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.     

Gender and Vernaculars in Digital Humanities and World Literature

Abstract

This article discusses the large-scale and world-encompassing aspirations of digital humanities and world literature and their methodological accordance with the analysis of literature in smaller languages and of texts understood in social, transnational, and gendered contexts. Are Digital Humanities and World Literature establishing themselves as fields utilizing analytical tools that are at odds with the aims and perspectives of feminist literary history and reception history as a part of literary history? We argue that gender research and theory is insufficiently developed in both computational literary history and World Literature. An unproblematic understanding of translations, canonization, English as a global language, and the use of large-scale computational methods and formalized interpretive models is in many cases not beneficial for the understanding of texts by women writers or from feminist perspectives. Drawing on feminist criticism of computational methods and arguments for specialized rather than generalized knowledge about literary history, we propose that digitization in some form, be it a bibliographical database or digitization of a corpus of texts, may be thought of as part of the research process in projects oriented towards gender and cultural exchange.     

A Study of Transnational Communication Among Iranian Migrant Women in Australia

Through the analysis of 25 interviews with Iranian migrant women in Australia, this study shows how living in different communicative environments can affect transnational communication practices. The case of these Iranian transnational families indicates that the digital divide, in terms of information and communication technology (ICT) infrastructure and communication capacity, may affect the technological quality of ICT-mediated communication. However, the digital divide does not significantly affect the frequency of communication among these families. The findings illustrate that the Iranian migrants in Australia and their family members overseas developed innovative communication practices and went to great lengths to maintain “ordinary” family interactions across national borders.     

Here be monsters: a choreomaniac's companion to the danse macabre

Consider this a vade mecum: an invitation to “walk with me” through more or less uncanny terrains of worlds in the making in search, of(f) course, of monsters. The search will be delving into the areas of “creepypasta:” pieces of cursed prose and pictures that circulate online, waiting to contaminate and possess the next reader. Using a theoretical framework of posthuman and feminist theory, not least the work done by Jacques Derrida and Donna Haraway, this vade mecum asks what it might mean to engage ethically with that which is not supposed to exist, but which haunts us nonetheless. In other words: what does it mean to move, live and engage with spectres in digital times?     

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。     

La sociedad civil de adentro hacia afuera Comunidad,organización y desafío de la influencia política

Having developed conceptually and analytically civil society as a sociological category (based on a conceptual reflection stemming from a theoretical-epistemological dialogue between the collectivist and liberal perspectives), this article accounts for the implications that allow us to understand the potential of civil society in contributing to democratization. Throughout this work the dynamics that characterize the ambiguous relationship between civil society and community –ambiguous in as much communities with exceptionally strong ties between its members can provide both elements for the strengthening of civil society as well as obstacles to its growth– are analyzed. It is argued that the role of communities in relation to civil society in the social construction and civil strengthening of citizenship will depend on several factors, particularly the mechanisms available to build consensus within the community. The threat stemming from neopluralism as a novel discourse of interest intermediation, both for the community and civil society, is explored. In the final section, the implications of this discourse for democracy are discussed.     

Reworking the metabolic rift: La Vía Campesina,agrarian citizenship,and food sovereignty

Amidst increasing concerns about climate change, food shortages, and widespread environmental degradation, a demand is emerging for ways to resolve longstanding social and ecological contradictions present in contemporary capitalist models of production and social organisation. This paper first discusses how agriculture, as the most intensive historical nexus between society and nature, has played a pivotal role in social and ecological change. I explore how agriculture has been integrally associated with successive metabolic ruptures between society and nature, and then argue that these ruptures have not only led to widespread rural dislocation and environmental degradation, but have also disrupted the practice of agrarian citizenship through a series of interlinked and evolving philosophical, ideological, and material conditions. The first section of the paper thus examines the de-linking of agriculture, citizenship, and nature as a result of ongoing cycles of a metabolic rift, as a ‘crucial law of motion’ and central contradiction of changing socio-ecological relations in the countryside. I then argue that new forms of agrarian resistance, exemplified by the contemporary international peasant movement La Vía Campesina's call for food sovereignty, create a potential to reframe and reconstitute an agrarian citizenship that reworks the metabolic rift between society and nature. A food sovereignty model founded on practices of agrarian citizenship and ecologically sustainable local food production is then analysed for its potential to challenge the dominant model of large-scale, capitalist, and export-based agriculture.     

‘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.