‘I do not have the means to speak:’ educating youth for citizenship in post-conflict Liberia

Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monrovia, Liberia, examining the implemented curriculum in an 8th grade civics classroom. The paper details the ways that young people expressed civic critiques within the classroom, and provides a counterstory to narratives of harsh and violent educational environments in the region. This classroom was a space where students and their teacher engaged in talk about contentious issues: students discussed corruption and injustice, and highlighted the relationship between economic and political power. I argue that if the goal of education is to produce engaged, effective citizens, teachers should have pedagogic support to confront the differences between the implemented curriculum and students’ lived experiences. Peace education in such contexts must include equipping students to seek justice. Furthermore, because possibilities for civic education are embedded in students’ local and national contexts, current global civic education initiatives must be adaptive to local realities.     

The quest for inclusion and citizenship in Ghana: challenges and prospects

Ghana's tortuous journey to democracy received a major boost in the year 2006 with the enactments of two human-rights-related pieces of legislation. In this article the author contends, on the one hand, that the recent enactments of an amendment to the law on representation of the people and the persons with disability law in Ghana constituted a noteworthy landmark in the search for inclusive citizenship. On the other hand, the relation between society and the political authority during the processes of the enactments highlighted characteristics of a post-colonial African state. The author explores the antagonisms that surrounded the enactments of these laws. The article concludes that although the Ghanaian experience represents a new wave of re-thinking of rights in Africa, it also underscores the deep-seated issues of contestation and negotiations that unavoidably accompany the expansion of democracy and extension of rights to the excluded and the marginalized.     

Bernard Crick: citizenship and democracy in the United Kingdom

Bernard Crick's contribution to citizenship studies can be regarded as part of the tradition so ably represented by T.H. Marshall. I want to argue in this brief article on Crick that on the one hand he is part of the ‘golden age’ of political philosophy that has flourished in the English-speaking world over the last two or three decades, but on the other his work also shows the limitations of that tradition, at least from the perspective of comparative and historical studies in political sociology. His work was unquestionably ‘local’ in its focus on the subject of Scottish independence and the viability of the British Isles under the governance of a multi-national state.     

Gendering the ‘responsible risk taker’: citizenship relationships with gender-neutral social assistance policy

This paper explores the gendered relationships among reforms to social assistance policy, concurrent transformations in citizenship rights to benefits, and low-income parents' experiences of these changes in the Canadian provinces of British Columbia, Alberta, and Saskatchewan. Policy discourse in all three provinces increasingly constructs mothers and fathers as ‘responsible risk takers’ who are entitled to income support conditional on their employability efforts (for example, attendance in welfare-to-work programmes) or market citizenship. Qualitative interviews with 41 mothers and five fathers illustrate how this ‘gender-neutral worker-citizen’ model can be gendered in application and is contradicted by parents' gendered identities and everyday realities when living on social assistance. Using the theoretical perspective of gender as a social structure, the paper draws upon these findings to provide empirical support for a dominant theoretical argument in feminist scholarship – that gender-neutral policy is gendered and has deeply gendered consequences.     

When corporate citizens ‘second-class’ national citizens: The antinomies of corporate-mediated social provisioning in Nigeria's oil province

This article explores the contradictions of corporate-aided social provisioning and shows how such contradictions impact on social existence in three oil- and gas-producing communities in Nigeria. It is based in part on the findings of the author's ethnographic work in the three communities. The analysis extends the growing scholarly debate that when the state abandons its developmental obligations to the citizenry, and business voluntarily steps into the centre stage of social provisioning by way of corporate citizenship, the resulting interventions could have profound counter-developmental consequences, especially at the grassroots.     

新生代农民工及其市民化研究述评与展望

新生代农民工及其市民化是学界重点关注的问题之一。现有研究内容丰富,研究方法趋于全面,实证调研分析显著增加。然而,有关新生代农民工及其市民化的研究也存在不足,研究内容有待进一步拓展,研究方法有待进一步完善。今后应从更广的学科范围、充分利用定性与定量相结合的综合性研究方法研究新生代农民工问题,研究重点包括:结合新生代农民工融入城市的宏观背景进行深入、综合性的理论研究;对于新生代农民工相关的现行政策进行评估研究;农民工市民化的战略定位和制度设计的前瞻性、统一性问题研究;新生代农民工与其他群体之间及新生代农民工内部的比较研究。     

Democratization through education? Theory and practice of the Czech post-revolution education system and its reforms

The transformation process from an authoritarian/totalitarian system entails many institutional changes, however, the individual citizen is often being overlooked in this chaotic, fast-paced process and his or her “transformation” into a democrat is taken for granted. The changing socio-political system and its exigencies may lead to nostalgia and social frustrations, which in turn cause democratic backsliding. In order to cultivate a democratic society and avoid future backsliding, the post-communist states quickly set out to reform their educational systems, both in form and substance. By reviewing the reform process of the Czech educational system and discussing the prevailing legacies left by the communist regime, the article will show that through the “destruction” of the former system and its de-monopolization, decentralization and de-ideologization, the state deliberately lost significant means and power to transform Czechs from “homo sovieticus” to “homo democraticus” and is now left with a dependence on the highly autonomous schools and their propensity to foster democratic generations that will uphold the democratic state in the future. This paradox is reminiscent of the so-called Böckenförde dilemma, claiming that the liberal democratic state “lives by prerequisites which it cannot guarantee itself”.     

How citizenship matters (or not): the citizenship–belonging nexus explored among residents in Oslo,Norway

This article sheds light on what citizenship means for individuals’ experiences of belonging. Through 41 interviews conducted in Oslo, Norway, we trace understandings of how, when and why citizenship matters (or not) for belonging. Our interviewees fall into one of four categories: born citizens; naturalized citizens; dual citizens and non-Norwegian citizens who would qualify for naturalization, thus mixing participants with and without immigrant backgrounds. We interpret individuals’ experiences evaluating whether formal citizenship is explicitly or implicitly salient and whether it is associated with secure or insecure belonging. We find that citizenship matters for security and recognition, both linked to belonging, in expected and unexpected ways. Our findings point to how, when and why citizenship matters (or not) for belonging, constituting the citizenship–belonging nexus. Here, race continues to matter, as does the materiality of the passport document, in how the citizenship–belonging nexus interacts with the nation as locus of membership for citizens.     

Digital citizenship and neoliberalization: governing digital citizens in Denmark

Digital citizenship is becoming increasingly normalized within advanced democratic states. As society and governmental institutions become reliant on digital technologies, citizens are expected to be and act digitally. This article examines the governance of digital citizens through a case study of digitalization efforts in Denmark. Drawing on multiple forms of data, the article showcases how digital citizens are governed through a combination of discursive, legal and institutional means. The article highlights the political, but also institutional work that goes into making citizens digital. Providing this case study, the article contributes to current critical perspectives on the digital citizen as a new political figure. It adds new insights into digital citizenship by connecting this figure to wider processes of neoliberalization and state restructuring, pushing for a more pronounced focus on governmental practices.