Lived Citizenship Research Articles

Ambivalent subjectivities: experiences of mothers with disabilities in Russia

Women with disabilities are still rarely imagined in the role of a mother. Narratives about motherhood that promote traditional gender roles and the primary role of motherhood in women’s lives (pronatalism) in countries like Russia emphasize the value of non-disabled and heteronormative bodies and minds. The lived experiences and the lived citizenship of mothers with disabilities disrupt societal assumptions about motherhood. However, the structural environment of pronatalism inevitably influences the ways in which mothers with disabilities understand motherhood and construct their sense of selves (subjectivities). Drawing on the framework of citizenship and the feminist disability studies literature, this article analyzes how the personal and the political are intertwined. The analysis is based on empirical data obtained from qualitative interviews with 14 mothers with disabilities in a provincial city of Russia.

Trust and Power Dynamics in Children's Lived Citizenship and Participation: The Case of Public Schools and Social Work in Denmark

Based on empirical data from two research projects, this article explores trust and power relations in the context of public schools and social work in Denmark and their consequences for children's lived citizenship. The analysis shows that as a group, children not only enjoy increasing recognition as citizens but they also face distrust and misrecognition due to increasing governmentalisation which threatens to overshadow the aforementioned tendencies towards inclusion and recognition, resulting in serious citizenship deficits for children in general, and for certain subgroups of children in particular, such as those positioned as ‘at risk’.

Navigating religious diversity: exploring young people’s lived religious citizenship in Indonesia

ABSTRACTAgainst the backdrop of several concerning reports which have noted growing socio-religious conservatism and intolerance amongst Indonesia youth, this study examined how school-aged Indonesian young people navigate encounters with religious difference in their everyday lives. Recognising the significance of religious and citizenship education curricula, the research included classroom observations and interviews with 20 religiously-diverse Indonesian young people in three purposively selected high schools in Jakarta. The paper reveals that participants in all three schools agreed that religious studies and their personal religious frameworks were central to their approaches toward religious tolerance. However, their lived everyday experiences of rubbing shoulders with religious ‘others’, expanded upon and critiqued the narrowness and rigidity of these frameworks and showed greater religious inclusivity. Through this analysis the paper integrates prior work on ‘lived religion’ and ‘lived citizenship’ to fuse a ‘lived religious citizenship’ concept, arguing that this adds depth to both fields by recognising that religion cannot be separated from the experience of being a citizen. A focus on lived religious citizenship provides a deeper account of individual identity and highlights the importance of qualitative studies focused on the living out of religion and citizenship.

Children’s lived citizenship: A study on children’s everyday knowledge of injury risks and safety

Children’s ‘lived citizenship’ is about how all children act as members of society, every day. This study aims at exploring such citizenship, drawing on focus group discussions about injury risks a ...

Voices of Canadian and Mexican youth surrounded by violence: Learning experiences for peace-building citizenship

How do young people living in high-violence contexts express a sense of democratic agency and hope, and/or frustration and hopelessness, for handling various kinds of social and political conflict problems? The management of conflict is a core challenge and purpose of democracy, severely impeded by the isolation and distrust caused by violence. Publicly funded schools can be (but often are not) part of the solution to such challenges (Bickmore, 2014; Davies, 2011). This article is drawn from a larger on-going project probing the (mis)fit between young people’s lived citizenship and conflict experiences, and their school-based opportunities to develop democratic peace-building capacities, in non-affluent local contexts surrounded by violence, in an international comparative perspective. We report on focus group conversations with several small groups of students, ages 10–15, in two Canadian and four Mexican schools in marginalized urban areas. Diverse participating young people tended to have a stronger sense of agency and hope in relation to some kinds of conflicts (such as environmental pollution) compared to others (such as unemployment and insecure work or drug-gang violence). In general, they did not feel that their lived citizenship knowledge was much valued or built upon in school.

