Strangely, citizenship has usually been considered as a matter of interest when it is questioned or even withheld. The other way round, usually citizenship is taken for granted 'as it is', not being defined as such. In consequence we find only a negative definition rather than a clear way of spelling out the meaning. As globalisation spreads and deepens, the question of citizenship becomes crucial for society. It is already possible to see changes in voting patterns in such a country as France due to its immigration policies. This has long been the case in America as well, and is being felt there yet again by the effects of the citizenships of its newest immigrants. The contributions in this volumes are dealing with different aspects of defining citizenship -- though not necessarily conceptualising it as such, i.e. under this term. These are burning questions which this book explores in this explosive national and international issue. Contents: Introduction; Citizenship Revisited: Threats and Opportunities of Shifting Boundaries; Globalisation as Seen from the Local Level; Self-Improved Citizens: Citizenship, Social Inclusion and the Self in the Politics of Welfare; Citizen Partici

This book contains a revised collection of previously published articles spanning a period of five years (2004-2009) during which my original thoughts on democratic citizenship education have been developed. Central to this book is the notion that democratic citizenship education ought to be deliberative, compassionate and friendly in order that teachers and students (learners) may respect one another and take risks in and through their pedagogical encounters. In this way, hopefully, students and teachers may become more critical, explorative and engaging. - Yusef Waghid

Many fear that democracies are suffering from a legitimacy crisis. This book focuses on 'democratic deficits', reflecting how far the perceived democratic performance of any state diverges from public expectations. Pippa Norris examines the symptoms by comparing system support in more than fifty societies worldwide, challenging the pervasive claim that most established democracies have experienced a steadily rising tide of political disaffection during the third-wave era. The book diagnoses the reasons behind the democratic deficit, including demand (rising public aspirations for democracy), information (negative news about government) and supply (the performance and structure of democratic regimes). Finally, Norris examines the consequences for active citizenship, for governance and, ultimately, for democratization. This book provides fresh insights into major issues at the heart of comparative politics, public opinion, political culture, political behavior, democratic governance, political psychology, political communications, public policymaking, comparative sociology, cross-national survey analysis and the dynamics of the democratization process.

This edited collection explores how democratic citizenship education manifests across the African continent. A recognition of rights and responsibilities coupled with an emphasis on deliberative engagement among citizens, while not uniquely African, provides ample evidence that the concept can most appropriately be realised in relation to its connectedness with experiences of people living on the continent. Focussing on a diverse collection of voices, the editors and authors examine countries that have an overwhelming allegiance to democratic citizenship education. In doing so, they acknowledge that this concept, enveloped by a certain Africanness, has the potential to manifest in practices across the African continent. By highlighting the success of democratic citizenship education, the diverse and varied contributions from across this vast continent address the malaise in its implementation in countries where autocratic rule prevails. This pioneering volume will be an invaluable resource for researchers and students working in the fields of education and sociology, particularly those with an interest in education policy, philosophy of education and global citizenship initiatives.

The numbers are staggering: One-third of America’s adult population has passed through the criminal justice system and now has a criminal record. Many more were never convicted, but are nonetheless subject to surveillance by the state. Never before has the American government maintained so vast a network of institutions dedicated solely to the control and confinement of its citizens. A provocative assessment of the contemporary carceral state for American democracy, Arresting Citizenship argues that the broad reach of the criminal justice system has fundamentally recast the relation between citizen and state, resulting in a sizable—and growing—group of second-class citizens. From police stops to court cases and incarceration, at each stage of the criminal justice system individuals belonging to this disempowered group come to experience a state-within-a-state that reflects few of the country’s core democratic values. Through scores of interviews, along with analyses of survey data, Amy E. Lerman and Vesla M. Weaver show how this contact with police, courts, and prisons decreases faith in the capacity of American political institutions to respond to citizens’ concerns and diminishes the sense of full and equal citizenship—even for those who have not been found guilty of any crime. The effects of this increasingly frequent contact with the criminal justice system are wide-ranging—and pernicious—and Lerman and Weaver go on to offer concrete proposals for reforms to reincorporate this large group of citizens as active participants in American civic and political life.

This book proposes theoretical models and practical strategies for tackling the widespread social exclusion faced by people diagnosed mentally ill. Based primarily on research in the US and UK but with reference to other international examples, it analyses evidence of discrimination and the effectiveness of different remedies: disability discrimination law, work to re-frame media and cultural images, grassroots inclusion programmes, challenges to the 'nimby' factor. It places the growing user/survivor and disability movements as central to achieving any radical change.

Shifting faculty roles in a changing landscape Ernest L. Boyer's landmark book Scholarship Reconsidered: Priorities of the Professoriate challenged the publish-or-perish status quo that dominated the academic landscape for generations. His powerful and enduring argument for a new approach to faculty roles and rewards continues to play a significant part of the national conversation on scholarship in the academy. Though steeped in tradition, the role of faculty in the academic world has shifted significantly in recent decades. The rise of the non-tenure-track class of professors is well documented. If the historic rule of promotion and tenure is waning, what role can scholarship play in a fragmented, unbundled academy? Boyer offers a still much-needed approach. He calls for a broadened view of scholarship, audaciously refocusing its gaze from the tenure file and to a wider community. This expanded edition offers, in addition to the original text, a critical introduction that explores the impact of Boyer's views, a call to action for applying Boyer's message to the changing nature of faculty work, and a discussion guide to help readers start a new conversation about how Scholarship Reconsidered applies today.

Repairing the American Metropolis is based on Douglas Kelbaugh’s Common Place: Toward Neighborhood and Regional Design, first published in 1997. It is more timely and significant than ever, with new text, charts, and images on architecture, sprawl, and New Urbanism, a movement that he helped pioneer. Theory and policies have been revised, refined, updated, and developed as compelling ways to plan and design the built environment. This is an indispensable book for architects, urban designers and planners, landscape architects, architecture and urban planning students and scholars, government officials, developers, environmentalists, and citizens interested in understanding and shaping the American metropolis.

Includes statistical tables and graphs.

Citizenship has long been a central topic among educators, philosophers, and political theorists. Using the phrase “rhetorical citizenship” as a unifying perspective, Rhetorical Citizenship and Public Deliberation aims to develop an understanding of citizenship as a discursive phenomenon, arguing that discourse is not prefatory to real action but in many ways constitutive of civic engagement. To accomplish this, the book brings together, in a cross-disciplinary effort, contributions by scholars in fields that rarely intersect. For the most part, discussions of citizenship have focused on aspects that are central to the “liberal” tradition of social thought—that is, questions of the freedoms and rights of citizens and groups. This collection gives voice to a “republican” conception of citizenship. Seeing participation and debate as central to being a citizen, this tradition looks back to the Greek city-states and republican Rome. Citizenship, in this sense of the word, is rhetorical citizenship. Rhetoric is thus at the core of being a citizen. Aside from the editors, the contributors are John Adams, Paula Cossart, Jonas Gabrielsen, Jette Barnholdt Hansen, Kasper Møller Hansen, Sine Nørholm Just, Ildikó Kaposi, William Keith, Bart van Klink, Marie Lund Klujeff, Manfred Kraus, Oliver W. Lembcke, Berit von der Lippe, James McDonald, Niels Møller Nielsen, Tatiana Tatarchevskiy, Italo Testa, Georgia Warnke, Kristian Wedberg, and Stephen West.