We are all denizens now: on the erosion of citizenship

This article makes a contribution to the general theory of citizenship. It argues that there is a need for a supplementary concept of ‘denizenship’ to illustrate changes to and erosion of postwar social citizenship as famously described by T H Marshall. The first aim is to construct a more theoretically developed idea of what the concept of a ‘denizen’ means in sociological terms. In its conventional meaning, this term describes a group of people permanently resident in a foreign country, but only enjoying limited partial rights of citizenship. I label this Denizenship Type 1. By contrast, Denizenship Type 2 refers to the erosion of social citizenship as citizens begin to resemble denizens or strangers in their own societies. The argument then is that there is a general convergence between citizenship and denizenship. As such, Denizenship Type 2 provides a possible supplement to the various terms that have recently been proposed, such as flexible citizenship, semi-citizenship, or precariat to describe the attenuated social and economic status of citizens under regimes of austerity and diminished rights and opportunities. As the life chances of citizens decline, they come to resemble denizens. One illustration of this basic transition is to be found in the changing nature of taxation. This observation also allows me simply to observe that the political economy of taxation has been somewhat neglected in the recent literature on citizenship where questions about identity and subjectivity have become more dominant. As a result of these socio-economic changes, the modern citizen is increasingly merely a denizen with thin, fragmented, and fragile social bonds to the public world. The corrosion of the social, economic, political, and legal framework of citizenship offers a new slogan: ‘we are all denizens now.’     

What We Wish We Knew: Reflections of Brand-New Teaching Assistants

The learning curve on how to become a Teaching Assistant (TA) can be rather steep. In this paper, the authors explore three areas they wish they were advised in prior to beginning their teaching careers. The lessons are centered on balancing expectations and responsibilities in the following areas: 1) prioritizing their own work and research over teaching and vice versa, 2) the dual role of instructor and mentor, and 3) adapting prepared lesson plans when unexpected circumstances arise. The authors are three doctoral students in political science with approximately three years of teaching experience each. As such, they offer a unique perspective: each are settled into their position as TA but remember the challenges they faced while on the path to this role.     

How Do We Write the History of Brexit?

The vote to leave the European Union in 2016 and the political crisis that followed offer obvious subjects for the political historian. Yet, the study of Brexit raises serious challenges for academic writing, concerning method, the political preferences of the historian and the implication of history as a discipline in the European debate. This article explores some of the dilemmas and opportunities confronting the historian of Brexit, focussing, in particular, on the challenges to be addressed, the utility of conventional political methods and the insights that might be drawn from allied fields. It argues for a greater emphasis on the imaginative resources on which the different campaigns could draw, urging greater attention to conventional wisdoms, languages of class, collective memory and the forging of cultural or exceptionalist identities.