Civic Citizenship Research Articles

‘Dutch’ according to children and mothers: Nationality stereotypes and citizenship representation

AbstractThis research examines the endorsement of the nationality stereotype Dutch = White among children and associations with citizenship representations of their mothers (Study 1). Additionally, Study 2 explores how mothers include the concept of Dutch citizenship in the upbringing of their children. Study 1 shows that children (n = 197, 57% girls, 7–13 years old) from different ethnic‐racial backgrounds (White Dutch, Turkish‐Dutch, Black Dutch, Chinese‐Dutch) all endorsed the nationality stereotype and did so to a similar extent. Most mothers rated civic citizenship as more important than ethnic citizenship, but maternal citizenship representations were unrelated to child nationality stereotype. Study 2 shows that mothers often do not actively and consciously include the topic of Dutch citizenship in their upbringing, but might confirm the nationality stereotype in more implicit ways. Future studies are needed to examine how to work towards a more inclusive view of nationality among children in the Dutch context.

Political leaders' identity leadership and civic citizenship behavior: The mediating role of trust in fellow citizens and the moderating role of economic inequality

AbstractIdentity leadership captures leaders efforts to create and promote a sense of shared group membership (i.e., a sense of “we” and of “us”) among followers. The present research report tests this claim by drawing on data from 26 countries that are part of the Global Identity Leadership Development (GILD) project to examine the relationship between political leaders' identity leadership and civic citizenship behavior (N = 6787). It also examines the contributions of trust and economic inequality to this relationship. Political leaders' identity leadership (PLIL) was positively associated with respondents' people‐oriented civic citizenship behaviors (CCB‐P) in 20 of 26 countries and civic citizenship behaviors aimed at one's country (CCB‐C) in 23 of 26 countries. Mediational analyses also confirmed the indirect effects of PLIL via trust in fellow citizens on both CCB‐P (in 25 out of 26 countries) and CCB‐C (in all 26 countries). Economic inequality moderated these effects such that the main and indirect effects of trust in one's fellow citizens on CCB‐C were stronger in countries with higher economic inequality. This interaction effect was not observed for CCB‐P. The study highlights the importance of identity leadership and trust in fellow citizens in promoting civic citizenship behavior, especially in the context of economic inequality.

The influence of cultural factors on the reidentification of Ukrainian refugees

Refugees experience double cultural trauma: both because of war and moving abroad. The process of moving abroad is accompanied by disruption of habitual social connections and causes restoration of those connections. Identity needs the proof of Others, forcing refugees to engage in processes of interaction. The theoretical concept of ethnomethodology allows the authors to trace the process of restoring these ties: how refugees present themselves and define themselves as Ukrainians with the help of cultural factors embedded in daily practices. We observe the rise of Ukrainian identity with the start of war in 2014 and then escalation in 2022. Research of the national identity of Ukrainian refugees in Germany has been based on unique survey data gathered in June 2022 using the Google Forms online survey tool (Germany, June 2022, n = 423). Survey questions were used to measure the components of national identity: constructive patriotism, civic citizenship, ethnic citizenship. We rely also on representative statistical data gathered by Ukrainian research centres and the UNHCR data portal. In conclusion it is seen that cultural factors help the process of reidentification of Ukrainian refugees.

Preparing Vulnerable Populations for Science Literacy and Young Adults for Global Citizenship through Service Learning

The establishment of links between the University and the community in which it is embedded is a permanent challenge. Exploring new ways to open university doors to vulnerable populations is a means of developing young adults’ civic responsibility and global citizenship. This relationship of enrichment and mutual benefit does not only crystallize through the transfer of knowledge but also through service. When, within the community, this service is aimed at students with specific needs of educational support (SNES), we enter fully into the field of inclusive education, developing competencies and reaching sustainable development goals, which go far beyond those of mere knowledge-sharing. This paper presents service-learning (SL) projects carried out in English class by undergraduate Engineering and Education students at a Special Education Center for adults. The main goal was to develop a basic linguistic competence in English so that SNES students could understand science texts and technological instructions to handle ICTs with some autonomy. Face-to-face versus online modality use, forced by the pandemic, are contrasted and results are compared over a three-year period. University students’ perceptions on how this pedagogical approach of service learning contributes to their personal growth and consolidation of global citizenship are presented.

