Subject Of Citizenship Research Articles

Becoming an Ecological Citizen: The Concept of an Ecological Citizen in the movie Avatar

Avatar intricately intertwines ecological resistance and citizenship themes on Pandora, presenting a rich avenue for ecological scholarship. Despite its cinematic prowess, there is a research gap in understanding the film's impact on ecological consciousness. This paper aims to explore Avatar within the context of environmental cinema, analyzing its portrayal of ecological themes. Recent trends in film studies demonstrate a growing interest in such intersections, making Avatar a pertinent subject for investigation. Experts like Levinas, Dobson, and Rousseau are selected for their profound insights into ethics, environmental citizenship, and the human-nature relationship, offering relevant, authoritative, and influential perspectives that align with the research goals. By examining existing literature on the urgency of ecological awareness and critical reviews, the paper aims to uncover the film's influence on ecological attitudes. The implications extend to environmental advocacy and education, emphasizing the potential of popular media, like Avatar, to shape attitudes toward sustainable coexistence and ecological citizenship. Integrating Avatar into educational curricula has the potential to enhance environmental literacy among students, fostering a deeper understanding of ecological issues and inspiring proactive engagement. By leveraging the film's themes of interconnectedness and ecological stewardship, educators can instill values of environmental responsibility and citizenship in future generations.

More than Meets the Eye? Using Text Analytic Techniques to Unpack School Mission Statements

Schools develop mission statements in part to communicate their purposes of schooling to internal and external audiences. The goal of this study is to employ text analytic techniques to analyze school mission statements. Focusing on Arizona and New Jersey’s schools, we seek to understand: 1) what themes (topics) emerge from their mission statements, 2) whether local context (politics) and institutional factors (being a charter) mediate topic prevalence, and 3) how similar school mission statements are to one another overall and across select factors. Using structural topic modeling we find that five topics emerge as particularly prevalent, and they address key purposes within the US context related to social, academic, and civic development with an emphasis on a safe environment and a sense of community. Local political leanings have a minor impact on the prevalence of topics but being a charter has a distinct influence. Compared to regular schools, charters are more likely to include themes related to preparing for college, academic approaches, and character and family ties, but they place lower emphasis on community and citizenship themes. School missions display moderate levels of similarity, indicating that a common set vocabulary has permeated schools’ missions, though differences remain, including between states. Overall, this study deepens our understanding of the varieties of schools’ missions and reveals text analytic techniques are well suited for uncovering them.

The Practice of Citizenship: Black Politics and Print Culture in the Early United States by Derrick R. Spires

