Faculty of Humanities, School of Education, Master of Education Dissertation / This dissertation analyses assumptions about citizenship education in Malawi since the reintroduction of multiparty democracy in 1993 and reveals a minimalist conception of citizenship. It asserts that Malawi’s historical and traditional context require concerted efforts towards participatory citizenship if democracy is to be strengthened and protected. Central to the discussion are conceptual distinctions between minimal and maximal citizenship alongside a discussion of concepts of freedom, human rights and development, which can be attributed to minimal and maximal conceptions of citizenship. The dissertation argues that deliberative and participatory forms of democracy, with their parallel notions of contestatory and republican freedoms and rights, are more attuned to creating an active and strong citizenship while at the same time developing a positive relationship between democratic participation and participation in local and national development, a relationship which representative approaches in Malawi seemingly disavow.

A Thesis submitted to the Wits School of Education, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy Johannesburg, 2016 / This research investigates the citizenship and values education notions at work in the Itorero training scheme for high school leavers (HSLs) in post-genocide Rwanda. It establishes the attitudes of HSLs and trainers towards this scheme. The thesis contributes to the existing literature on citizenship and values education in post-genocide countries, on the use of indigenous programs of citizenship education, and on the contextual framework of citizenship and values education. The methodology guiding this thesis is a mixed-method design; it is both quantitative and qualitative. In terms of conceptual framework, citizenship and values education models are applied to the analysis of the scheme in order to establish a model deemed preferable to competing models. In relation to citizenship education, the thesis engages with the civic republican, liberal, communitarian, cosmopolitan and radical democratic notions, with the main aim of determining the extent to which these notions inspire the Itorero training scheme. With regard to values education, the study engages with character education, care ethics, cognitive moral development approach and values clarification, and attempts to establish the extent to which these values education notions inform the Itorero training for HSLs. The thesis reveals that the Itorero training is committed robustly to the civic republican and communitarian notions of citizenship. While there is nothing inherently wrong with the civic virtues emphasized by these concepts (e.g. self-sacrifice, courage, patriotism, connectedness, and common good concern), I argue that the civic republican/communitarian paradigm, as practiced in post-genocide Rwanda, runs the risk of reducing „good citizenship‟ to blind patriotism, unqualified loyalty and uncritical obedience to the ruling party. It is suggested that the civic republican and communitarian notions be replaced by the „critical-democratic-cosmopolitan‟ notion of citizenship. Concerning values education, the thesis shows that the Itorero training relies heavily on character education. Though this approach allows HSLs to be conversant with values and taboos of the Rwandan culture, I argue that the overreliance on character education raises serious concerns. This is the case, particularly because some studies (e.g. Arthur, 2008; Boyd, 2010; Kohn, 1997; Liu, 2014) have found character education deficient mainly in two ways: first, it is perceived as „indoctrination‟; second, it is not deemed sustainable. It is not clear from the present study how the Itorero training scheme addresses these limitations pertaining to character education. Therefore, there are strong reasons to believe that the Itorero training for HSLs runs the risk of simply being a „bag of virtues approach‟ or a „fix-the-kid approach‟. The thesis recommends engaging with other approaches such as care ethics, cognitive-developmental approach and values clarification. It is also suggested that the distinction between citizenship and character education should be maintained, or rather reintroduced. In short, the thesis suggests a new model for citizenship and values education in post-genocide Rwanda. The thesis demonstrates that, according to HSLs, the quality of trainers, the content, and the training environement constitute best predictors of the success of the Itorero training scheme for HSLs. The thesis indicates, however, that HSLs seem displeased with the quality of trainers, chiefly because of the presence of sexual abuse and harsh forms of corporal punishment on some training sites. Hence, the thesis shows that it is important to recruit experienced, mature and morally blameless trainers. The findings of this study show that, according to trainers, HSLs‟ motivation and prerequisites constitute best predictors of the success of the Itorero training scheme. Yet the thesis demonstrates that there are serious problems affecting both the motivation and prerequisites of HSLs. The motivation is negatively affected by the lack of enforcement mechanisms to make the attendance to Itorero training compulsory. In reference to prerequisites, the study notes that while HSLs have the requisite epistemological tools to grasp Itorero teaching, their parents indoctrinate them with ethnocentric and xenophobic ideas, which affects the assimilation process of the Itorero teaching, particularly with regard to the unity of Rwandans. In order to increase the motivation of HSLs, the study recommends that the certificate issued at the end of Itorero training be part of required documents for HSLs to enroll either in public or private institutions of higher learning in Rwanda. As to HSLs‟ prerequisites, the present study suggests that organizing and reinforcing Itorero for parents at the village level [Umudugudu] be considered as a matter of immediate urgency. / MT2017