Braiding Liberation Discourses: Dialectical, Civic and Disjunctive Views about Resistance and Violence

AbstractThis article puts three discourses about resistance and violence, coming from two distinct settler colonial contexts, in conversation, to highlight a distinctive theory of change associated with contemporary Indigenous movements. The first, from South Africa, can be seen in the writings of Nelson Mandela. It offers a dialectical view of resistance, where the oppressor sets the terms of the confrontation and where violence is allowable in the pursuit of change. The second discourse can be seen in the writings of James Tully and offers a theoretical bridge between the first and the third. It focuses on civic citizenship as a nonviolent engagement with terms of governance. The third can be seen in the writings of Indigenous theorists whose work focuses on resurgence. It offers a disjunctive theory of change that centres transgression and prefigurative practices. The conclusion of the article braids these discourses to discuss how they both converge and diverge.

The Relationship Between (sub)national Identity, Citizenship Conceptions, and Perceived Ethnic Threat in Flanders and Wallonia for the Period 1995–2020: A Measurement Invariance Testing Strategy

This article examines the relationship between (sub)national identity and attitudes towards immigrants in the multinational context of Belgium. We extend our previous studies by analysing a longer time period (1995–2020) and by making a strong case for the idea that measurement invariance testing and theoretical meaningfulness are closely intertwined. To examine whether and how the relationship between (sub)national identity and perceived ethnic threat has changed over time and between regions, we first test for metric invariance of the latent concepts. Using data from the Belgian National Election Studies, we illustrate that evaluating invariance of measurements is a necessary condition for comparative research, but also that measurement equivalence testing should be considered as an empirical guide showing researchers where substantial conclusions should potentially be revisited and theoretical validity rethought. Next, we verify whether the relationship between (sub)national identity and perceptions of ethnic threat across subnational units can be attributed to different conceptions of community membership -in terms of ethnic and/or civic citizenship conceptions- in Flanders and Wallonia. While we expected that a strong identification with Flanders would primarily be related to an ethnic citizenship representation, and as a result, stronger feelings of threat towards immigrants; we expected that a strong identification with Wallonia would primarily be related to a civic representation of the nation and therefore lower feelings of threat. Thanks to our thorough invariance testing strategy, the conceptualisation and measurement of (sub)national identity had to be adjusted in Wallonia, and the hypotheses had to be qualified.

Reconceptualizing citizenship beyond national civic citizenship models: A discussion of British Columbia’s curricula

This article begins by reviewing different conceptions of citizenship, particularly ethnic and civic citizenship, and then focuses on the one primarily found in government curriculum guides – national civic citizenship – through a discussion of mandated curriculum, texts and related documents released over the twentieth century in the Canadian province of British Columbia (BC). This review illustrates how, over the twentieth century, government curricula in BC have aimed to create good, national citizens. After this review, the author discusses the shortcomings of this conception of citizenship in relation to current events and concludes with recommendations to develop a new conception of citizenship. This new conception aims to address issues that arise from the national civic conception of citizenship, tackle today’s challenges and develop well-being in both individuals and the collective community.

Democracy, civic life and learning for citizenship in Lesotho

ABSTRACT The purpose of this paper is to describe how and where Lesotho citizens have learned about democracy, their civic life and citizenship. The paper draws from a larger PhD study that was conducted in 2013 that focused on how Basotho people understand the concepts of citizenship and democracy with implications for civic education in Lesotho. This paper provides data in respect of the questions: How have ordinary citizens, civic educators and community leaders learned about the concepts of democracy and citizenship in Lesotho? Where have they learnt about these concepts? It briefly introduces Lesotho’s political context and reviews literature on traditional civic education for formerly colonised countries like Lesotho. This is followed by an explanation of African indigenous knowledge and learning through the concepts of Ubuntu/Botho, before detailing the adult learning theories that are applicable and relevant to the findings. The methodology section is followed by the findings, discussions, and a concluding section, which recommended that civic education programmes should be tailored to meet the needs of different social groups in Lesotho, taking their context into consideration.