Reviewed by: The Practice of Citizenship: Black Politics and Print Culture in the Early United States by Derrick R. Spires DeLisa D. Hawkes Derrick R. Spires. The Practice of Citizenship: Black Politics and Print Culture in the Early United States. Philadelphia: U of Pennsylvania P, 2019. 352 pp. $49.95. Mary Helen Washington began her 1997 address to the American Studies Association asking the pivotal question: What happens when scholars put African American studies at the center of American studies? Literary historians can extend this question by asking: What happens when scholars stop approaching works written by African American authors as always in response to the discrimination and violence enacted by white Americans? What happens when we finally understand Black print culture as independent from white establishments and the ideologies that created them? Derrick R. Spires demonstrates in The Practice of Citizenship (winner of numerous prizes, including the MLA Prize for a First Book) that early Black writers have always been at the forefront of directing rather than merely responding to the conversation concerning the concept of citizenship in the United States. Early Black writers theorized not only what citizenship meant but also what actions it entailed as they demonstrated the practice of citizenship in their daily lives. Early in his Introduction, Spires establishes the importance of attending to both collective and individually written works as part of the "collaborative, multimedia, polygeneric cultural and intellectual process" of understanding "citizenship (and blackness itself) as a self-reflexive, dialectical process of becoming" (3). Spires invites readers engaged in fields such as literature, history, and political science to understand the work of late eighteenth- and nineteenth-century Black writers as arguing for more than mere recognition by the white legal establishment; instead, relying on texts produced by Absalom Jones and Richard Allen, the Black state conventions, William J. Wilson, James McCune Smith, and Frances E. W. Harper, Spires argues that Black writers theorized and practiced five interrelated themes of citizenship in their political work. These themes include neighborliness, participatory politics and circulation, economic citizenship, critique, and revolution. "From the perspective of black theorizing," writes Spires, "states do not make citizens—active and involved individuals and collectives create citizens" (16). Thus, Spires places early Black theorists at the center of US citizenship studies. Early Black print culture proved vital to creating and illustrating citizenship's actual practice rather than its mere idea. In the first chapter, Spires examines neighborliness—or "the ability of fellow citizens to engage each other on terms of mutual responsibility and good faith through 'real sensibility'"—as a citizenship practice in Jones and Allen's 1794 Narrative of the Proceedings of Black People (27). A text more commonly understood as written in response to Matthew Carey's A Short Account of the Malignant Fever, Lately Prevalent in Philadelphia (1793), which focused on the elite and depicted Black Philadelphians in a negative light, Jones and Allen's Narrative, Spires argues, corrects the horrific racial and economic assumptions about Black people's "real sensibility," or ability to achieve civic republic citizenship through depictions of neighborliness occurring between ordinary "poor black" women and men (35). Jones and Allen's Narrative achieves a racially and economically inclusive depiction of citizenship [End Page 239] through neighborliness by restaging scenes from Carey's Account. As Spires puts it: "Narrative interrogates late eighteenth-century theories about the ethical relation between citizens by thinking about the kinds of relations the good citizen should actively produce rather than the inverse, how to produce or identify the good citizen" (36). In other words, Jones and Allen are less concerned with what white Americans claim citizenship to be and are more concerned with what actual civic republic and fellow citizenship look like—in other words, less with the talk and more with the walk. This perspective challenges the very capitalistic nature of citizenship and serves as the basis for the other themes that Spires examines in the later chapters. While neighborliness makes participatory civic engagement an everyday practice that anyone can exercise, participatory politics and circulation counters "arguments that black people were … irredeemably inferior or too dependent on waged and manual labor to warrant full citizenship" (29). Spires examines the Black...

Perceptions of identity, rights and duties: Insights from students at a public-sector university in Pakistan

This study investigates university students’ perceptions of identity, rights and duties. The context of the study is an English department at a public-sector university in Sindh, Pakistan. The main research question that guides this study is ‘What perceptions of identity, rights and duties are held by a sample of undergraduate students in Pakistan?’ Semi-structured interviews were used as the research instruments. Cogan’s model of citizenship was used as theoretical frameworks guiding this study. Data were collected from twenty students of final-year undergraduate class. The key arguments based on findings of this study are that participants’ perceptions of identity, rights and duties included types and examples of citizenship themes discussed by Cogan as well as the themes particularly relevant to the participants’ context such as religion, morality and caste issues. Asian understanding of citizenship advocates importance of morality and religion or spirituality for Asian citizens. However, the literature reviewed did not exhibit any reference to the importance of caste in a citizen’s sense of identity. I make recommendations for further research to explore the role of context in learners’ citizenship interpretations along with other recommendations for research and professional practice.

Citizenship through Fiction

Abstract This study explores students’ responses to identifying two themes of citizenship, identity, and discrimination in literary texts taught to them at undergraduate level as part of their curriculum at a department of English at a government university in Sindh, Pakistan. The current study takes responses of the students who have read five novels as part of their curriculum, through questionnaires, to find out if they identify the two themes in those novels. Further to the questionnaire data, interviews are conducted under the framework of reader-response theory to investigate the factors that have led to students’ choice of certain texts over others. The study finds that students relate to and identify citizenship themes in the texts that are closer to their socio-geographic cultures. The students, however, do not identify themes in those novels that are difficult in structure as understanding the narrative technique takes up most of the effort of the readers. Based on the findings of this study, citizenship educators and teachers of English can recommend more appropriate texts to teach identity and discrimination through literature wherever explicit statutory teaching of citizenship may not be possible.