Transnational disruptions: materialities and temporalities of transnational citizenship among Somali refugees in Cairo

AbstractLiterature on both transnationalism and ‘lived citizenship’ has highlighted the multiple, fluid and simultaneous character of migrant experiences of belonging. Geographers, however, have questioned this emphasis on mobility, connections and simultaneity, regrounding research on migrant transnationalism through the study of materiality and embodiment, and pointing to the salience of temporality in defining contemporary migration and asylum regimes. Drawing on ethnographic research with Somali refugees living in Cairo, Egypt, in this article I explore the material and temporal ‘disruptions’ that mark their condition at three interrelated levels. These are the experience of ‘time suspension’ associated with maintaining transnational family connections, the uncertain temporalities characterizing the work of humanitarian agencies, and the ‘everyday emergencies’ that mark daily life in a Cairo neighbourhood. Through the heuristic lens of materiality and assemblage geographies, through the analysis I hope to offer a more nuanced account of the tension between ‘fluidity’ and groundedness in refugees’ transnational practices, as well as an appraisal of the role temporalities and materialities play in emerging forms of ‘irregular citizenship’ in the Global South.

Introduction to the special issue on transnational lived citizenship

AbstractThinking about citizenship in the context of transnational flows and global actors gives us opportunities to consider new possibilities for politics and human agency in the contemporary era. By joining the interdisciplinary discussions that adopt these approaches, in this special issue on ‘transnational lived citizenship’ we set out to challenge fixed notions of citizenship and to call for its respatialization and repoliticization. Specifically, we stress the importance of the non‐state based material and locatable situated practices, memories and imaginings of particular actors. Importantly, we do not limit the forms of political agency associated with citizenship to individuals, or to the positions, practices and acts related to polity memberships. Rather, we identify how the actors collectively construct and act out citizenship in various socio‐spatial contexts. Moreover, the authors of the individual articles propose new ways of understanding how people, as political subjects, are positioned differently in their communities and societies and how they pursue new political stances and actions in their transnationalizing worlds. Centring ‘the geographical’ as the basis of enquiry, the issue as a whole seeks to provide spatial–theoretical contributions to the interdisciplinary debates on relational and contested citizenship.

Afterword: spatialities of transnational lived citizenship

AbstractThe articles collected here show how the terms transnational, everyday lives and citizenship inflect each other in different ways, depending on the site and context in question. In this afterword, we want to explore how these three terms change each other and the implications of ‘transnational lived citizenship ’. The articles mark out important theoretical arguments for conceptualizing the spatialities of transnational identity, migrant life and emotional citizenship.

A Qualitative Analysis of the Lived Experiences of a Small Group of Filipino Immigrants

Demographers have forecasted that the U.S. is rapidly moving closer to becoming a majority-minority country, this fact and the politically divisive nature of recent debates and attempts at immigration reform have fostered increased conversations about citizenship, diversity, assimilation/s, and other im/ migration discourses. Often these dialogues surround boarder-crossings and the political, economic, and social implications of im/migration. One unfortunate outcome is frequently the perpetuation of stereotypes and the “othering” of many migrant groups to which this research offers a counter narrative. This counter narrative is built on the lived citizenship of a small group of Filipino im/migrants in the U.S. The paper demonstrates that—contextually—working abroad is common practice in the Philippines; this phenomenon is woven into the political, social, and economic jurisdictions of the country. This research fills one gap in im/migration studies as it chronicles the stories of these Filipino im/ migrants while examining their perceptions about their identity, sense of belonging, right to place, and the legitimacy of their citizenship socio-culturally. The paper places these and other narratives from this group of im/migrants within the theoretical framework of Critical Theory, hence offering a voice to a group of individuals not frequently heard in academia.

Conceptualizing lived religious citizenship: a case-study of Christian and Muslim women in Norway and the United Kingdom

The concept of ‘religious citizenship’ is increasingly being used by scholars, but there are few attempts at defining it. This article argues that rights-based definitions giving primacy to status and rights are too narrow, and that feminist approaches to citizenship foregrounding identity, belonging and participation, as well as an ethic of care, provide a more comprehensive understanding of how religious women understand and experience their own ‘religious citizenship’. Findings from interviews with Christian and Muslim women in Oslo and Leicester suggest a close relationship between religious women's faith and practice (‘lived religion’) and their ‘lived citizenship’. However, gender inequalities and status differences between majority and minority religions produce challenges to rights-based approaches to religious citizenship.

Citizenship and the Practice of Governance in South-East Europe

The key objective of this Conclusion is to highlight the broader conceptual, empirical and methodological contributions of this edited volume. Reflecting on the paired articles, the conclusion explores the implications of the collection on the interplay between the modes of governance that constitute citizenship regimes and their effects on ‘lived citizenship’ that characterise individuals' experiences of this governance.

