Construction Of Citizenship Research Articles

The Construction and Performance of Citizenship in Contemporary China

ABSTRACT Citizenship education has been an explicit part of the universal education system in contemporary China. Using data from an original nationwide survey conducted in 2018, this study tests the hypothesis that the longer the intensity of exposure to citizenship education, the more citizens are influenced by a state-led conception of citizenship characterized by passive obedience and loyalty to the state. The study finds mixed results in that citizenship education is effective at lower educational levels, but at higher levels it is not only less effective, but instead may foster (or at minimum, does not deter) more active conceptions of citizenship.

当代中国公民身份建构与表现 (The Construction and Performance of Citizenship in Contemporary China)

当代中国公民身份建构与表现 (The Construction and Performance of Citizenship in Contemporary China)

Affect, sociality, and the construction of paternalistic citizenship among family caregivers in China

In recent years, the Chinese state has made family members care for and manage persons diagnosed with serious mental illnesses. Many of these caregivers are also former socialist workers to whom the state has broken its promise of paternalism. This article examines the affective experience, sociality, and citizenship claims of these caregivers. My fieldwork shows that, despite state agents’ attempts to depoliticize their feelings, caregivers construct narratives of suffering together, which allow them to make sense of their systemic marginalization and the state’s hypocrisy. They engage in complicit but righteous searches for welfare, healthcare, and leisure resources together, while also publicly demanding the state’s recognition of and support for themselves and their loved ones. I examine the promises and perils of this “paternalistic citizenship” as exemplified by caregivers, and consider the affective transformations it needs to open new political horizons.

An investigation of citizenship construction among students in higher education: a Foucauldian perspective

This study, adopting the Foucauldian lenses of citizenship, investigates how a group of students understand the prevailing social discourses and how such understanding and perceptions influence students’ sense of citizenship and coping strategies. Drawing on in-depth individual interviews with 28 participants from six universities in Hong Kong, the findings suggest that multiple factors have impacts on the university students’ sense of citizenship, including the media as technologies to shape citizenship, the essentialized ideological differences as an apparatus of intervention to shape and act upon individuals, and the legitimacy and discordance of opinions among individuals within both physical and virtual communities. The participants were found to gradually develop an awareness of the discursive construction of the social. They were found to search for their sense of citizenship through (a) opting for one ideological stance and/or keeping silent to avoid being othered within the social discourses existing at the social, community, and family levels; (b) adopting different coping strategies when dealing with their confusion towards conflicting comments; or (c) developing news reading literacy and coming to the realization of the role media plays in discursively constructing new citizens and exercising influence over existing and potential members of communities. The implications of the findings for curriculum design and policy making to develop support measures to facilitate students’ positive learning and whole-person development are discussed.

The Recent History Teaching in the Political Function of Education: The Macro Public Policies on Memory and the Construction of Citizenship

The relationship between the recent public policies on memory linked to the dictatorships from 1960 to 1980 in the Southern Cone and the disciplinary curricular renewal of History curricula and programs in Uruguay, inspired this article. The controversial contents of the recent past and the violation of human rights, responsibility of the dictatorial State (1973-1984) were discussed in the classroom. The analysis of these episodes showed challenges and difficulties for the teachers and the educational system. From resistance to address the recent past for fear of confronting the families’ versions or violating secularism, to defiant strategies, their approach revealed a still traumatic past for Uruguayan society. To examine how it was taught in 3rd year high school history, qualitative research was used, based on “the case study” . Classroom observation, analysis of the teacher’s documentation and interviews with three teachers revealed that they accepted the challenge, selecting and developing a variety of strategies, incorporating family testimonies, promoting debate and reflection and emphasizing both on the construction of critical citizenship and on local history.