Mussolini and Marinetti: Performing Citizenship in Fascist Italy

Mussolini and MarinettiPerforming Citizenship in Fascist Italy Shadow Zimmerman (bio) Close your eyes and imagine, if you will, Benito Mussolini, the infamous “first dictator.” Picture him emphatically placed above an audience, speaking from a pedestal, striking an iconic pose—his arm struck forcefully out, his hand closed in a fist or perhaps thrusting a fascist salute, his barrel chest reverberating the echoes of his impassioned speech, his strong jaw lifted toweringly above all onlookers. This, Mussolini’s public persona, was the “new Italian” citizen incarnate. Now, figuratively open your eyes, step back, and realize that you are not staring at Mussolini the orator himself, but rather at one of millions of postcards of his likeness—postcards purposefully hung around the homes of countless Italians. This act was one of many layers of Italy’s communal performance of “new Italian” citizenship during the Fascist regime. However, Italy’s final act of performed citizenship before the onset of its Republican era—the public display and mutilation of Mussolini’s corpse—was its most iconic and, perhaps, its most definitive. Comparing the iconography of these two actions, specifically the positioning of Mussolini’s body in each (strong and tall in postcards and photographs versus dangling from a service station in the end), serves to demonstrate the complete reversal of Italy’s performed citizenship from the beginning to the end of Mussolini’s Fascist regime. The fledgling authoritarian government of Italy embraced Futurism because the artistic form meticulously defined, policed, and performed citizenship in both an artistic and sociopolitical sense—and Futurism’s leader, Filippo Marinetti, did so according to a strict hierarchy. In defining and exploring the etymology of the term “avant-garde,” Hans Magnus Enzensberger explains, “Every guard is a collective. . . . First [End Page 42] the group, and only then the individual, whose decisions are of no consequence in the undertakings of the guard, unless he be its leader. For every guard is most rigorously divided into the one who issues the commands and passwords of the day and the many who receive them, pass them on, and obey them.”1 As Enzensberger clarifies, the forms of the historical avant-garde mimic the structure of authoritarian forms of government—membership is strictly curated and guided by an individual with power. Benito Mussolini in particular harnessed the potency of the avant-garde by aligning himself with Filippo Marinetti and the Futurists, and he embraced the Futurist ideology, rhetoric, and definitions of citizenship accordingly. Mussolini carefully crafted his image through specific iconographic management— much in the way Marinetti curated the public perception of Futurism through membership control and advertising—and the Italian populace embraced that image during the first half of his reign, as evidenced by contemporaneous postcard collections. I’m particularly fascinated by the revelations these postcards offer regarding Italy’s performance of citizenship during Mussolini’s Fascist regime. In this essay, I explore the icono-graphic evolution of Italy’s communal performance of citizenship. After explaining Futurism’s foundations in themes of citizenship, I detail the iconography of Mussolini’s performed citizenship, the “new Italian,” replete with Marinetti’s apparent influence. With this guide, I chronicle the iconographic evolution of Italy’s performance of citizenship, defined by the populace’s approbation or disapprobation of Mussolini’s model, drawing from the aforementioned postcards and the public desecration of Mussolini’s corpse as case studies. As Mussolini’s performed iconography as leader and paragon of “the New Italian” was directly inspired by the forms of Futurism and the art of Marinetti, it’s crucial that we detail the relationship between the two and define the importance of citizenship to the forms of the historical avant-garde, especially Futurism. The earliest political usage of the term “avant-garde” is accredited to Henri de Saint-Simon, a French political theorist and early Socialist thinker, writing at the cusp of the nineteenth century. In his essay On Social Organization, Saint-Simon presents a utopia in which humanity “marches” toward “the well-being and happiness of all mankind”; he writes that “in this great undertaking the artists, the men of imagination will open the march: they will take the Golden Age from the past and offer...

