Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 87-90). Also available in print.

Inaug.-Diss.--Bonn. / Lebenslauf. "Schrifttum": p. ix-xiv.

Thesis (Ph. D.)--Drexel University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 145-152).

Citizenship education has been a statutory part of the National Curriculum in English Secondary Schools since 2002. The majority of research papers that have examined citizenship education, plus a key report from Ofsted (2010), have examined it from the perspective of teachers, policy makers or academics. The empirical research seeks to address this imbalance by accessing the views of the pupils themselves, views that I would argue were crucial to the shaping of future educational policy pertaining to citizenship education, in the context of a case study in one particular school. This research, therefore, presents a critical analysis of one interpretation of citizenship education in an 'outstanding school'. It aims to explore young people's views on citizenship education and 'good citizenship' and, further, illustrate why their perceptions can, and indeed should, influence future debate and direction on education policy in this statutory subject.

This dissertation examines Ulysses S. Grant’s Reconstruction policy, both the domestic and foreign policies, as an integrated whole. He focused on the broad application of citizenship rights, not only for African Americans in the South, but for all peoples in the United States’ sphere of influence. The centerpiece of Grant’s Reconstruction policy was the “Grant Doctrine,” articulated in his 1869 memorandum considering whether to annex the Dominican Republic to the United States. In it, Grant delineated his determination to export the republican policies of Reconstruction to the Caribbean by the acquisition of the island territory. Grant envisioned exporting the ideals of Reconstruction, the rights of citizenship, and the republican values of the Reconstruction Amendments, to people never previously considered for full membership in the body politic of the United States. Grant’s decisions to annex the Dominican Republic and grant the Dominicans citizenship reflect the responsibilities Grant had to enforce equal rights for those seeking to join the Union. Grant’s desire to provide a path to citizenship for Native Americans (whether they wanted it or not) and his effort to withhold citizenship from Mormons due to the immorality of their practice of polygamy, added to the changing views of citizenship in this era. Grant’s Reconstruction policy also included his desire to help Chinese immigrants break the bonds of forced labor, though that ultimately led to their eventual exclusion. This dissertation examines all of these initiatives as well as the position of African American leaders who questioned the president’s decision-making and argued against his policies, while never wavering in their political support of him or his party. Together, Grant’s foreign and domestic policies represented a singular Reconstruction effort centered on the question of citizenship. The Grant administration sought to export Reconstruction beyond the borders of the American South, restoring and strengthening the Union while, at the same time, offering republicanism, liberty, equality, and free labor, to peoples of the Western Hemisphere writ large and the peoples of the world migrating to the United States.

Thesis advisor: James F. Keenan / Thesis advisor: Daniel J. Daly / Nigeria is a huge and highly diverse country. It comprises an agglomeration of hundreds of precolonial nations, called “tribes” by the British colonizers. Since its independence in 1960, Nigerian State has been struggling with the question of citizenship; who is a Nigerian or who can be a Nigerian. Over these years, it has preserved an exclusive notion of citizenship where right to citizenship is intimately tied to membership of an “indigenous” community recognized by the state. This has set up boundaries between groups regarded as ‘autochthones' and 'immigrants', ‘first-comer and late-comer’, 'natives' and 'strangers’, ‘indigene’ and ‘settler’. Lacking a robust legal scaffolding, Nigeria’s system of citizenship has evolved organically to depend on authentication by local government authorities rather than a federal agency. As such, the right to be Nigerian is epitomized by a certificate of indigeneity, a nebulous system manipulated by politicians, traditional rulers and state officials. Today, such a system of citizenship has condemned different groups to the pains and agony of de facto statelessness. These groups include but are not limited to minority ethnic groups, internal migrants, internally displaced persons and refugees. In the light of the above, this thesis offers sustained ethical analysis of the oppressive structures of statelessness in Nigeria using the hermeneutical lens of human rights. Its main argument is that the lack of recognition of the citizenship rights of certain individuals or groups in Nigeria because of their ethnicity, religion or migratory history renders them stateless, constituting a grave injustice that can only be remedied through an ethic of recognition. This ethic takes the form of a set of proposals for Churches in Nigeria and the government. firstly, it articulates vigilance, humility and solidarity as necessary virtues for Churches in Nigeria to develop in order to be more capacious in responding to the challenges of statelessness. Secondly, it proposes legal and institutional reforms that the government of Nigeria must urgently embark upon to address the phenomenon of statelessness. These reforms will ensure that the national identity card or residence certificate replaces the indigene certificate as the only proof of Nigerian citizenship. / Thesis (STL) — Boston College, 2023. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

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