“Slowly by Slowly”: Youth Participatory Action Research in Contexts of Displacement

Background/Context: Despite substantial evidence documenting the benefits of community involvement in the decisions that impact their lives, much humanitarian action in settings of displacement continues to be driven by the interests and funding streams of donors and international agencies. These dynamics particularly marginalize youth, who fall between interventions designed for children and opportunities for voice and agency that are reserved for adults. As youth-centered approaches have proliferated across diverse fields, pointing to the important insights gleaned from positioning young people as experts on their own lives, we rarely have a sense of how young people were included in the research or planning processes carried out, or the extent to which these processes reflect issues that local youth populations consider meaningful and relevant to their everyday lives. Youth Participatory Action Research (YPAR) aims to redress the limitations of traditional approaches, recognizing youth as co-researchers with the agency to shape the inquiry process, positioning them as both knowledge producers and agents of social justice beyond the research context. Purpose/Objective/Research Question/Focus of Study: Youth agency is central to YPAR, but interpretations and enactments of this agency are often implicitly bounded by nation-state constructs of legality and citizenship. How do we apply this approach in contexts where youth populations lack legal citizenship status and experience habitual threats to spatial movement, freedom of expression, and social belonging? In this paper we explore how youth locate openings to enact the agency that YPAR assumes of them, and the dilemmas that emerge as they aspire to address local challenges and contribute to the common good in contexts of forced displacement. Research Design: We examine these questions in the context of YPAR collaborations we carried out with displaced youth living in refugee camps and urban settlements in three country contexts: Burundi, Jordan, and Kenya. We approached YPAR collaborations with distinct research methods, positionalities, timelines, and varying levels of resources and institutional support. In each case, granting youth agency as co-researchers, we implicitly and explicitly raised questions about how young people come to understand the limits to their rights and agency, when forcibly displaced by conflict. Conclusions/Recommendations: Across the three collaborations detailed in this text, we underscore the ways that YPAR became a novel, and at times a radical, form of democratic citizenship education for a youth population traditionally positioned as passive recipients of both school curriculum and humanitarian aid. Notwithstanding significant challenges, we point to ways that this approach “slowly by slowly” created openings for young people to make claims on their rights and organize towards changes. It underscores the empowering potential of developing young people’s civic capacity and instilling their rights to understand and interact with their communities in exile.

As contribuições de Paulo Freire para o entrelaçamento de vozes no ensino crítico de língua inglesa

Supported by the assumptions of Critical Education and the understanding of Paulo Freire's work as one of the constitutive pillars of the Critical Literacies perspective, this article outlines considerations in favor of teaching and learning the English language for social justice and the construction of active citizenship. The main objective is to observe how intertwined they are, in order to indicate paths and foster inspiration for contextualized, meaningful, purposeful and critical English language teaching. The materials indicated here can contribute both to expanding the knowledge of school actors about the world, and to stimulating critical practices in the classroom.

Participatory communication as a key strategy in the construction of citizenship

This research set out to analyze the importance of participatory communication as a critical strategy in the construction of citizenship through an exhaustive review of the specialized literature; whose purpose was to update the knowledge related to citizenship and its structure, participatory communication and its contribution to the construction of citizenship, as well as updated approaches to participatory communication. The scientific information supporting the study results was fundamentally extracted from scientific journals indexed in Scopus, Web of Science, Scielo, Redalyc, and Dialnet. All citations and bibliographic references were managed using Mendeley. As preliminary results, it is found that participatory communication facilitates the integration and cohesion of the communities, based on joint projects, decision-making, participation, and actions that benefit citizens. It is concluded that citizenship is in constant change depending on the citizen; also, that it is essential to recover the relationship between citizenship and participation in pursuit of socio-cultural development; likewise, that community participation must be legitimate, holistic, and inclusive; also, that the contribution of communication lies in the dynamization of social actors; finally, that participatory communication approaches make it possible to dynamize the determining social behaviors to achieve social empowerment.

“We Are Not Foreigners”: Constructing Migrant Subjects through Korean Chinese Migrants’ Claims-Making in South Korea

In this paper, we approach citizenship as a claims-making process consisting of social construction practices that emerge from ongoing negotiations and contestations. We examine the migrant subject-making process of Korean Chinese migrants in South Korea. We draw on the voices of migrants to discuss how Korean Chinese construct their migrant subjectivity by mobilizing a collective understanding of ethnonational belonging and thereby deploy distinctive strategies to support their claims. Our analysis of the data gathered from ethnographic observations and interviews with Korean Chinese migrant workers, activists, South Korean bureaucrats, and policymakers show that Korean Chinese migrants have called upon blood ties and ethnic affinity, continued allegiance, economic contributions, and human rights to construct themselves as legitimate candidates for citizenship in South Korea. By shifting our analytical focus from the state to the migrant subjectivity that emerges through day-to-day negotiations, we aim to unpack the complicated dynamics of social constructions of citizenship.