Lived citizenship as the locus of political agency in participatory policy

Participatory policies seeking to foster active citizenship continue to be dominated by a territorial imagination. Yet, the world where people identify and perform as citizens is spatially multifarious. This article engages with the tension between territorially grounded perceptions and relational modes of practicing political agency. Studying empirically the Finnish child and youth policies, we address jointly the participatory obligations that municipalities strive to fulfill, and the spatial attachments that children and young people establish in their lived worlds. To this end, we introduce the concept of lived citizenship as an interface where the territorially-bound public administration and the plurality of spatial attachments characteristic to transnational living may meet. We conclude by proposing a re-grounding of lived citizenship in both topological and topographical terms as an improvement in theoretical understanding of mundane political agency and as a step towards more proficient participatory policies.

Achieving Citizenship and Recognition through Blogging about Homelessness

This article describes a blog written by four men who were homeless in a western Canadian city in 2010. The blog was an attempt to promote communication between homeless people and the domiciled public, to assert the agency of homeless people, and to promote social integration through their participation in public discourse about homelessness. The bloggers explicitly set out to engage in civic action. In doing this they positioned themselves as advocates and therefore citizens—people with the right and responsibility to describe the “realities” of homelessness, critique existing social structures, take part in public dialogue about homelessness, advocate for change, and stand up for homeless people. This was a subject position that was not previously available to them. The blog project is an example of “lived citizenship,” citizenship as active participatory practice, and a way to achieve what Nancy Fraser calls a politics of recognition.

Rewriting Citizenship in Displacement: Displaced People's Struggles for Rights

For displ ace d pe opl e , citize nsh ip (or th e l ack of it) is a crucial issue. D ispl ace d pe opl e are de nied form al citizensh ip and righ ts but are now cl aim ing th e m , subje ctive l y see ing th e ir de facto e xpe rie nce as l ive d citize nsh ip. Protests, cl aim asse rtions and transnational al l iance s are w ays in w h ich th e ir struggl e for righ ts is m anife ste d. M uch of th e existing l iterature te nds to focus on a top- dow n understanding of displ aced peopl e as citize ns/non- citize ns and th e form al proce sse s avail abl e (or not avail abl e) to th e m , ignoring th e im portance of inform al proce sse s as w e l l as l ocal age ncy and practice , w h ich th is articl e expl ore s th rough case study e xam pl es. Th e articl e al so e xam ine s displ ace m e nt in th e l igh t of diffe ring th eore tical m e anings of citize nsh ip, and ask s to w h at e xte nt th e force d m igrant is a gl obal or transnational citizen. Mobility, displacement and emplacement have become defi ning features of our times. As long as there are wars, large-scale development projects and the more recent land grabs, people will be forced to move. This paper examines the implications for citizenship of various forms of displacement. While there is a large literature on displacement and citizenship, it tends to focus on top-down understandings of both. Few people are asking how displaced people are viewing their own citizenship and struggling for rights that they see as theirs. This paper aims to move away from normative government and inter-government perspectives which tend to have a ‘sedentarist’ (Malkki, 1992) lens. Instead, it focuses on how displaced people themselves understand their predicament and how they develop ways of coping with their problematic or non-citizenship status. We investigate formal and informal processes of rights claiming and expressions of local agency exercised by a range of displaced people. These responses can be seen as a form of ‘lived citizenship’. We also attempt to understand how globalization is accelerating displacement processes and whether displaced people can be seen to embody new forms of global or transnational citizenship. We thus investigate the limits and possibilities of new forms of ‘postnational’ and denationalized or deterritorialized citizenship. We intentionally take a broad view of displacement, focusing on refugees, Internally Displaced Persons (IDPs) and those affected by development-induced displacement

Citizenship and Displacement

SummaryCrucial for displaced people is citizenship (or the lack of it). In conventional terms, citizenship is seen as political membership in a given nation‐state through which citizens possess civil, political, economic and social rights. Most states, however, have groups within them who do not belong and are denied citizenship rights, even though they may have formal citizenship. In particular, displaced people (both within and crossing borders) are denied formal citizenship and rights but are claiming them, subjectively seeing their de facto experience as lived citizenship. Protest, claim assertion and transnational alliances are manifest ways of struggling for those rights. Much of the existing literature tends to focus top‐down understandings of displaced people as citizens/non‐citizens and the formal processes available (or not available) to them, ignoring the importance of informal processes as well as local agency and practice. This paper explores the informal processes and feelings of belonging through case study examples, linking them to changing dynamics in different displacement regimes (e.g. refugee, IDP – internally displaced people – and DID – (development‐induced displacement). We look at impacts of globalisation and changing international and national legal structures to bottom‐up and lived notions of citizenship. The paper also examines displacement in light of differing theoretical meanings of citizenship, asking to what extent the forced migrant is a global or transnational citizen.