Current issues concerning education for democracy in Hungary

AbstractThe importance of preparation for citizenship has been recognized for millennia, while education for democracy has been central to pedagogical thinking in Europe and in Hungary for more than a quarter of a century (Crick Report, European Year of Citizenship through Education, EU key competences, modified version of the NCC). Educating a citizenry that is capable of thinking independently, is equipped with critical skills and can deliberate about matters appears in these documents as a definitive goal. The concept of civic competence or citizenship competence indicates a combination of such knowledge, skills, abilities and values that make the individual capable of effectively participating in an everyday life that is based on democratic values as well as in civic society (Hoskins and Crick, 2008, cited by Kinyó, Az állampolgári kompetencia egyes összetevőinek és a közösségi tevékenységformák jellemzőinek vizsgálata 7. és 11. évfolyamos tanulók körében[PhD dissertation: Individual Components of the Competence of Citizenship and an Examination of the Characteristics of Forms of Community Activities Among Students in the 7th to 11th Grades], 2012). The various models of preparation in schools assume that civic knowledge has identifiable elements that can be taught (e.g. texts of legal documents, constitutional principles, the structure of the state); at the same time, civic "knowledge" comprises rather the adoption of attitudes and the practice of certain skills. This study, supported by research data based on survey questions, seeks to discover the degree of prevalence of education for democracy and citizenship in everyday practice, as well as the kinds of problems those affected see in this area and what recommendations they have to address these difficulties.

Service Guarantees Citizenship: Portfolio Work, Populism, and Scaffolding in Introductory American Government Classrooms

Challenges to the value of active civic engagement are an increasingly common phenomenon in introductory American government courses as there is a rise in populist sentiment and a lethargic democratic public. Traditional methods of civic participation and ideal citizenship are difficult to model and teach against this backdrop. Here, we offer instructors a curricular approach that teaches the fundamentals of American government while recognizing students’ roles in a politically dynamic and contentious environment. This semester-long portfolio project, called iCitizen, incorporates exercises in practical political communication, comparisons to historical and fictional systems of citizenship, and personal reflections on ideology and political participation designed to cultivate students’ civic skills and conceptual understanding. Assignments are progressive and experiential in nature, requiring students to actively engage in common civic and political experiences and pathways. In this way, the portfolio exposes students to fundamental questions of politics and citizenship, which can challenge populism’s core charge that “the people” are ignored in favor of elites. In this article, we provide a description of the portfolio, logistical and practical considerations for instructors, and preliminary thoughts on the portfolio’s effectiveness.