Refugees, migrants, visitors and internally displaced persons: investigating acculturation in Academia

ABSTRACTWhat is the boundary of the academic space, and who can belong within it? The migration of skilled practitioners into Academia from other workplaces brings with it the opportunity to expand the understandings and functions of higher education. Similar to processes of geographic/political migration, the acculturation resulting from this professional resettlement can lead to the assimilation, integration, separation or marginalization of academic migrants. Within this article, we explore how differing pathways within and into Academia from other professional contexts can impact upon an academic immigrant's sense of belonging.Adopting the roles of an economic migrant, a refugee, an internally displaced person and a temporary visitor, we entangle our professional narratives with themes of citizenship and migration, to examine the complexity of integration and inclusion within higher education. Our imaginative reconceptualization of academic migration leads into a discourse analysis guided by contemporary theory on acculturation and recollections of the acculturative queries we have encountered on our own journeys.

Cidadania, educação e cotidiano

O presente trabalho situa-se como um ensaio teórico que aborda o tema da cidadania como prática do cotidiano. Propõe algumas construções conceituais nesse campo e, ao mesmo tempo, procura estabelecer interlocuções com situações vinculadas a processos educacionais, especialmente àqueles que acontecem no dia a dia da escola. Busca-se efetuar conexões entre categorias relacionadas ao âmbito dos estudos do cotidiano e perspectivas temáticas de autores europeus que recentemente têm discutido a cidadania como prática cotidiana. Três categorias analíticas, agência, experiência e identidade, atuarão como referência na interligação entre as duas linhas de investigação apresentadas sobre o tema. Por último, ressaltar-se-á o que a aproximação de aspectos advindos das duas propostas em questão poderá trazer ao campo de estudos da cidadania e de suas interfaces com a educação.

En

This aim of this research paper is to provide an understanding of the themes of citizenship and identity in the context of migratory flows of Ahiskan Turks from Russia, both within the region and beyond. Moreover, by choosing the theme of identity, I hoped to bring to the discussion, the idea of the multiplicity of identity, which the individual may carry, with all the concomitant implications this has for the concept of local and national boundaries. This research raised a number of questions, such as “how do individuals or groups with a Russian Ahiskan Turk heritage perceive themselves and others? And how do flows of people affect one’s process of identity formation? To address these issues, I tracked the perspectives of various migrants who began moving from Russia to the United States in 2004. Within seven years after achieving refugee status, several obtained a green card, followed by US citizenship. In this paper I have elaborated on their settlement processes, and related conditions and their issues and concerns. In response to these observations, I describe how these recent migrants are related to their host countries/communities and how the host countries/communities are related to them. Finally, this research project also attempts to contribute towards the understanding of how immigrants interact with national narratives, and other immigrant groups, and how they define themselves.

Global Citizenship Themes in the Social Studies Classroom: Teaching Devices and Teachers’ Attitudes

Globalization significantly influences the very notion of citizenship that is no longer universally seen as only a nation-related concept. Therefore, the discourse of global citizenship is getting more attention in programmatic educational texts and curricula. This study investigates how teachers use the conceptual framework of global citizenship in the social studies classroom, and what curricular devices and pedagogies social studies teachers use to address aspects of global citizenship. The study demonstrated that social studies teachers frequently use information about international issues in their classrooms, and there is a tendency to incorporate global and international perspectives into citizenship education. However, educators need more rigorous assistance to teach emerging types of citizenship. The study demonstrates that despite the fact that participants rarely use the term global citizenship in their instruction, they provide rationales that correspond to the notion of global citizenship.

Global Citizenship and Human Rights: A Longitudinal Analysis of Social Studies and Ethics Textbooks in the Republic of Korea

What happens to traditional civic notions of nation, national identity, and constitutional rights when national curricula incorporate ideas of global citizenship, other national identities, diversity, and human rights? Using a longitudinal, mixed-methods approach, we address this issue by analyzing the nature of changes in South Korean civic education textbooks. Findings indicate that national citizenship themes remain core elements but that their emphases have weakened, while global citizenship themes have dramatically increased, especially in the 1990s and 2000s. In addition, the content and presentation of textbooks have become increasingly learner-centered, encouraging students to become self-directed, empowered individuals in a global society. Interviews with academics, practitioners, and policy makers indicate that both global and local factors contributed to these developments.