‘But They Just Don't Respect Us’: young people's experiences of (dis)respected citizenship and the New Labour Respect Agenda

The New Labour Respect Agenda fuses anti-social behaviour policies, Third Way active citizenship, and a theory of community-based support and regulation. The Respect Agenda itself has a specific focus on, and direct implications for, children and young people, as well as for children living in vulnerable families. This paper argues that the theoretical basis for New Labour's ‘Respect’ is limited and ultimately flawed. Whilst New Labour policy demands respect from young people, young people's lived citizenship is too often experienced in terms of disrespect and even shame of the self. Young people respond to these feelings of disrespect by seeking out other ways through which respect can be acted out and negotiated. Respect, as conceptualised through the New Labour lens will criminalise vulnerable young people, thereby further stripping them of self-respect, inter-personal respect and societal respect. The paper concludes that respect should be an outcome of policy and a philosophy of a social justice led politics, rather than a conditionally led policy.

Toward a Critical Global Citizenship EducationCitizenship and the Challenge of Global Education by Audrey Osler and Kerry Vincent. Stoke‐on‐Trent: Trentham Books, 2002. 143 pp. $24.95 (paper). ISBN 1‐85856‐268‐6.Citizenship Education and the Curriculum edited by David Scott and Helen Lawson. Westport, Conn.: Ablex Publishing, 2002. 190 pp. $64.95 (cloth). ISBN 1‐56750‐651‐8.Learning Democracy and Citizenship: International Experiences edited by Michele Schweisfurth, Lynn