Co-creative epiphany of citizenship and health in the 1820 Liberal Revolution in Portugal

ABSTRACT Following the outbreak of the Liberal Revolution, which broke out in Portugal after the revolutionary actions that happened in Porto on 24 August, and in Lisbon on 15 September 1820, a new political regime emerged and, consequently, changes in values as well as in ways of thinking and acting. It is a new conception of sovereignty with the shift of absolute power from the king to the nation. In this new imaginary signification arises the need to construct common good. In this sense, the question is posed: What is the idea of citizenship that Liberalism projected? The goals are: to interpret the specificity of the idea of citizenship, and to discuss the role assigned to instruction-education as a tool to promote citizenship. The sources are: constitutional catechisms, hygiene manuals, political textbooks, and handbooks. Regarding methodology, by reference to the Liberal Revolution, an interpretive analysis of the sources was conducted along two major dimensions and their respective descriptors: first dimension: liberal regime: constitution, state, laws, health, citizenship; second dimension: educational city: instruction-education, public education, illustration, health, citizenship. To conclude, liberalism triggered a concern with conceiving citizenship as a key factor in health promotion, and health as a crucial factor in the construction of citizenship, with instruction-education being given a fundamental role in the construction process. Citizenship in the 1820s already announced the health paradigm, which presupposes the community’s and the citizen’s empowerment.

The interface between Master Plan and Educating Cities: an alternative for planning post-pandemic cities

This research seeks to understand the possibilities of qualitative urban changes in urban space, which municipal master plans can enhance through the application of precepts outlined by the 2030 Agenda and educating cities according to the International Association of Educating Cities, conceived after the COVID-19 pandemic. Initially, this study presents and expands the tacit and informal knowledge that transforms the adjuvant urban space into the informal education process, complementary to the explicit knowledge that the official curriculum contents address. It shows that urban space, as a social instance, extrapolates its physical materiality and contains symbols and signs that enable rereading the culture that built it, also revealing historical moments and techniques that have transformed it over time, making the city an enormous classroom, decisively inducing the construction of citizenship. It evidences the advantages of treating the city planning and management from the standpoint of education for all, touching on social encounters as a way to promote alterity, politicize urban life, and exchange knowledge, noting that the Brazilian Federal Constitution requires public participation in the very preparation of master plans. Methodologically, the research supports all knowledge made explicit, presenting references from several renowned authors, and evidences some singularities of the spaces regarding the coexistence in the urban environment. During and after the pandemic, the municipal master plan, taking space as a social instance that educates for sustainability, as proposed in the 2030 Agenda, will assuredly be one of the structuring axes of quality of life in the post-pandemic period.

GEOGRAPHY AND IDENTITY: AN ANALYSIS OF GEOGRAPHY CURRICULA IN TURKEY

Although there are differences in identity construction depending on countries and periods, some courses have come to the fore in the education system in each per i od. In Turkey, the education system in general, and history, geography, citizenship and social studies courses, in particular, have instrumental importance in the construction of identity. When the literature is examined, it can be observed that there are many studies on history, social studies and citizenship lessons for identity construction. However, there is a limited number of studies on identity construction for the geography curricula. The main purpose of this research was to examine the secondary education geography curricula in Turkey in terms of identity and citizenship construction. The study was planned and carried out as a qualitative case study. Case studies often describe the exploration of a bounded system. In this research, the sample was limited to the 2005 and 2018 geography course curricula, and a detailed description was made by using “content analysis” based on the research purpose. As a result of the research, it was determined in both curricula that the national identity theme had the most expressions, and national identity was aimed to be built by presenting details about the geography of the homeland. In addition to national identity, it was determined that there were also contents related to social identity, ecological identity, universal identity, and a limited number of digital identity and religious identity themes.

