonstrates how such involvement can lead to positive subjective outcomes in groups experiencing marginalisation, such as working-class girls. [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to propose the definition of the abovementioned notion, the study of the issues relating to the effective realization of punishment by depriving the citizenship as a form of criminal punishment according to Criminal Law of the Republic of Kazakhstan. In order to look into this form of crime in a more scientific way the following methods have been used: historical, comparative-legal, logical, structural and functional. The authors of this paper have carried out the comparative - legal analysis of foreign legislative practice. It has enabled them to make a conclusion that in the countries stipulating a deprivation of citizenship as a form of punishment there are no requirements about the purposes of punishment. The authors consider that such an approach is characteristic of only those countries which do not have legally established special purposes of punishment. [ABSTRACT FROM AUTHOR]

Hart's (1992) 'Innocenti Essay on Child Participation' advocated for increased involvement of young people as active participants in societal decision-making. This paper provides a historical overview of active child citizenship initiatives, using applied research insights from 'bottom-up' approaches and conversations with children and professionals. It explores how current practices exemplified through three case studies can enhance genuine child participation and citizenship. The case study analysis examines the conversational processes involving children in problem-solving and decision-making within their communities. Through these examples, the paper highlights practical strategies for meaningfully engaging children as stakeholders and empowering them as active citizens whose voices substantially influence matters impacting their lives. [ABSTRACT FROM AUTHOR]

The concept of an Islamic state has often been criticized on account of its failure to articulate full and equal citizenship for non-Muslims. It is also often assumed that non-Muslims in Islamic societies would want a form of individualist citizenship modelled on liberal democracy. This article contends that it is mistaken to suppose that non-Muslims in the Islamic world would automatically aspire to a universal form of citizenship founded exclusively on the political thought and political experience of liberal societies in the West. Using contemporary Egypt as a case study, it illustrates that there are points of convergence between the type of citizenship that is advocated by moderate Islamists and the type of citizenship that the Coptic Orthodox Church is striving for. Drawing on Coptic and Islamist political theory as well as the historical struggle of the Coptic Orthodox Church for their rights as a religious group, this paper points to important similarities between moderate Islamist conceptions of citizenship and those of conservative Coptic Christians. This paper considers such points of convergence with reference to communitarian political theory and addresses the implications of a communitarian form of citizenship for narratives that position Islamist conceptions of citizenship as antithetical to the interests of religious minorities. [ABSTRACT FROM AUTHOR]

The determinants of whether or not an immigrant seeks to become a citizen are still largely invisible to scholars; as are the decisions made during the naturalization process by street-level bureaucrats. Research on the acquisition of citizenship has incorporated a number of determinants of naturalization outcomes over the past decades, but lacks the contextualization of immigration law in its relation to criminal law. This systematic literature review of the 140 most-cited papers across the naturalization and crimmigration literatures seeks to construct a theoretical bridge between the disciplines in an effort to illuminate the blind spots challenging naturalization scholarship. I argue that the inclusion of crimmigration as a factor impacting naturalization is essential for scholarship in order to accurately use citizenship policies as an indicator of a state's overall approach to immigration - particularly regarding residence requirements. The conceptual utilization of crimmigration in the context of citizenship acquisition offers new insights into the underexplored relationship between citizenship policy and the individual migrant, potentially uncovering some of the factors hindering immigrants' ability to seek formal membership. Evidence within recent crimmigration scholarship points towards the role played by racialization within the functioning of a crimmigration system. This paper reviews the prominent streams of both strands of literature first utilizing a bibliometric analysis of the respective citation networks and second, diving into the substantial developments and parallels in naturalization and crimmigration research. [ABSTRACT FROM AUTHOR]

While major advances have been made over the past years in comparing citizenship laws globally, most measures remain restricted to the law-on-the-books. Knowledge about the implementation of these laws remains limited. This poses the question to what extent these measures correspond with the law as experienced by targeted populations. In order to overcome the implementation gap when comparing and measuring citizenship law globally, this paper addresses the question of how to gain a coherent understanding of implementation. Developing a comprehensive typology, the paper distinguishes three crucial elements of implementation: (1) the entry into force of legal provisions (capturing the applicable state of citizenship law), (2) the interpretation of law (the specific interpretation of legal provisions used by the authorities responsible for their execution), and (3) the application of law (executing legal provisions in practice by the authorities). Subsequently, the paper illustrates how this typology can be applied to the analysis of citizenship law implementation by a case study of dual citizenship acceptance, focusing on the renunciation requirement for naturalisation and dual citizenship treaties. The paper concludes by outlining directions for a comparative research agenda that better corresponds with the lived experience of citizenship laws. [ABSTRACT FROM AUTHOR]

