This book offers essential insights into Chinese Korean minority youth citizenship identity development during their high school and university education period out of their political socialization experience. It investigates how they develop their citizenship identity with the state through bilingual education and media exposure, as an outcome of the entangled relationship between state power and economic globalization. The book demonstrates to readers how to apply the abstract conceptual framework of identity politics and ideology construction, nurtured by both civil culture and political evolvement, to a specific case with operationalized measurement extracted from political socialization concepts so as to understand and rationalize identity development. This approach offers both an in-depth way to penetrate further in the discourse construction that shapes identity politics and an innovative means of measuring and explaining relevant relationships.

This is an open access book. In the era of globalization and economic liberalization, the free trade applies and begins to be implemented, such as the Asian Economic Community (AEC), the inflow and outflow of food, beverage, drug and cosmetic products circulating in the world community is increasing rapidly. Indeed, the halal products circulated and traded cannot be confirmed so that they do not give a sense of peace, security, comfort, and are suitable for consumption by Muslim consumers. The circulation of various products on the market, both in the form of finished products and raw materials, especially those sourced from animals, either directly or derived from animals, has made it difficult for the Muslim community to trace the halalness of a product. People are also weak in understanding the ingredients and the production process of a food product. Thus, efforts to provide consumer protection, especially Muslim consumers, are very important and urgent. Therefore, it is the duty of the state to protect its citizens, according to the mandate of the constitution above. With this condition, the need for halal certification is getting stronger considering that Muslim consumers are increasingly critical and need certainty of the halalness of the food products they consume, both in terms of materials and production processes to packaging and distribution. For this reason, halal certification of food, beverage, drug and cosmetic products is very important. Halal certification is a necessity to provide certainty about the halalness of a product so that the rights and interests of Muslim consumers to carry out their religious sharia not to consume non-halal products will be guaranteed. This regulation on the protection of Muslim consumer rights has also been mandated in Law Number 18 of 2012 concerning Food. Furthermore, food safety, quality, nutrition and halal are the rights of Muslim consumers which are protected by law and become a government program in food development to meet the most important basic human needs and their fulfillment is part of the human rights of every Indonesian people.

Walking away is both refusal and production (Tuck & Yang, 2014), a seeming paradox taken up in work on fugitivity and marronage (Diouf, 2021; Grant, Woodson, & Dumas, 2021; Harney & Moten, 2013; Hartman, 2007), survivance (Powell, 2002; Sabzalian, 2019; Vizenor, 2008), testimonios (Calderon-Berumen, 2021; Delgado Bernal, Burciaga, & Flores Carmona, 2012; Latina Feminist Group, 2001), and other forms of critical pedagogy and curriculum. In other words, walking away presumes both the rejection of a form of status quo (walking away from something) and a new direction taken (a walking toward something else). In the context of education, many teachers and researchers have reached that breaking point where/when no more curricular/pedagogic violence can be survived, and it is in that moment that those researchers and teachers actively remove themselves from those systems and assert new courses with new possibilities. This edited volume is a collection of works chronicling acts of refusal that manifest as walking away. In some cases what is walked away from is the erasure of experience in curriculum while in others it is a fundamentalist religious experience. In still other cases what is walked away from is the carceral nature of school discipline policies. In each case walking away is resistance, refusal, and re/co-producing new possibilities and agencies. What is walked toward is a new curriculum/pedagogy of resistance sometimes within and sometimes without that place ENDORSEMENTS: "Walking Away provides a window into what it is for educators to form a new world: Enter Walking Away and walk into..." — Leonard Harris , Purdue University "Walking away is sure to inspire pre-service educators, practicing teachers, and others to participate in the construction of more just and equitable worlds." — Tristan Gleason, Cal Poly Humbolt "Ultimately, Walking Away represents the capacious thinking that emerges from the various connections, conversations, and profound contributions of each author." — Boni Wozolek, Pennsylvania State University, Abington Campus "This important book insists that we, as curriculum scholars, seriously ask ourselves what our roles and responsibilities are as academics, researchers, and educators in these dire times." — Jennifer A. Sandlin, Arizona State University

In this new edition of his classic reader, Michael Hill seeks to make the selected extracts reflect a more European outlook on the processess of policy-making and implementation. With reference to the third edition of his popular textbook, The Policy Process in the Modern State, Hill has maintained the thematic approach of the first edition, looking in turn at approaches to policy making in Europe, power, bureaucracy and the State, the rationality/incrememtalism debate, the role of organisational theory in policy implementation, street-level bureaucracy and discretion. Already praised as one of the best readers available in thisfield, Michael Hill's new edition will be even more valued as a reference and teaching resource by students and lecturers alike.