Enacting Border Governance through Multi-scalar Violence: Exclusion and discrimination of Rohingya people in Rakhine state

AbstractWhile international focus has been on armed violence and Rohingya refugee flows from Rakhine state, this article pays attention to the myriad forms of ‘everyday discrimination’ that Muslim Rohingya people have experienced over a prolonged time. These forms of discrimination were observed by the author and reported by Rohingya informants in three areas of Rakhine state during research conducted in 2015. The article argues that systemic discrimination against Rohingya people can be understood as the violent enactment of bordering processes by both state and non-state actors at multiple scales, thus contributing to border governance. Bordering processes can be observed at the national level through the construction of citizenship in law and documentation; at the sub-national level through the restriction of travel and mobility at the township and village levels in Rakhine state; at the household level through household registrations and the control of births, marriages, and family relationships; as well as at the individual level through arrests, detention, and acts of violence. The border is enacted through such processes, with Rohingya people treated as an embodiment of both a political boundary between Myanmar and Bangladesh, and a social boundary constructing the Muslims as ‘fearsome and disgusting others’ by the country's non-Rohingya groups, particularly by the majority Bamar Buddhist population.

“Using what you have” to teach for global citizenship

PurposeThis case study illustrates how one social studies teacher used the International Baccalaureate (IB) Middle Years Programme (MYP)' s framework and philosophy to teach for global citizenship. The research question that framed this study was: How is an IB MYP Individuals and Societies (I&S) teacher enacting their perceptions and understanding of global citizenship education? Findings illustrate that this teacher enacted a proactive pedagogy, using her own personal perceptions and what IB MYP offered her through their affective and cognitive frameworks to apply her conceptions of global citizenship education.Design/methodology/approachThe data for this single case study came from teacher semi-structured interviews (Rubin and Rubin, 2012), observations, field notes (Merriam and Tisdell, 2016) and teacher created documents. The goal for the teacher created documents was to provide detail, depth and evidence to support or contrast with what was found in the interviews and observations. Simultaneous, in vivo, and values coding were used to analyze the data and to get an overall picture of what the participant said, believed and practiced. Theories surrounding global citizenship education provided the lens for the study.FindingsThe findings are organized according to (1) the way this teacher's developed constructions of global citizenship and global citizenship education and IB led her to use the IB philosophy and framework to shape her beliefs and practices and (2) the way she embraced the tensions and possibilities inherent in her teaching for global citizenship in an IB MYP classroom to teach a proactive form of global citizenship education.Research limitations/implicationsThis research provides insight into the curriculum framework of IB MYP and the curriculum and instruction decisions of an I&S teacher. For the global citizenship education field, this study provides an example of how global citizenship can be incorporated into a social studies classroom.Practical implicationsFor social studies education, this study uncovered the possibilities present in the curriculum when a teacher is given the space to make their own instructional decisions. This study also gives guidance on how international curriculum frameworks can be utilized for global citizenship education. Finally, this study illustrates teachers must fully subscribe to IB and the MYP as a means of teaching for global citizenship for it to be beneficial.Originality/valueThis study has value because it highlights how a social studies teacher successfully uses an international curriculum framework to teach for global citizenship. Few studies have shown examples of teachers, especially IB MYP teachers, who are committed to teaching for global citizenship and use the tools they are given to center student choice and connect the content to their students' lives. Teachers and researchers will be able to view the pedagogical possibilities inherent in this teacher's global citizenship methods.