European Civic Citizenship and EU Integration Policies

English Abstract: Starting with a general overview of integration policies based respectively on the assimilation, multicultural and intercultural model (§ 1), the essay focuses on the notion of European (Union) citizenship, from the point of view of view of its normative relevance in the EU Treaties, as well as its significance in relation to the fundamental questions of the qualification criteria and the subjective or personal scope of this notion, with regard to the problem of its conceptual autonomy (§§ 2-3). In this context, where it can be observed an autonomous foundation with a potentially open and inclusive character of European citizenship, the relationship between immigration and integration in the area of freedom, security and justice is analysed, taking into account the EU rules and the multi-annual program of the European Council (§ 4), to argue in favour of the possibility of a broad definition of European citizenship (§ 5), in the form of so-called ‘civic citizenship’, as presented by the European Commission in two communications, respectively, of 2000 and 2003; supported and re-launched later on by the European Economic and Social Committee in two opinions, respectively, from 2003 and 2014. This broad notion of European citizenship could apply, under the principle of equality, to third-country nationals (migrants and refugees) who are long-term residents in a Member State. In the last paragraph (§ 6), some final considerations are drawn, concerning the requirement of a paradigm shift, consisting of rethinking at the European level the concept of citizenship not only in terms of nationality (in relation to the citizenship of the State) but on a residential basis, in terms of the function of civic coexistence based on shared values, in the transnational common space of the Union. French Abstract: En commencant par un apercu general a propos des politiques d’integration bases respectivement sur le modele assimilationniste, multiculturelle et interculturelle (§ 1), l’essai se concentre sur la notion de citoyennete (de l’Union) europeenne, regarde du point de vue de sa pertinence normative dans les traites de l’Union, ainsi que de sa signification par rapport a les questionnes fondamentales des criteres de qualification et de la portee subjective ou personnelle de cette notion, en ce qui concerne le probleme de son autonomie conceptuelle (§§ 2-3). Dans ce contexte, ou il peut etre observe une fondation autonome avec un caractere potentiellement ouvert et inclusif de la citoyennete europeenne, la relation entre immigration et integration dans l’espace de liberte, securite et justice est analysee, en prenant en consideration les regles de l’UE et le programmes pluriannuels de le Conseil Europeen (§ 4), afin de soutenir (§ 5) la possibilite d’une definition large de citoyennete europeenne, sous la forme de la soi-disant citoyennete civile, tel que presente par la Commission Europeenne dans deux communications, respectivement, de 2000 et 2003 ; alors soutenu et relance plus tard par le Comite economique et sociale europeen dans deux opinions, respectivement, de 2003 et 2014. Cette notion large de citoyennete europeenne pourrait s’appliquer, en vertu du principe d’egalite, aux ressortissants de pays tiers (migrants et refugies) qui sont residents de longue duree dans un Etat membre. Dans le dernier paragraphe (§ 6), quelques considerations finales sont tirees, concernant l’exigence d’un changement de paradigme, consistant a repenser au niveau europeen la notion de citoyennete non plus uniquement en termes de nationalite (en relation avec la citoyennete de l’Etat), mais sur un base residentielle, en termes de fonction de coexistence civique fondee sur des valeurs partagees, dans l’espace commun transnationale de l’Union.

Feminist heritage walks: materialising the feminist past in Perth, Australia and Glasgow, UK

Alison Bartlett has been researching the ways in which post 1970s feminism can be remembered as a material movement, investigating the role of objects, museums, archives, and sites of feminist events. Her most recent book on this topic is Things That Liberate: an Australian Feminist Wunderkammer, edited with Margaret Henderson. She is an Associate Professor in English and Literary Studies at The University of Western Australia, and has published widely on Australian feminist protest, Australian literature, maternal cultures and feminist pedagogy. Her forthcoming book is Flirting in the Era of #MeToo: Negotiating Intimacy, with Kyra Clarke and Rob Cover.This article proposes the idea of feminist heritage sites as a way of remembering feminist intellectual and activist legacies in situ. Sites of feminist activism offer global positioning with longitude and latitude, somewhere to drop a Google Maps pin, and also offer tangible locations of intangible heritage that arguably shape civic life and citizenship. The article canvasses literature from interrelated disciplinary areas to propose two case studies as sites of feminist memory: a feminist tour from 1980s Perth in Western Australia where the author lives, and the Glasgow women’s heritage walks in Scotland. The idea of walking proves to be significant as a way of moving through sites and producing knowledge, and is investigated as a feminist methodology and epistemology embodying a critical process of thinking through the recent feminist past.

Attitudinal modalities of citizenship representation styles in Georgia

This study investigates citizenship representation styles and their compositional modalities in contemporary Georgia. The article starts with a discussion of legal, social, and political influences that shaped conceptions of citizenship in post-Soviet countries, including Georgia. The study presents the results of a survey of 700 students from 10 universities in Georgia. They completed questionnaires exploring citizenship styles and associated predictor variables. The study suggests that a cultural citizenship style is dominant among Georgian students. It is best predicted by the level of national identification, followed by patriotism, nationalism, in-group attitudes, and religious orthodoxy. The data also show the opposing roles of nationalism and patriotism on ethnic and civic citizenship styles. The article argues that a cultural citizenship representation style could be the compromise solution in the ethnic versus civic citizenship dichotomy and might be more appropriate for societies characterized by ethno-nationalist tendencies.