Beyond human rights and public health: Citizenship issues in harm reduction

There have been debates amongst harm reduction practitioners regarding the relationship of universal human rights vis-à-vis public health demands. The ideological debates around these two slippery concepts often obfuscate the important theme of citizenship. The author, therefore, argues for the perspective of citizenship as an alternative to comprehend harm reduction practises more thoroughly. An introduction of the concept of citizenship is followed by a case example of Taiwan's harm reduction policy-making, wherein injection drug users were subjected to various disciplinary actions and made into citizen addicts. It is hoped that more harm reduction researchers will have increased familiarity with the notion of citizenship as a useful tool to examine the power dynamics taking place in the name of harm reduction.

Poppies and Pedagogy: Learning from the ‘Great War’

Teaching World War I (WWI) as history, teachers can be forgiven for focusing on the facts. A wide-angle view of the ‘Great War’ will take in the assassination in Sarajevo; Nationalism, Imperialism, Militarism and Alliances; battle maps and artillery; strategy and bodycounts; and the Treaty of Versailles and the League of Nations. But it may leave out the emotion still evoked by the war itself today. Emotion is often considered anathema by academics anxious to demonstrate their objectivity. However, the author argues that where there is emotion, there are values and that as educators, we have a duty to provide opportunities for learning from those four years, 1914–18, so that this war can come into focus as a warning for the Nationalism, Imperialism, Militarism and Alliances of today. His reflections are therefore offered not only for the inspiration of teachers of history but also for those leading discussions on themes of Citizenship and Values.

The Relationship between Student Teachers' Citizenship Skills and Critical

The aim of the research is to investigate the relationship between student teachers' citizenship skills and their critical thinking skills. The New Turkish Primary Curriculum aims at educating pupils with pre-requisite skills and knowledge that are necessary for operating efficiently in a knowledge based society. There has been a shift in policy with the curriculum both in terms of its structure and its philosophy from a€Eœcreating good citizens' to a€Eœempowerment'. The teachers will be the agents for the proposed shift to occur in schools and in pupils' hearts and minds. That is why it is important that teachers themselves should be equipped with the necessary skills and knowledge. In order to predict whether those aims will be realized or not, it is important to know whether teachers have those knowledge and skills. Thus, the question of whether there is relationship with citizenship qualifications and critical thinking skills will be investigated through student teachers. This study employs a survey research method. In order to collect data two different research tools are used. The data on student teachers' citizenship skills were gathered through a a€EœCitizenship Qualifications Scale' developed by Yucel, Acun, Demirhan and Goz. The scale has to parts. First part contains questions on demographic information about teachers and teachers' professional practice. Second part of the scale includes question/statements to determine teachers' level of knowledge on citizenship themes, level of their behaviors and level of their importance attribution on the same themes. Those themes are categorized as a€EœActive Citizenship', a€EœEnviromental Issues', a€EœEconomy and Consumer Rights', a€EœGlobal Issues', a€EœDemocracy: Equality and Respect' and a€EœSociety and Individual'. In order to obtain information on their level of knowledge, behaviors and importance attribution on those 6 categories, 94 items were formulated. In order to measure the level of student teachers' critical thinking skills, the Cornell Critical Thinking Test Level Z (CCTTLZ) developed by Ennis and others and adopted into Turkish by Akar, Acun, Gulveren and Yucel was employed. Cornell Critical Thinking Tests consists of two measurement tools, the first one is Level X and the second one is Level Z. The Level X is designed to be used for the students attending grades 4-14. On the other hand, the Level Z appropriate to be used to measure the thinking skills of talented secondary school students and bachelor degree students or those in graduate level. Considering the age and education level of the participants, the Level Z test was used in this study. The sample of this study consisted of 82 first year student teachers studying in the Faculty of Education in Usak University. According to the research findings, student teachers' level of information/knowledge on various aspects of citizenship, their citizenship behaviors and the importance they attribute to citizenship are all in quite high level. The findings also show that there is an average level of relationships between student teachers' citizenship skills and their critical thinking skills.