Previous articleNext article No AccessEssay ReviewToward a Critical Global Citizenship Education Citizenship and the Challenge of Global Education by Audrey Osler and Kerry Vincent. Stoke‐on‐Trent: Trentham Books, 2002. 143 pp. $24.95 (paper). ISBN 1‐85856‐268‐6. Citizenship Education and the Curriculum edited by David Scott and Helen Lawson. Westport, Conn.: Ablex Publishing, 2002. 190 pp. $64.95 (cloth). ISBN 1‐56750‐651‐8. Learning Democracy and Citizenship: International Experiences edited by Michele Schweisfurth, Lynn Davies, and Clive Harbor. Oxford: Symposium Books, 2002. 304 pp. (Paper.) ISBN 1‐873927‐29‐0.Yvette V. LapayeseYvette V. Lapayese Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 47, Number 4November 2003 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/379495 Views: 682Total views on this site Citations: 23Citations are reported from Crossref © 2003 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Thashika Pillay, Carrie Karsgaard Global citizenship education as a project for decoloniality, Education, Citizenship and Social Justice 30 (Apr 2022): 174619792210806.https://doi.org/10.1177/17461979221080606Mikko Mäntyneva Curriculum-Supporting Global Competence-Related Learning Based on PISA 2018, (Jan 2022): 122–138.https://doi.org/10.4018/978-1-7998-9542-8.ch008Ayana Allen-Handy, Shawnna L. Thomas-EL, Kenzo K. Sung Urban Youth Scholars: Cultivating Critical Global Leadership Development through Youth-Led Justice-Oriented Research, The Urban Review 53, no.22 (Mar 2020): 264–294.https://doi.org/10.1007/s11256-020-00568-wLisa J. Cary, Marc Pruyn Lived Citizenship and Democracy in Times of Retreat and Resistance, (Jul 2021): 27–45.https://doi.org/10.1007/978-3-030-71423-9_2Abdeljalil Akkari, Kathrine Maleq Rethinking Global Citizenship Education: A Critical Perspective, (Aug 2020): 205–217.https://doi.org/10.1007/978-3-030-44617-8_15Mehmet Aslan, Mark Van Ommen Advancing Diversity Through Global Citizenship Education and Interfaith Dialogue, (Aug 2020): 693–704.https://doi.org/10.1007/978-3-319-67828-3_75Md Tariqul Islam (Re)Searching for the development of a conceptual model of education for citizenship in the context of young people’s globalised mobility in higher education, Globalisation, Societies and Education 17, no.22 (Feb 2019): 194–207.https://doi.org/10.1080/14767724.2019.1583093Mehmet Aslan, Mark Van Ommen Advancing Diversity Through Global Citizenship Education and Interfaith Dialogue, (Aug 2019): 1–13.https://doi.org/10.1007/978-3-319-67905-1_75-1Jennifer R. Calhoun, Martin O’Neill, Alecia C. Douglas An Examination of Second Language Education Provision Among U.S. and European Hospitality and Tourism Management Schools, Journal of Hospitality & Tourism Education 7 (Mar 2018): 1–10.https://doi.org/10.1080/10963758.2018.1438901Carla L. Peck, Karen Pashby Global Citizenship Education in North America, (Jan 2018): 51–65.https://doi.org/10.1057/978-1-137-59733-5_4Giang Thi Phi, Michelle Whitford, Dianne Dredge, Sacha Reid Educating tourists for global citizenship: a microfinance tourism providers’ perspective, Tourism Recreation Research 42, no.22 (Feb 2017): 235–247.https://doi.org/10.1080/02508281.2017.1290738Veronica Boix Mansilla, Flossie SG Chua Signature Pedagogies in Global Competence Education: Understanding Quality Teaching Practice, (Oct 2016): 93–115.https://doi.org/10.1007/978-981-10-1673-8_5Jo-Anne Dillabough Gender, Social Justice and Citizenship in Education: Engaging Space, the Narrative Imagination, and Relationality, (Oct 2016): 49–71.https://doi.org/10.1057/978-1-137-51507-0_3Karen Pashby Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context, Curriculum Inquiry 45, no.44 (Oct 2015): 345–366.https://doi.org/10.1080/03626784.2015.1064304David Zyngier, María Delia Traverso, Adriana Murriello ‘Democracy will not fall from the sky.’ A comparative study of teacher education students’ perceptions of democracy in two neo-liberal societies: Argentina and Australia, Research in Comparative and International Education 10, no.22 (Mar 2015): 275–299.https://doi.org/10.1177/1745499915571709Dr Mark Vicars and Dr Jon Austin, Lisa Cary, Marc Pruyn, Jon Austin Australian citizenship in interesting times, Qualitative Research Journal 15, no.22 (May 2015): 228–240.https://doi.org/10.1108/QRJ-01-2015-0014 강규원, Jeong Hun Oh Outcomes of global citizenship education for Korean students, SECONDARY EDUCATION RESEARCH 63, no.11 (Mar 2015): 1–32.https://doi.org/10.25152/ser.2015.63.1.1Gumiko Monobe, Eun Hye Son Using Children's Literature and Drama to Explore Children's Lives in the Context of Global Conflicts, The Social Studies 105, no.22 (Jan 2014): 69–74.https://doi.org/10.1080/00377996.2013.820164Laurie A. Henry, Clarisse O. Lima Promoting Global Citizenship through Intercultural Exchange Using Technology, (Jan 2014): 798–816.https://doi.org/10.4018/978-1-4666-4979-8.ch045Laura Oxley, Paul Morris Global Citizenship: A Typology for Distinguishing its Multiple Conceptions, British Journal of Educational Studies 61, no.33 (Jun 2013): 301–325.https://doi.org/10.1080/00071005.2013.798393Audrey Bryan Band-Aid Pedagogy, Celebrity Humanitarianism, and Cosmopolitan Provincialism, (Jan 2012): 262–286.https://doi.org/10.4018/978-1-61350-332-4.ch017 Joan G. DeJaeghere Citizenship as Privilege and Power: Australian Educators’ Lived Experiences as Citizens DeJaeghere, Comparative Education Review 52, no.33 (Jul 2015): 357–380.https://doi.org/10.1086/588759Laurie A. Henry, Clarisse O. Lima Promoting Global Citizenship through Intercultural Exchange Using Technology, (): 100–119.https://doi.org/10.4018/978-1-61350-077-4.ch008