Discourses Of Citizenship Research Articles

Presenting Ethnicity: Israeli Citizenship Discourse

In 1950, Israel enacted the Law of Return and 2 years afterwards passed its Citizenship Law. These measures reflected the Zionist goal of encouraging Jewish immigration to Israel/Palestine, so citizenship was mostly limited to Jews. In other words, an ascriptive/ethnic classification was at the foundation of Israeli citizenship. This article explores the construction of the citizenship laws in relation to various forms of categorization—biological descent, cultural belonging, racial classifications, and voluntary affiliation. It asks how the Israeli citizenship policy was presented and which mechanisms were employed in order to justify the incorporation of all Jews, including those from Arab countries, while attempting to exclude non-Jews. After analyzing official state policies and parliamentary debates in Israel regarding the citizenship laws, I present the mechanisms employed to present the ethnic immigration policy. Those mechanisms include emphasizing the positive and democratic sides of allowing Jewish immigration; repeatedly avoiding the usage of racial terminology; highlighting the willingness to incorporate non-Jewish residents; and employing security justifications when prohibiting non-Jewish immigration. Being the Jewish State, Israel wanted to favor Jews in its immigration and naturalization policies. However, being also committed to democratic values and principles, it desired to disassociate itself from racial attitudes.

Global encounters: Voluntourism, development and global citizenship in Fiji

This paper explores the rise of voluntourism in Fiji, a country reliant on tourism but which is a relatively new market for voluntourism. It draws from research examining the role of voluntourism in development through a case study of the experiences and discourse of voluntourists, a host community, and the staff of a commercial voluntourism organisation in Fiji. While voluntourism is the focus of significant and necessary critique, this research showed that narrow conceptions of what the outcomes of voluntourism should be – usually articulated as development or global citizenship – do not adequately account for the complex web of relationships and impacts that result from the voluntourism encounter. Instead, in this research a more complex picture emerged of the encounters facilitated by the voluntourism experience; the multiple relationships formed between volunteers and hosts; and the learning that took place, particularly within home stays. In this paper these encounters are explored using a wide‐angled view of development, drawing on Hart's (2001; Progress in Human Geography, 25, 649–658) conception of d/Development, to explore the relationship between development and global citizenship and how these are shaped by, and interact with, historical and contemporary global processes; from colonialism to commercialised volunteering. As such, this paper argues for a more nuanced and reflective approach to voluntourism and voluntourists, one which does not overlook the critiques, but which acknowledges the ways in which voluntourism encounters are shaping broader development trajectories within the contexts in which they occur; and for more attention to be paid to the way in which the discourses of global citizenship and development are co‐articulated and expressed in voluntourism practices.

The impact of financial crisis and austerity policies in Andalusia, Spain: disentangling the mechanisms of social inequalities in health through the perceptions and experiences of experts and the general population

BackgroundAndalusia has been one of the regions most damaged by the economic crisis in Spain. A qualitative study of the effects of the economic crisis and austerity policies in this region has been conducted within the framework of the IMPACT-A project. This research seeks to analyse the perceived impact of the crisis upon the health of the Andalusian population through the first-hand discourses of professionals from the health and social sectors on the one hand, and citizens of different socioeconomic status (SES) on the other.MethodsA total of five focus groups and ten semi-structured interviews were conducted and analysed following an inductive process based on Grounded Theory (GT).ResultsOur results show a general perception among professionals: the financial crisis has either directly or indirectly affected population health in Andalusia, though mostly impacting low-income individuals who were already at risk of social exclusion. Professionals’ perceptions have been confirmed through the discourses of citizens of a lower SES, which differ from those of middle and upper SES.ConclusionFindings reveal some of the most salient consequences on the socially vulnerable groups and people at risk of social exclusion. In particular, our study highlights the importance of addressing three areas of priority action: mental health, unmet (basic and medical) needs, and decline in the health system.