Poe-Related PhD Dissertations (2017–2021)

Poe-Related PhD Dissertations (2017–2021)

School Inquiry in Secondary Education: The Experience of the Fiesta de la Historia Youth Congress in Seville

In secondary education, the focus of history teaching must be on the development of global citizenship. The present research was a study contextualized in the Fiesta de la Historia Youth Congress in Seville (Spain). A documentary analysis with a descriptive and interpretive design was made of 63 projects of inquiry that pupils carried out. The main objectives were to assess the incidence of the proposal in terms of participation, and to determine whether the pupils’ projects followed a logic of inquiry about socially relevant problems which favors the construction of global citizenship. The results point to a low incidence of schools participating in this initiative. The projects of inquiry analyzed present, for the most part, themes related to the historical and social heritage of the locality. The proposals are approached as problems of a specific discipline and are worked on through a method based on a pseudoscientific research process. The findings indicate the need to continue implementing initiatives based on school inquiry that allow the teaching of history to be articulated around relevant social problems, with the objective being to develop citizenship skills.

Developing support teachers’ digital competencies for an inclusive citizenship

The present work focuses on the construct of digital citizenship from an educational and inclusive point of view. Considering the general European interest in implementing citizens’ digital skills and with particular care for the contemporary situation of overall emergency, due to the Covid 19 pandemic case, the idea is that of considering a possible conceptual link between digital skills and the Capability Approach. In the light of an ‘Education for all’, the aware development of teachers and, particularly support teachers’ digital skills, may be a crucial key to enact inclusive processes able to guarantee any pupil and student the chance to become a capable and valuable citizen, despite his/her frailties and social failures. This paper is part of a wider research project entitled “Best practices and tools of analysis in schools and community contexts: learning, teaching & inclusion”, started in March 2019 and funded by the Department of Psychological, Pedagogical Sciences, Physical Exercise and Training, of the University of Palermo, and of which just a segment related to the analysis of support teachers’ digital competence is reported here.

La educación cívica en el contexto latinoamericano: el caso de Chile y los textos de urbanidad (s. XIX)

From the texts on morality and urbanity, we address the phenomenon of civic education in Chile in the context of the 19th century as a fundamental expression of the republican ideology. To do this, a cartography of the manuals of the period 1819-1900 published in the country or foreigners adapted to the Chilean idiosyncrasy is carried out. The following factors are considered: author, publisher, addressee, geographic distribution, and content, among others. The “performative” role played by urbanity in the school curriculum as a key element in the process of secularization and construction of citizenship was then analyzed. The focus was on the paradigmatic case of the Carreno Manual, due to its validity to date. In this way, the study makes a new contribution to a historiography on texts on urbanity and civic education in Chile, which contributes to laying the foundations for future comparative analyzes in Latin America on the subject.

The Precious Seed of Christian Virtue: Charity, Disability, and Belonging in Guatemala, 1871–1947

AbstractThis article addresses the role of disability and disabled people in the construction of citizenship and nation through the ideologies and practices of charity from the 1870s through the 1940s. These periods of Guatemalan history are generally thought of as distinct: the Liberal triumph over Conservatives, Liberal dictatorship, and democratic revolution. To the contrary, practices of charity reveal the continuity of these political forms. This article explains the three models of charity that characterized modern Guatemala—caridad, beneficencia, and asistencia social—and outlines how they reflected understandings of the relationship between individuals and the state. It also provides a window into the daily lives of patients at the nation's insane asylum, leprosarium, and general hospital, who were not merely objects of charity but also political subjects who engaged charity models to gain access to resources, people, and mobility. In sum, this article integrates disability into broader historical narratives.

Constructing global citizenship education at the regional level: regionalism and Caribbean citizen education

ABSTRACT This conceptual paper examines the development of global citizenship education (GCE) by looking at economic regionalism’s political economy. First, this paper situates the Caribbean Community’s (CARICOM) citizenship education initiatives within the larger scope of global citizenship. Using a historical policy analysis, this article then explores the nexus between economic integration and the construction of citizenship by analysing CARICOM’s Human Resource Development (HRD) 2030 Strategy. In examining the HRD 2030 Strategy, it can be seen how the influence of both regional and global needs is being integrated into an initiative to standardise citizenship for an economically competitive Caribbean. Through the lens of neofunctionalism and intergovernmentalism, we reveal how the Ideal Caribbean Person initiative is a concept of regional citizenship created by regional economic policies and structural institutions. We conclude by arguing that the construction of global citizenship education at the regional level is, therefore, the consolidation of regional norms and their translation into a global context.