Pendidikan Moderasi Islam KH. Asep Saifuddin Chalim; Mencegah Radikalisme Agama dan Mewujudkan Masyarakat Madani Indonesia

This study uses the research design of the Individual Life History Case Study by Imam Suprayogo and Tobroni. The study was Done to reveal the life history of KH. Asep Saifuddin Chalim, his struggles, careers, dedication, thoughts and works related to education of Islamic moderation. The data analysis technique uses Spradley's naturalistic research steps whose overall process concludes including: 1) Prevention of religious radicalism through education is carried out by implementing quality education in accordance with Islamic principles of aswaja and by emphasizing more responsibility for teachers not only to teach, but also supervises and accompanies students inside and outside the classroom so as to make it the spearhead in maintaining, preserving and grounding the existence of aswaja teachings. Responsibility is carried out with a nurturing and education approach (andragogy). 2) Civil society is a civil which always doing the process of searching for identity and guarantees the freedom of individuals to growing up so that they have the ability and opportunity to build a culture of civic citizenship. This is formed by implementing an education system based on cultural elements that consider ethics, aesthetics and religiosity so that young intellectuals have the toughness and excellence which is the starting point for building civil society.

Громадянська культура в умовах децентралізації: муніципальний рівень.

The article deals with the problem of establishing a of civil culture as a condition for the successful implementation of decentralization in Ukraine. The author conduct a systematic analysis of specific features of civility, attempt to reveal the nature of the transformation of the culture of civicism in the context of decentralization reform. The study was analyzed of specific forms of civic activity: citizens’ appeals, general meetings, public examination, public hearings, public consultations, was emphasized that electoral participation of citizens is one of the most important components of the culture of civic citizenship. It is noted that the sign of a high level of civic culture is the association of citizens with nongovernmental organizations that raise their members’ sense of cooperation, solidarity and civil patriotism, which ensures the political structuring of society. The importance of the role of youth civic engagement in the process of decentralization reform is highlighted. An analysis of the evolution of the role of civil society in the course of decentralization reform was conducted. It is proved that the purpose of civil society is to reconcile society with the combination of private and general interests, mediation between personality and state power. It is emphasized that strategic decisions for the structures of civil society are strategic decisions that involve the transfer to the regional level of procedures through which the functions of public authorities are subject to control by the public, which ensures greater autonomy of regional governance. It has been proved that decentralization, due to its instrumentality, creates an appropriate space for the formation of a pluralistic civil society, with the expansion of opportunities for self-recruiting communities into different institutional structures. The authors emphasize that mobilization of civil society takes place through the formation of joint responsibility as a certain form of civic consciousness, which serves to confirm the coincidence of social and civil participation in the implementation of relevant initiatives.

Versatile Learning Ecosystem: A Conceptual Framework

This article intends to propose an integrative framework to make learning versatile, comprehensive and more effective, giving due cognizance to the fact that students of the future may require more knowledge and skill sets to thrive in the evolving digital era. The study followed an interpretivist philosophy to accomplish its goal. As a conceptual article, the research team has contemplated on the proposed design, which was deliberated with academic administrators and experts, and students. The study has proposed a supplementary architecture to reinforce the traditional learning ecosystem by leveraging the ubiquitous presence of technology-enabled learning atmosphere. The conceptual framework proposed would guide higher education institutions to relook at their course structure and implement flexible, versatile programmes. Exposure to multiple discipline verticals can help learners develop a civic citizenship. The article has attempted to overhaul the existing confined-learning environment with a new outlook.

Endorsing a Civic (vs. an Ethnic) Definition of Citizenship Predicts Higher Pro-minority and Lower Pro-majority Collective Action Intentions.