Citizenship Islands: The Ongoing Emergency in the Mediterranean Sea

I present the concept of “citizenship islands” to analyze the ongoing emergency in the Mediterranean Sea. Citizenship islands are based on the idea of “nonplaces” for noncitizens who are both constantly present and invisible. Citizenship islands are a test of what is to come, as noncitizens such as migrants and refugees continue to arrive, even as countries refuse their right of entry and of seeking asylum.<strong> </strong>Based on research in Lampedusa, I argue that as understandings of citizenship change, the ongoing emergency in the Mediterranean Sea forces a focus on noncitizens. What is happening around discourses of citizenship, mobility, and migration requires new language to describe and analyze what is already happening, and to theorize new research tools for the future. Nonplaces invite a paradox between visibility and invisibility, between in-dependence and inter-dependence, highlighting the importance of language in characterizing the experience of migrants and refugees and how that language shapes relationships between newcomers/noncitizens and already established residents/citizens.

Participatory budgeting in the age of post-politics: Examining the discourses of citizens and representatives of expert-political systems in three municipalities in Portugal

Abstract In recent decades, a growing body of research has discussed and illustrated the so-called deliberative speak ‐ or how, despite representatives of the expert-political system agreeing with public participation in decision-making processes, in practice effective public participation barely occurs. To address this, new governing tools have recently been developed and implemented, such as participatory budgeting, particularly in societies in the Global North. We have also witnessed several profound sociopolitical and economic changes ‐ the post-political turn and localist agendas are all part and parcel of a new era of governance and political institutions that are being discussed increasingly by social scientists as questioning democracy. However, empirical analyses of if and how these changes are being appropriated ‐ reproduced and/or resisted ‐ in the everyday practices of expert-political systems and of citizens and what their consequences are for public participation have been neglected. To overcome that, this article will examine the discourses of citizens and representatives of expert-political systems about their participatory budgeting in three Portuguese municipalities.

Citizenship without states: rehabilitating citizenship discourse among the anarchist left

ABSTRACTThe purpose of this paper is threefold. First, it seeks to give expression to the trends of an important debate that has not been formally articulated among anarchist theorists, namely whether or not the concept ‘citizenship’ can be meaningfully salvaged and repurposed. While many anarchist theorists have gestured at such a debate, the dimensions of this discourse have not been clarified. Secondly, in identifying the features of this debate, this paper seeks to show that citizenship can be meaningfully rehabilitated by the anarchist left. And finally, this essay seeks to provide some preliminary reasons why anarchist theories of citizenship may provide a fruitful partnership with theorists of citizenship today, especially those engaging in critical citizenship studies.

The new civics curriculum for high schools in Israel: The discursive construction of Palestinian identity and narratives

The Israeli education system is divided and segregated along the lines of nationality and religiosity. While Israeli society and its education system, in particular, have generally been subjected to the influence of globalisation, including universal discourses of citizenship, in many ways it remains highly particularistic and nationalistic. To a large extent, what we see today in terms of school curricula in Israel stands in contradiction to the main trends in civic education in the developed world. It expresses a move towards neo-nationalistic religious (neo-Zionist) discourse which overtly gives preference to the Jewishness of the state over and above its commitment to democratic universal principles. This article will focus on these recent discursive changes. It will examine the space, or rather the lack of it, that is given to the Palestinian identity and narratives in the official civics textbook for high schools. The article explores several discursive practices adopted by the textbook in reinforcing the marginal position of Palestinian citizens, constructing them as the ultimate ‘others’ and undermining their civic status and rights.

Trump, Kaepernick, and MLK as “maybe citizens”: Early elementary African American males’ analysis of citizenship

ABSTRACTWhat it means to be a citizen for groups such as children and African Americans remains a contested, abstract, and evasive concept. This article seeks to gain a greater understanding of citizenship education by injecting the voices of young Black male students who are talked to and talked about but rarely asked to contribute to citizenship discourse. What emerged from these first- and second-grade students is the framework of “maybe citizens.” The maybe citizen embodies two scenarios: a contradiction of title and actions and/or identification by how one is generally (mis)treated by society despite one’s good character and honorable deeds. By combining critical childhood studies and phenomenology, this study captures the rhetoric of democracy versus the reality of democracy from the lens of early elementary Black males.

The Orientalisation of the Sari—Sartorial Praxis and Womanhood in Colonial and Post-Colonial India

This article analyses the homologies between colonial knowledge projects and post-colonial revival programmes through Indian textiles and dress. In the nineteenth century, the colonial bureaucracy treated Indian textiles as samples of ‘native’ artisanship, using them to police discourses of race, gender and citizenship. Concomitantly, the nationalist movement created a model of Indian womanhood that conscripted women to be both ‘traditional’ and ‘modern’, signified in the Nivi sari, linking this to emerging craft conservation movements. Post-Independence, elite women became the directors of craft revival by linking sartorial taste to ideal womanhood in a continuation of colonial discourse.