‘Sporting citizenship’: the rebirth of religion?

This paper considers the social significance and interaction between sport and the allied themes of citizenship, civic identity and social control in contemporary Britain. It is set against a backdrop of an emerging cosmopolitanism and politics of difference and is posed in response to renewed interest in notions of ‘Britishness’, ‘nationhood’ and ‘shared national identity’. In the context of the forthcoming 2012 London Olympic Games, the paper challenges the use of ‘sporting citizenship’ as a pedagogical device intended to rekindle notions of ‘civic patriotism’ and social cohesion across communities nationwide. The analysis questions the role of sport as a panacea for the perceived ills of society and means of social control, and further considers the extent to which the state pedagogy of ‘sporting citizenship’ can be conceived as the rebirth of a folk‐religion. Finally, the paper critically considers the implications of renewed ‘faith’ in sport as part of the Olympic legacy, post 2012.

From ‘G’ to ‘PG-13’: The Passion of Sostratos in Menander’s Dyskolos

On the surface, the differences between Aristophanes and Menander are obvious. Aristophanes' political invective is laced with obscenity and explicit sexual content, whereas Menander's comedies are more genteel and refined. But sometimes such apparent differences conceal deeper connections and continuities. Susan Lape (2004), for example, has shown that Menander's 'domestic' comedies are in fact political in their themes of citizenship and marriage. In the same vein, we shall argue that Menander's style is not so genteel, and owes more to Aristophanes than has been recognized previously. By focusing on the character of Sostratos in Dyskolos, we shall demonstrate that Menander's language sometimes incorporates surprisingly Aristophanic themes. To be sure, scholars have already acknowledged that Menander uses occasional obscenity or double-entendre, yet this fact has not translated into a wider recognition of Menander's ability to be risque. (1) We propose to build on earlier, isolated observations, and argue for a re-evaluation of Menander's style. In particular, we shall consider a passage that showcases an extended double-entendre: Sostratos's soliloquy in Dyskolos (522-45). This monologue offers insight into Menander's comic idiom and the characterization of Sostratos specifically. Furthermore, it opens up larger questions of style, acting and performance, and Menander's use of previous comic models. By using suggestive verbal humor, Menander is able to accomplish what Aristophanes achieved through much more overt mechanisms, such as costuming, gestures, and graphic language. Menander's clever turns of phrase create a sophisticated sexual joke between poet and audience, and allow for subtleties of performance that might enliven our view of his art and his characters. Passages such as Sostratos's soliloquy not only demonstrate the need to rethink previous conceptions of Menander, but also shed light on questions surrounding the continuity of Old, Middle, and New Comedy. The young man Sostratos's pursuit of marriage to the girl he loves drives the plot of the Dyskolos. In order to win over her curmudgeonly father Knemon, who is an experienced farmer, Sostratos plays farmhand for a day. We learn of his activities in a field and his desire to catch sight of the girl from a long soliloquy in which he bemoans his labors. Although critics have acknowledged sexual themes in other parts of the play, they have not seen anything sexual in this scene. (2) Geoffrey Arnott's translation (1979) of the following Greek demonstrates the typically nonsexual reading: [TEXT NOT REPRODUCIBLE IN ASCII] 525 [TEXT NOT REPRODUCIBLE IN ASCII] 530 [TEXT NOT REPRODUCIBLE IN ASCII] 535 [TEXT NOT REPRODUCIBLE IN ASCII] 540 [TEXT NOT REPRODUCIBLE IN ASCII] 545 If anybody's short of troubles, let Him come to Phyle for the hunting. Oh, The pain! It crucifies my loins, back, neck-- In short, my whole body! You see, I tore Hard into it straight off, the young fanatic! Swinging the mattock heftily up, like A labourer, I'd smash in deep. I kept On strenuously--not too long. Then I'd turn round A bit, and look to see when the old man Would turn up with the girl. That's when, by Zeus, I felt my back. First, furtively. But as It went on, hours and hours, I started to Go bow-backed. I was quietly stiffening up. But no-one came. The sun was frizzling me. And Gorgias would look up and see me going up Just like a see-saw, slightly up, then down Again with all my strength. 'Young man,' he said, 'I don't think he'll come now.' 'What shall we do Then?' I replied at once; 'Look out for him Tomorrow, and call it a day now?' Daos Arrived to take the digging over. So that's how The first assault has ended. And I'm here. Why? I Can't tell you, by the gods, but of its own Accord the venture draws me to this spot. Arnott's translation illustrates the standard reading of the scene and suggests that Sostratos is doing nothing more here than simply overexerting himself: he massages his aching lower back after enduring a serious case of muscle stiffness caused by bobbing up and down with a mattock. …

