The right to vote and nomadic voter enrolment

What model of voter enrolment is appropriate for states with nomadic minority populations? The present paper examines this question with reference to an equality-based, moral right to vote and considers four models that track some of the different institutional strategies that have been developed by states with transient populations. The paper shows that the right to vote is compatible neither with a model that makes permanent residence in a constituency an absolute condition for voter enrolment and so excludes nomads from the electoral process, nor with a model that enables nomadic voter enrolment but restricts the number of nomads that can enrol in a single constituency. But the right is, subject to certain caveats, consistent with a model that enables nomads to enrol in a constituency of their choice and, as well, with a model that enables nomads to enrol and vote in a distinct, non-territorial constituency.     

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.     

‘Living Rights’, rights claims,performative citizenship and young people – the right to vote in the Scottish independence referendum

This paper examines the rights claims-making that young people engaged in during the 2014 Scottish independence referendum when the right to vote was extended to 16- and 17-year-olds for the first time in the UK. Understanding citizenship and rights claims-making as performative, we draw on the novel idea of ‘living rights’ to explore how young people ‘shape what these rights are – and become – in the social world’. They are co-existent and situated within the everyday lives of young people, and transcend the traditional idea that rights are merely those that are enshrined in domestic and/or international law. We explore the complex and contested nature of rights claims that were made by young people as ‘active citizens’ in the lead up to the referendum to illustrate how the rights claims-making by young people is bound up with the performativity of citizenship that entails identity construction, political subjectivity (that challenges adult-centric approaches) and social justice.     

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.     

Raising citizens in ‘mixed’ family setting: mothering techniques of Filipino and Thai migrants in Belgium

As states increasingly regulate ‘mixed’ family formation, self-positioning has become central to the lives of migrant spouses, including women. To understand this process, the present article investigates the mothering techniques of Filipino and Thai migrant women in Belgium, that is, the decisions, actions and ways of being they consciously enact in response to state policies ‘here’ and/or 'there' to secure the mother–child bond in space and time. Interviews and observations reveal these women’s main techniques: obtaining Belgian nationality for themselves, prioritising a single nationality (Belgian) for their children and staying at home (in the case of Filipino migrant women) or working (in the case of Thai women). This self-positioning sets these women’s own path and prepare their children’s route towards full, active membership in the nation. Mothering appears therefore as a fertile site of citizenship, which from afar echoes the public–private divide but in close-up reveals the porosity of such dichotomy.     

From Active Learning to Taking Action: Incorporating Political Context Into Project-Based,Interdisciplinary, International Service Learning Courses

Educational approaches that enable students to actively and directly participate in “real-world” projects are increasingly recognized as valuable pedagogical tools and, as such, being incorporated into university curriculums worldwide. Though not traditionally associated with political science courses, project-based international service learning presents a tremendous opportunity to bring classroom concepts and theories to life, provide an active approach to addressing international challenges, and assist students in the development of the hands-on, problem-solving, team-based, critical-thinking skills that are increasingly important to employers across all sectors. This article seeks to encourage political science faculty to incorporate international service learning—and/or project-based approaches—into their educational offerings. Through examination of the course Global Synthesis in Liberal Arts and Engineering Studies at California Polytechnic State University, we have identified multiple factors that can help promote successful execution of project-based international service learning as a pedagogical tool, and provide additional suggestions for faculty interested in adopting specific aspects of these educational approaches, and/or in doing so closer to home.     

Organizational Citizenship Levels of Physicians in Public Hospitals

The aim of this study is to define organizational citizenship levels of physicians working in public hospitals. The population of the study consists of the physicians employed in the hospitals run by the Ministry of Health in Istanbul. The Organizational Citizenship Level Scale was used for the collection of data. It was found that the participants’ organizational citizenship levels were the highest in the “conscience” subsection and the lowest in the “praising the organization” subsection. Findings of this study provide clear information for the decision-makers and hospital managers in developing working conditions of physicians in public hospitals.     

把握中韩关系发展的三个层面,开启互利共赢新时代

中韩关系自建交以来飞速发展,其动力来源于双边层面上两国经贸与人文交流的迅猛发展、半岛层面上双方共识的不断扩大以及地区层面上基于东北亚局势变化两国政府的选择。习近平主席访韩为中韩关系发展提出了新的要求并提供了新的契机。未来中韩关系要想进一步保持发展势头,需要在双边层面上增强沟通与合作,半岛层面上扩大交流与共识以及地区层面共同为东北亚乃至整个亚洲提供有效的公共产品,从而开启中韩互利共赢的新时代。     

亚太新格局及其对两岸关系的影响之研究

自2010年以来,美国在亚太地区加紧展开各方面新的部署,美国的举措对该地区的政治、经济、军事等关系和地区格局影响重大。本文分析了美国推行“亚太再平衡”战略对亚太地区局势产生的影响,提出亚太地区正面临战争与和平、独赢与普赢、猜忌与互信的抉择。文章探讨了亚太新局对两岸关系的影响,认为两岸难以超然于亚太新格局,两岸政治、经济和军事等方面的关系更加复杂化,但在亚太地区新的矛盾冲突中,两岸可以从新的视角谋求共同出路。     

Why University Education Matters: Youth Work and the Australian Experience

In many countries youth work education in the university confronts a precarious future. Paradoxically, this takes place as the labor market is unable to meet demands for qualified practitioners. This article makes a case for further investment in university-based youth work education. While presenting labor demand and supply arguments, we also suggest that a good university education is important for producing graduates capable of becoming experts and good practitioners in the Aristotelian sense of the word. This entails the provision of learning opportunities to attain specialist knowledge, technical expertise and ethical capacities of the kind that distinguish youth work practice from other approaches to work with young people. Such an education also promotes the prospect that practitioners are able to develop a professional habitus that advances youth work as a discrete field of professional practice. While the material used in this article is Australian, we suggest there are sufficient commonalities between the Australian experience and many other countries for the arguments, findings and recommendations made here to have more general applicability.