Recognition, inclusion and democracy: learning from action research with young people

ABSTRACT This paper draws upon learning from three action research projects conducted as part of a Europe-wide project exploring young people’s social and political participation. Challenging dominant discourses about what ‘counts’ as participation and what does not, the paper explores how, through the action research projects, young people engaged in knowledge democracy in ‘new democratic arenas’. Building upon experiential knowing and creating knowledge and learning through practice, the young people explored their own democratic knowledge production, communication and engagement within a context of shifting discourses of participation, democratic engagement and active citizenship. The increasing preference of young people for more informal forms of participation as lived practice reflects a shift to young people constructing their own modes of participation and ‘remaking democracy’ in their own vision and according to their own needs. By working outside of the confines of normative assumptions of democratic practice and participation, young people exercised their own ‘political’ agency in response to their own priorities, interests and concerns and, in doing so, illustrated that new forms, understandings and practices of knowledge democracy can emerge that reflect the promise of inclusive democratic societies more meaningfully.

Ecological Citizenship Education and the Consumption of Animal Subjectivity

The unfolding of the ecological disaster has led authors to reconsider the position of the human subject and his/her relationship with the earth. One entry point is the concept of ecological citizenship, which emphasizes responsibility, community, and care. However, the discourse of ecological citizenship often reduces the human subject to a critical consumer-citizen and citizenship education to the production of such a subject. The position outlined in this paper provides a more fundamental critique of consumption as a way of being in and relating to the world. In particular, it foregrounds objectification, commodification, and its impacts on human and nonhuman subjectivity and the possibility of care within a multi-species community. The paper brings animal-sensitive work in environmental education research and political theory into dialogue with a more general critique of culture and pedagogy in consumer society. From this perspective, ecological citizenship education seeks to liberate human and nonhuman beings from predetermined behavioral results and functions, and opens the time and space for the subjectification of human and nonhuman citizens within the complex dynamics of a multi-species community. With this proposition, the paper contributes to an ecocentric understanding of ecological citizenship education that builds on the continuity of life and subjective experience.

Citizen Discourse: A new platform for engaging young citizens

How can we harness the power of innovation to support the development of our youth as empathic citizens, who are engaged with and informed about the world around them? The Citizen Discourse initiative is creating a unique platform to meet this goal.

Marca Peru: Representations and Exclusions of the Afro-Descendant Population from the Official Narrative of the Peruvian Government

The article will examine the representations of Afro-Peruvians in the video “Peru Nebraska,” a documentary produced as part of the launching of the advertising campaign of Marca Peru, a national branding project elaborated by the Peruvian government in 2010. By examining the participation of the Afro-descendant population in this audiovisual piece, the document will relate these representations to the discourses of diversity, race, and citizenship in Peru. The article will also explore the nature of the discourses of ethnic and racial diversity in Peru in the new construction of the national and will evaluate the construction of the social imaginaries to represent Afro-Peruvians and construct blackness in a nation that has maintained mestizaje at the center of its identitarian process. In order to do so, it will focus on examining how Afro-Peruvians (dis) appear in the new narratives of peruanidad and how these images differ with the uprising official discourses of diversity and multiculturalism. By examining the famous short film “Peru, Nebraska,” the article will analyze issues related to citizenship and inclusion of the Afro-Peruvian population, related not only to the acknowledgment of their existence, but also to their position in the construction and development of the national identitarian processes.

Young children’s citizenship membership and participation: comparing discourses in early childhood curricula of Australia, New Zealand and the United States

ABSTRACTRecognition of young children as citizens is relatively new in sociology, with translation emerging into education. Discourses of children and childhood shape ideas of young children as citizens and national discourses of citizenship frame what civic participation can be. The authors analysed national early childhood education curricula frameworks of Australia, New Zealand and the United States to understand how discourses authorise constructions of children as citizens and opportunities for young children’s civic participation. They sought to locate how children are positioned as citizens and what opportunities there are for young children’s citizenship participation in national early childhood curricula documents of Australia, New Zealand and the United States. Illustrative examples of children’s citizenship membership and participation from the three nations’ early childhood curricula were critically read to locate how prevalent discourses of children, childhood and citizenship in each nation define children as citizens and shape possibilities for citizenship participation for young children.