Educação e saúde: ensino e cidadania como travessia de fronteiras

O artigo procura construir, a partir de uma memória da Reforma Sanitária Brasileira e de aproximações entre as áreas científicas da Educação e da Saúde, uma micropercepção (matéria para o pensar, aprender, conhecer) emergência de um domínio de conhecimento designado por Educação e Ensino da Saúde. Esse domínio emergente estaria bastante associado invenção da Saúde Coletiva, no campo científico da saúde, e com à invenção do Controle Social em Saúde, no campo da intervenção política nesse setor. O novo domínio de conhecimento seria caracterizado por uma implicação singular do ensino com a cidadania, permitindo a travessia de fronteiras entre educação e saúde pela via da educação permanente em saúde. Os temas do ensino e da cidadania são problematizados com o auxílio explícito ou não (via seus leitores) de alguns pensadores da filosofia e do contemporâneo, como Michel Foucault, Michel Serres, Gilles Deleuze, Félix Guattari, Francisco Varela, Humberto Maturana e Ilya Prigogine.

Remaking Citizenship in Hong Kong: Community, Nation, and the Global City

Remaking Citizenship in Hong Kong: Community, Nation and the Global City, edited by Agnes S. Ku and Pun Ngai. London: RoutledgeCurzon, 2004. xxvi + 261 pp. £65.00 (hardcover). Citizenship is a highly political issue in today's globalized world, especially in Hong Kong, because of its return to Chinese sovereignty in 1997. This volume, part of RoutledgeCurzon's Asia's Transformations Series, contains twelve papers on the subject. T. H. Marshall argued that modern citizenship consists of three sets of rights: civil, political and social (as built into the welfare state). Hence struggles over Keynesian welfare, especially under triumphant neo-liberalism, can be reformulated as struggles over citizenship. The merit of Marshall's view is that it adds a substantive dimension to the formal frame of the liberal notion of citizenship: a worker lacking either the means to hire a good lawyer or the social competences and conditions to participate in politics hardly enjoys the same citizenship rights as someone with both. But the danger is that citizenship may sometimes get conceptually undermined. For instance, to say that the subjects of a welfare authoritarian state possess social but not civil and political citizenship violates the concept of citizenship itself. Some of the papers in the present book reflect this problem, and this is not helped by the fact that the volume arises from a conference. Chapter 2 ("Welfare good or colonial citizenship?"), for instance, argues that the start of colonial public housing in the mid-1950s was mainly motivated by the colonizers' "sanitary syndrome". I find this interesting, though vastly overworked, but have reservations about its relevance in this context. Similarly, Chapter 11 ("In search of a communal economic subject"), a well-written paper in itself, concerns a local version of LETS (local exchange trading system-see New Left Review, 232 [1998], pp. 91-111), whose pertinence to the theme of citizenship is, again, somewhat forced. The same applies, to a lesser degree, to some other chapters too. Chapter 1 ("Citizenship as a form of governance") surveys how the colonial and post-1997 governments approach(ed) citizenship, reiterating the point previously made by others that in colonial Hong Kong local people were residents, not rights-bearing citizens. While rights have advanced considerably in recent years, the notion of citizenship has remained constitutionally absent since 1997. Chapter 3 ("Civic education and the making of deformed citizenry") explains the lack of civic education under colonialism, and the post-1997 government's attempt to construct a particular notion of citizenship through the promotion of civic education. Chapter 4 ("The making of the 'ideal citizen' in schooling processes") revisits the familiar production and reproduction of gender stereotypes in education, showing that the passive, obedient feminine subjectivities constituted in lower-class girls produce second-class adult citizens. A large proportion of Hong Kong's population consists of migrants from mainland China. Providing a survey of this flow, Chapter 5 ("Politics of incorporation and exclusion") explains the different fates of migrants arriving at different times. Chapter 6 ("Hong Kong as a semi-ethnocracy") describes Hong Kong as being ruled in the interests of its citizens at the expense of "denizens" (foreigners enjoying permanent residency but without political rights) and "margizens" (foreign contract workers having few rights). Chapter 7 ("Lived citizenship and lower-class Chinese migrant women") examines the right of abode controversy (whether or not children of Hong Kong residents born in mainland China to mainlanders prior to their gaining of residency rights have the automatic right of abode in Hong Kong). …