This book explains the rationale of the changes and challenges of Taiwanese citizenship which emphasizes the various identities in the global and multicultural era. It explores the evolving relationship between the social movements, citizenship, the education of citizens and the young peoples’ viewpoints, asking how citizenship has been conceptualised in a dramatic transformation age. How has the curriculum and pedagogy designed to fit the global changes for cultivating young generations with rights and responsibilities to interpret in and adapt for the competence of citizenship? And what outcomes and attainments had the Taiwan’s undergraduates’ knowledge, attitudes and practices of competency on citizenship?

Nationalism, national identity, and ethnicity are cultural issues in contemporary Western societies. Problems in the United States, the Netherlands, Germany, Austria, Turkey, Poland, Croatia, Ukraine, Hungary, and Bulgaria illustrate both large-scale internal variations in these phenomena and their cross-national relevance for teaching, research, and educational development on such subjects as multiculturalism, ethnic diversity, and socialization.Nationalism, Ethnicity, and Identity, now in paperback, reflects the consequences of rapid change as well as the impact of longstanding social values. Contributors from a number of different countries use a variety of methodological approaches (empirical, quantitative, qualitative, historical, and case study, among others) to analyze important issues. These include anti-Semitism, stereotyping, militarism, authoritarianism, postmodernism, moral development, gender, patriarchy, theory of the state, critical educational theory, Europeanization, and democratic public policy options as related to competing choices among monocultural and multicultural policy options.In addition, contributors examine the situation of minorities in their respective national settings. Chapters cover the impact of mass media, culture, patriotism, and other universal values. This cross-national study is a unique addition to the literature on multiculturalism.

In the context of a global biometric turn, this book investigates processes of legal identification in Africa ‘from below,’ asking what this means for the relationship between citizens and the state. Almost half of the population of the African continent is thought to lack a legal identity, and many states see biometric technology as a reliable and efficient solution to the problem. However, this book shows that biometrics, far from securing identities and avoiding fraud or political distrust, can even participate in reinforcing exclusion and polarizing debates on citizenship and national belonging. It highlights the social and political embedding of legal identities and the resilience of the documentary state. Drawing on empirical research conducted across 14 countries, the book documents the processes, practices, and meanings of legal identification in Africa from the 1950s right up to the biometric boom. Beyond the classic opposition between surveillance and recognition, it demonstrates how analysing the social uses of IDs and tools of identification can give a fresh account of the state at work, the practices of citizenship, and the role of bureaucracy in the writing of the self in African societies. This book will be of an important reference for students and scholars of African studies, politics, human security, and anthropology and the sociology of the state.

Human beings have the possibility to give meaning to their lives and to create coherence in experiences. Present-day humanism strongly focuses on personal development in relation to others. It is this tension between personal development and advancement of humanization, that is creating the opportunities for the personal development of every world citizen. Humanism is about personal autonomy, moral responsibility, and about solidarity with humanity. The tension between autonomy and social involvement is the core of humanism. Education can support persons in their moral and personal identity development. The authors brought together in this book all address issues of developing autonomy and humanity in educational practices. All the chapters try to link theory and practice. They either make theoretical ideas more practical or they use practical experiences and concerns to rethink theoretical notions. Together the chapters in the book give a broad overview of theoretical foundations, concrete research, and practices in education. The book shows a diversity that can inspire scholars and practitioners in further developing their perspectives. Creating meaning is an essential part of all education. Focusing on the linking of autonomy and humanity is the humanist perspective in it.

Practices of Citizenship in East Africa uses insights from philosophical pragmatism to explore how to strengthen citizenship within developing countries. Using a bottom-up approach, the book investigates the various everyday practices in which citizenship habits are formed and reformulated. In particular, the book reflects on the challenges of implementing the ideals of transformative and critical learning in the attempts to promote active citizenship. Drawing on extensive empirical research from rural Uganda and Tanzania and bringing forward the voices of African researchers and academics, the book highlights the importance of context in defining how habits and practices of citizenship are constructed and understood within communities. The book demonstrates how conceptualizations derived from philosophical pragmatism facilitate identification of the dynamics of incremental change in citizenship. It also provides a definition of learning as reformulation of habits, which helps to understand the difficulties in promoting change. This book will be of interest to scholars within the fields of development, governance, and educational philosophy. Practitioners and policy-makers working on inclusive citizenship and interventions to strengthen civil society will also find the concepts explored in this book useful to their work. The Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9780429279171, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license