Educating and Leading for World Citizenship

Two perspectives on local and global societies, and therefore also on education, are explored and discussed in this paper. On one hand, society as a civilisation is producing an outcome-based discourse with a focus on marketplaces, governance, bureaucracies and accountability. On the other hand, society focuses on cul-ture through arts, language, history, relations and communication, producing a democratic Bildung dis-course. At a global level, I see those discourses shaping discourses of world citizenship and of global mar-ketplace logics with technocratic homogenisation. Those trends and tendencies are found through social analytic strategies in these categories: context of discourses, visions, themes, processes, and leadership.

Leading and Organising Education for Citizenship of the World

This special issue discusses governance, leadership and education in the light of Nordic ideas about general education and citizenship of the world. Particular focus is placed on the battle between two very different discourses in contemporary educational policy and practice: an outcomes/standard-based discourse, and a general education-based discourse of citizenship of the world.Our point of departure is that we need to analyse the close relations between the core and purpose of schooling (the democratic Bildung of students) and the leadership of schools and relations to the outer world. On the one hand, society produces a discourse based on outcomes, with a focus on the marketplace, governance, bureaucracies, account-ability and technocratic homogenisation. On the other hand, society focuses on culture in the arts, language, history, relations and communication, producing a discourse based on democratic Bildung and citizenship of the world.

Barbaric Culture and Black Critique: Black Antislavery Writers, Religion, and the Slaveholding AtlanticBlack Well-Being: Health and Selfhood in Antebellum Black LiteratureHumane Insight: Looking at Images of African American Suffering and Death

Barbaric Culture and Black Critique: Black Antislavery Writers, Religion, and the Slaveholding AtlanticBlack Well-Being: Health and Selfhood in Antebellum Black LiteratureHumane Insight: Looking at Images of African American Suffering and Death

Writing graffiti on the Facebook wall: Understanding the online discourse of citizens to politicians during the 2016 Spanish election

The goal of this research is to examine what form of e-expression we can find from citizens commenting on the Facebook posts of political party leaders in the context of an election. We employ quantitative content analysis, involving the coding of styles of e-expression and counting their occurrences, to determine how politician’s use Facebook, the level of citizen comments, their tone, content, and style of communication, whether comments are monologic or dialogic and the structure of dialogic interactions between citizens. The data is drawn from comments made to a sample of posts by Mariano Rajoy, incumbent Prime Minister and leader of the Popular Party, and Pablo Iglesias, leader of the new insurgent Podemos party during the 2016 Spanish general election campaign. We conceptualise citizen comments as e-expression a means for having a voice, being heard and, potentially at least, joining debates with others. The results of this research show that dynamics on Facebook pages offer an opportunity for understanding wider political dynamics in a society. It is suggested that both exogenous macro-political and endogenous micro-platform factors shape the patterns of discourse found on the social media pages of these leaders and that studying these platforms can indicate trends in wider society and how social media can accentuate attitudes towards political platforms and leaders.

통일교육의 사회통합 역할 모색을 위한 민족정체성과 세계시민성 담론 : Durkheim의 도덕론을 중심으로

통일교육의 사회통합 역할 모색을 위한 민족정체성과 세계시민성 담론 : Durkheim의 도덕론을 중심으로

Deconstructing neoliberalism in global citizenship discourses: an analysis of Korean social studies textbooks

ABSTRACT This study explored ways in which official social studies textbooks in South Korea promote global citizenship given the dominant neoliberal ideology in the field of education. Employing soft versus critical global citizenship education (GCE) and critical discourse analysis, this study analyzed 12 middle-school (seventh to ninth grades) social studies textbooks that are mandatory in Korean public schools. The findings of this study demonstrate the prevalence of a neoliberal agenda and nationalist rhetoric in the global citizenship discourses in the textbooks. We discussed the extent to which themes for GCE including globalization, cultural diversity, peace, sustainability, and associated skills and dispositions were instrumental in perpetuating neoliberal economic values and nationalism while marginalizing social justice and multiculturalism in official textbooks.