This paper aims to uncover assumptions about inclusion held by preservice teachers in physical education. The focus is on how they construct ideas about inclusion and how these constructions inform their attempts to reduce inequities and enhance inclusion in their teaching practices. A critical approach to the reflections of 41 Dutch preservice teachers, revealed how they struggled with inclusion and perceived it both as a gift and a project. Their positive affection for students whose bodies and attitudes resembled the ideal of the preservice teacher, opened the window for exclusionary practices in which all students became responsible for their own inclusion. The preservice teachers tended to apply discourses of transformation to those who underperformed or whose attitudes were perceived as inappropriate. The paper concludes with reflections on how teaching stances that are shaped by cruel optimism can inform inclusion and exclusion. [ABSTRACT FROM AUTHOR]

This paper makes two related points. First, as liberals have started to realize that the welfare state is unable to deliver on egalitarian theories of justice, they have increasingly tried to dissociate their theories from the welfare state. Second, dissociating from the welfare state type of thinking is difficult for some liberal egalitarian theories such as John Rawls's theory of justice as his theory shares some of the same underlying thinking as found in the welfare state. For example, Rawls's understanding of universal citizenship and the difference principle resembles some of the aspects of the welfare state on how social equality and citizenship are tied to productivity and society as a venture of mutual cooperation. Consequently, liberals are caught in a difficult relationship where they can only partially move beyond the welfare state. Because of this affinity liberals should move beyond a Rawlsian framework, as Rawls's theory is difficult to completely dissociate from the welfare state. [ABSTRACT FROM AUTHOR]

This paper examines the planning process behind the construction of a mosque building in the English city of York, to demonstrate how it is entangled with contested ideas of national identity. We argue that the politics of religious architecture, particularly mosque planning and architecture, serve as a litmus test for the ways multiculturalism is experienced in contemporary Britain. We explore objections during the planning process for this mosque alongside letters to a local newspaper, where objections included the effect of the mosque on urban infrastructure, the symbolic identity of the mosque within the wider city, and how the mosque would affect claims to citizenship more widely. Objections to this mosque application indicate that architecture and the urban environment are core elements of national identity, and it is through the planning process (of religious buildings) that claims about 'who is a citizen' are articulated. Democratic planning processes around the construction of individual buildings can allow groups to organise resistance to much wider cultures of multiculturalism and act as platforms for Islamophobic sentiments. We argue that planning processes work as discursive registers through which architectural aesthetics, cultural identities and fears of otherness are wrapped into the wider politics of public space. [ABSTRACT FROM AUTHOR]

Man is a social being whose inter and intra-personal existence cannot be extricated from cohabiting with others within the society in which he finds himself. Man's existence starts from fostering mutual relations with members of his immediate family and groups outside his family to members of the larger society/nation he identifies with as a citizen. Therefore, his belief in any creed or faith (religion) is a sign that man's social contact within society reflects his exemplification of God, who is a just being. This article mainly focused on promoting peace in Nigeria, even during the building or consolidating of democratic institutions. This paper adopted two methodological approaches - The functionalist approach emphasizes the contributions made by each component to the total and the interdependence between society's constituent parts. The research attested that religion is often, and rightly, seen as a semi-autonomous social space that resembles others; it is also closely related to the economic structure of society. The second approach is a sociology of religion approach, which discusses religion within the framework of a particular people group as a human and cultural phenomenon. In theoretical explanation, therefore, this paper expounds on how it makes a big difference in a society of peace and tranquillity and the workings of the democratic institutional framework. It is hoped that the leadership of our dear nation will be directed towards attaining peace and security across diverse Nigerian ethnic races or groups in such a way that religious tolerance will not breed hatred and enmity whatsoever to all citizens. Thus, development in whatever ramification is yearned for in this democratic dispensation would not be an illusion or wishful expectation but requires acceptance of everyone from all climes of life, race, creed, or ethnicity. [ABSTRACT FROM AUTHOR]