Europe has witnessed a polarization of intergroup attitudes and action tendencies in the context of the refugee crisis of 2015 and the rise of right-wing populism. Participation in both pro-minority collective action and right-wing nationalist movements has increased among members of ethnic majority groups. We analyzed these collective action intentions toward Roma people and Muslim immigrants in Hungary related to concepts of citizenship. In an online survey relying on a probabilistic sample that is demographically similar to the Hungarian population (N = 1069), we tested whether relying on the concept of ethnic citizenship predicted higher intentions to engage in pro-majority collective action, and lower intentions to engage in pro-minority collective action, and whether the connection was mediated by fear and empathy. We expected that the connections would be the opposite for civic citizenship. Our results supported the hypotheses, but we found that the ethnic definition was a stronger predictor of intergroup action intentions toward the immigrant group, and the civic definition a stronger predictor in case of the Roma minority group. In a second study (N = 320) we collected experimental evidence to show that civic and ethnic citizenship affected both types of collective action tendencies. We found that the manipulation had an effect on the concept of citizenship only in the ethnic dimension. Nevertheless, it influenced pro-minority collective action intentions especially in the presence of high empathy and low fear in the expected direction, that is, pro-minority collective action intentions were higher in the civic citizenship condition than in the ethnic citizenship condition. The effect was not found with regard to pro-majority collective action intentions. These findings highlight the potential consequences of nationalist rhetoric on intergroup action intentions and point out both the scope and the limits of influencing its effect.

European civic citizenship and EU integration policies

En commençant par un aperçu général à propos des politiques d’intégration basées respectivement sur le modèle assimilationniste, multiculturel et interculturel (I.), la contribution se concentre sur la notion de citoyenneté (de l’Union) européenne, du point de vue de sa pertinence normative dans les traités de l’Union, et de sa signification en rapport avec les questions fondamentales des critères de qualification et des portées subjective ou personnelle de cette notion, en ce qui concerne le problème de son autonomie conceptuelle (II., III.). Dans ce contexte, où il peut être observé une fondation autonome avec un caractère potentiellement ouvert et inclusif de la citoyenneté européenne, la relation entre immigration et intégration dans l’espace de liberté, sécurité et justice est analysée, en prenant en considération les règles de l’UE et le programmes pluriannuels du Conseil Européen (IV.), afin de soutenir (V.) la possibilité d’une définition large de la citoyenneté européenne, sous la forme de la soi-disant citoyenneté civile , tel que présenté par la Commission Européenne dans deux communications, respectivement, de 2000 et 2003 (soutenue et relancée récemment par le Comité économique et social européen dans deux décisions, respectivement, de 2003 et 2014). Cette notion large de citoyenneté européenne pourrait s’appliquer, en vertu du principe d’égalité, aux ressortissants des pays tiers (migrants et réfugiés) qui sont résidents de longue durée dans un État membre. Dans la dernière partie (VI.), quelques considérations finales sont tirées, concernant l’exigence d’un changement de paradigme, consistant à repenser au niveau européen la notion de citoyenneté non plus uniquement en termes de nationalité (en relation avec la citoyenneté de l’État), mais sur un base résidentielle, en termes de fonction de coexistence civique fondée sur des valeurs partagées, dans l’espace commun transnational de l’Union.

Citizenship representations, group indispensability and attitudes towards immigrants’ rights

Social psychological research has distinguished between ethnic and civic conceptions of citizenship and examined the differential associations of these conceptions with perceived out-group competition and threats to explain attitudes towards immigrants. In contrast, the current study examines two dimensions of group indispensability: functional indispensability and identity indispensability. In a survey study conducted among a national sample of native Dutch we found that the endorsement of ethnic citizenship is related to weaker support for immigrants’ social rights because of a lower sense of functional indispensability and of identity indispensability. In contrast, the endorsement of civic citizenship was associated with higher acceptance of immigrant rights because of a stronger sense of functional and identity indispensability of immigrants.

Civic Participation and Citizenship in Turkey: A Comparative Study of Five Cities

This study explores whether and how participation in civil society organisations (CSOs) has transformed citizenship attitudes in different cities in Turkey, and how civic participation and citizenship attitudes are affected by local politico-cultural dynamics. The analysis is based on interviews conducted with representatives of 36 CSOs in five Turkish cities: Konya, Edirne, Diyarbakir, Trabzon, and Izmir. Our comparative analysis of the five cities reveals that civic life is more active in cities marked by high levels of religiosity (Konya) and politicised by conflict (Diyarbakir). On the other hand, politicisation of civic life through party dominance and clientelism, as in Edirne and Trabzon, undermines trust and discourages participation.