Multiculturalism and Citizenship: A critical response to Iris Marion Young

What is citizenship? This question goes back to the political philosophy of Aristotle, and how one answers it will be decisive in determining one's vision of political life. In the last ten to fifteen years, the question of citizenship has aroused a renewed set of extremely lively debates within political philosophy, and Iris Marion Young has certainly occupied an important place within these theoretical debates. In particular, Young—especially in her seminal article, Polity and Group Difference: A critique of the ideal of universal citizenship—has presented a sharp challenge to all political theorists who are in some broad sense intellectually nourished by the tradition of civic republicanism and who think about the theme of citizenship under the influence of civic‐republican conceptions. In essence, Young's argument is that the practices of contemporary liberal society show that the implicit normative promise contained in the idea of a universal citizen identity has not been fulfilled, and therefore we must rethink this notion from the ground up. The purpose of my essay is to review the arguments that constitute Young's challenge to the civic‐republican tradition, with a view to clarifying the following questions: Is Young's political theory aimed at a reconstruction of the idea of citizenship on a normatively more sound basis? Or does her project imply a rejection of the idea of citizenship, and its displacement by an alternative understanding of political membership?

Joined‐up thinking in theory and practice: the case of healthy schools?

ABSTRACTThis article provides a critical analysis of recent policy initiatives associated with ‘Healthy Schools’. Its specific focus is upon evaluation research conducted by the authors at the School of Education, University of Leicester. The evaluation team investigated healthy school programmes in two Midlands authorities as they related to anticipated accreditation for the National Healthy School Standard (NHSS). Analysis is of findings that sought to identify the most effective approaches for supporting schools and colleges to achieve healthy school status. A specific focus is upon schools' capacity, and those of the health and educational professionals with whom they work, to meet the myriad expectations that are part of the standard. The ‘Healthy School’ is seen as a critical case where connections between health and education are expected to mirror government department interests in ‘joined‐up’ thinking, evaluation strategies and concerns about accountability and performance among schools and local authorities. This is illustrated in the language of the NHSS, where healthy schools are assumed to provide settings for promoting children's and young people's health through the curriculum, the school environment, and in partnership with parents, governors and local stakeholder communities drawn from education, health, social and community services. Curricular themes of citizenship and personal social and health education are being pulled together to provide a revised non‐statutory curriculum for Personal, Social and Health Education (PSHE) and, by September 2002, a new curriculum framework for citizenship. What are the prospects for such an ambitious linking of rhetoric and practice? The article identifies key aspects of the healthy schools challenge, namely the need to ascertain ways in which its development can be simultaneously extended yet sufficiently inclusive to meet the multiple interests of a healthy and educated citizenry, and of schools in which that challenge is supposed to be met. Yet the article also sounds warnings of a standard that, with limited resources and prioritization, might drown under the weight of its own inclusiveness. The concluding counterpoint is an illustrative case‐study of effective practice that pre‐dates yet anticipates proposed curriculum changes.