Over the last decades, scholars have increasingly called for the 'deterritorialization' of the notion of citizenship. The realities concerning citizenship have changed with new expressions of transnationalism. However, whereas the main body of research has focused on the transnational aspects of citizenship among migrants in the form of their transnational political practices and dual nationalities, their descendants have received far less attention. This paper examines the political practices of Kurdish migrants' descendants in France and Germany and their narratives of identity and citizenship. We employ migrant descendants' political activism as an empirical entry point to gain insight into the meanings they attach to citizenship. The paper draws from two qualitative datasets collected in France (2015–2017) and Germany (2015–2023) with individuals of Kurdish background, who were born to migrant families arriving from Turkey in the 1980s and 1990s. The findings show that national contexts – both in grandparents'/parents' country of departure and the country of arrival – and the transnational, diasporic and even supranational space (EU) shape migrant descendants' political activism, identity construction and consequently resonate in the meanings they attach to citizenship. This study highlights the need to approach migrants' descendants as transnational citizens in their own right. [ABSTRACT FROM AUTHOR]

Copyright of Ictimaiyat is the property of Ictimaiyat and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While public consultation is a signature process of democratic policy formulation, many governments manoeuvre to refract citizen's opinions or conduct it perfunctorily. Using the case of a medium of instruction policy in Hong Kong, this article unveils the strategies that the state and citizens employ to put their opinion through to the final policy text, during a public consultation process. Recent literature has identified the mechanisms through which individual actors or organisations contribute to broad policy agenda-setting or policy programme development. However, yet to be investigated is how they – sometimes with conflicting interests – collectively negotiate a policy with the state via public consultations. This paper investigates this very phenomenon, building on previous work conducted in the public policy field, analysing 51 government-generated documents through both thematic content analysis and critical discourse analysis. The paper uncovers four strategies adopted by administrations (non-commitment, case closure, disengagement for irrelevance, and placation) to evade citizens' equity-oriented demands and stakeholders' three counter strategies (mobilising other stakeholders into a coalition, reopening the case pointing out a new problem, and appealing by affirming relevance). The state's discrete refusals and stakeholders' conjoint reengagement tactics draw our attention to the complexity and subtlety involved in negotiation via public consultations. [ABSTRACT FROM AUTHOR]

This paper aims to make visible the alternative social projects hidden beneath everyday Crimean Tatar landscapes. Drawing on audio recordings and field data from interviews and narrated walking tours led by young citizens, it illuminates how these spaces of otherwise emerge and are co-constructed through participants' re-readings of material artifacts, resemiotisation of place semiotics and resignification of communal spaces. Participants navigate among such spaces, negotiating the legacies of historical acts of material, cultural, and linguistic dispossession and disruption as well as the contemporary forms that such acts take. In narrating semiotic landscapes, participants perform acts of Linguistic Citizenship, a concept that recognizes that speakers express agency, voice, and participation through a variety of semiotic means; they engage or disengage with political institutions of the state and advance claims for alternative forms of belonging. This paper thus expands semiotic landscape research through its design as a linguistic ethnography, using interactional data to account for individuals' perceptions of place. It also adds to research on Linguistic Citizenship by foregrounding invisibilized linguistic repertoires and performative acts of meaning-making in a charged political context. [ABSTRACT FROM AUTHOR]

This paper presents a conceptualization of radical food democracy (RFD) which links the diverse economies approach of Gibson-Graham with Tully's notion of diverse citizenship. Despite its invaluable contribution to theorizing the role of alternative food networks (AFNs) in transforming unsustainable industrial food systems, the diverse economies scholarship has been criticized for essentializing the autonomy of alternative economic practices--hence risking to confound emancipatory social change with punctuated forms of "local," "quality," "organic certified" products, which nevertheless remain embedded in market-mediated capitalist relations, and displacement and/or deferral of negative impacts. This paper aims to address such critiques, contending that the realization of RFD requires both (1) the experimentation with new economic practices that carve out food economies alternative to the working logic of capital accumulation, and (2) the cultivation of new political subjects capable of universalizing these particular struggles. After situating various existing practices associated with food democracy in a framework of various modes of democratic citizenship, we underpin our understanding of RFD with a theory of change informed by Bob Jessop's strategic-relational approach to social structures, agents' reflexive actions, and their contingency. Following a critical scientific approach to the social role of academics, this theoretical framework is illustrated using a case study from Germany. The empirical work draws on participant observation and semi-structured interviews with leaders of Community Supported Agriculture (CSA) cooperatives and Food Policy Council (FPC) networks conducted in Cologne, Berlin, and Frankfurt in 2018-2020. To conclude, this paper argues that the emancipatory potential of food democracy should cultivate both lighthouse alternative economic practices that are connected with people's everyday lives, and political imagination that dares to critically engage with existing institutions. Likewise, RFD praxis requires a constant back and forth between the ideational and the practical, the abstract and the concrete, the actionable and the analytical, to challenge both the symbolic-discursive and the material dimensions of capitalist agri-food systems. [ABSTRACT FROM AUTHOR]