Faculty of Humanities and social sciences School of social sciences 8508612p F_barchiesi@yahoo.com / This work is an investigation of the relationships between waged labour and social citizenship during the first decade of post-apartheid democracy in South Africa. In particular, I look at the ways in which changing forms of work and employment have affected workers' access to social security, contributory benefits and non-contributory grants. The dissertation analyses two case studies (workers in the glass, paper and metal industry in the East Rand and Johannesburg municipal employees) by focusing on how rising unemployment, job losses, precariousness and casualisation impact on employees' social provisions. The research is connected to theoretical debates that, in the developed and the developing world, have emphasised the importance of the waged condition and of labour movements in expanding social security as part of the broader concept of social citizenship. In classical theorisations, from T.H. Marshall to G. Esping-Andersen, social citizenship defines a generation of rights premised on decommodification, or the provision of social goods (including pensions, unemployment benefits, housing, healthcare and municipal services) as entitlements aimed at minimising individual dependence on the labour market. The concept of decommodification underpins this dissertation. My analysis of the relationships between wage labour and social citizenship in South Africa is ultimately an inquiry of the ways in which wage labour and working class organisations have been able to deepen and widen the decommodification of workers’ livelihoods. This conceptual perspective is particularly relevant to the South African case, especially in consideration of the decisive role played by organised labour both in contributing to the downfall of apartheid and in spearheading post-apartheid democratic institutions and progressive social policies. The historical role of organised labour in the South African transition was not confined to workplace issues and unionised workers' concerns, but it also emphasised broader demands for social citizenship rights, decommodified provisions and a politics of community-based alliances. Influential scholarly works have often characterised these aspects under the heading of "social movement unionism". In a post-apartheid scenario, social movement unionism is increasingly embattled due to rising unemployment and "atypical" employment, and to the adoption of market-orientated socioeconomic policies by the post-1994 African National Congress government. Labour's ability to promote agendas for decommodification and social citizenship are concurrently facing uncomfortable realities and problematic questions. Has wage labour fulfilled its "promise" to be a vehicle to expand the social rights of the working class and the poor? In which ways are employment and labour market changes affecting organised labour's ability to expand areas of societal decommodification? Are alternative identities and social citizenship discourses emerging in response to the crisis of stable employment? I address these questions by looking at workers' responses to the crisis of wage labour as emerging in case studies “from below”, and at the ways in which such responses are framed and elaborated within the post-1994 social policy discourse. A second component of my research, therefore, is based on interviews with policy-makers and documentary analysis on the development of social policy from 1994 to 2001, which emphasise shifting policy discourses on the wage laboursocial citizenship interaction. In the final analysis, social citizenship emerges from this work not merely as a static construct, centred on programmes and institutions, but as a terrain of negotiations and a "contested field of signification", shaped by the encounter of institutional narratives and meanings defined by grassroots agency. The result of the research confirms that concepts of "social citizenship" and "wage labour" are profoundly shaped by contradictions determined by underlying social contestation. In fact, respondents in my case studies clearly perceive the crisis of stable, dignified employment as a structural reality that requires systemic policy interventions. On the other hand, no homogenous discourse is emerging in workers’ narratives to challenge deeply entrenched views of inclusion and the social order as based on waged employment. Decommodification discourses, as for example advanced by new social movements, remain therefore substantially limited. Conversely, the policy discourse of democratic South Africa responds to the crisis, when not the actual disappearance, of wage labour as a social reality with an aggressive reassertion of work ethic and wage discipline as vehicles of social insertion and moral virtue. The ANC government often combines these arguments with a clear rejecton of decommodification, often presented as "dependency" on welfare "handouts", which undermines individual incentives for productive jobseeking behaviours. The contradictions between the crisis of wage labour in social practices and modes of reproduction, and the reasserted centrality of wage labour in the policy discourse as the main modality of social citizenship and inclusion opens new directions for research and interrogates changing forms of social identities, contestation and political legitimacy in the South African transition.

This report argues that, while the introduction of citizenship education, as proposed by some Zimbabwean scholars, may be desirable in Zimbabwe, there are a number of pre-conditions that need to be met before it can be meaningful, some of which I will demonstrate. In this report, I will demonstrate the conditions of teachers in the context of de-professionalization. I will also argue that unless the de-professionalization of teachers is addressed it will be meaningless and unproductive to implement the much needed citizenship education in Zimbabwean.

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Thesis advisor: Robert C. Bartlett / Hannah Arendt contends that one can find in Thucydides' presentation of Pericles a “pure” form of politics, unadulterated by the advent of philosophy in general and of liberal political philosophy in particular. Periclean political practice, Arendt argues, is therefore a superior alternative to liberalism-superior because it is more authentic and hence more satisfying to permanent human political longings. After clarifying Arendt's claims about the pre-Socratic understanding of politics embodied in Pericles' statesmanship, the dissertation proceeds to test that account against a close reading of Thucydides' presentation of Pericles. Arendt's claim that Pericles' political practice is driven by a desire to escape the futility of human existence by creating an “immortal” story of his fame or glory proves to be unsubstantiated by Thucydides' account. To be sure, Pericles does seek glory, both for himself and for Athenians in general. But Arendt overlooks Pericles' preoccupation with deserving glory. Pericles' concern with cultivating Athenian citizens who can claim responsibility for their actions, and hence deserve praise for those actions, forces him to confront the complexities of human moral freedom and practical judgment in ways that Arendt ignores or overlooks. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Political Science.

Esta pesquisa propõe auscultar o corpo orgânico dos tempos atuais, realizando um diagnóstico para tentar elucidar os caminhos possíveis para a compreensão dos embates nos quais estamos inseridos em dilemas de ordem particulares e de escala global, onde a comunicação tem papel de primazia sendo o desenvolvimento de suas relações a possibilidade de viabilizar e concretizar o entendimento dentre a organização de um viver contemporâneo. Tratamos de realizar um traçado onde a vida se constitui o produto de nosso tempo e a maneira como ele é composto é o tema da obra, que se manifesta no cotidiano. e o desafio dessa percepção assim como a interpretação, e os rumos cognitivos para se preservar uma ressonância entre o efêmero são elementos que estarão sobre análise. Consideramos que para uma cultura sustentável é primordial educar o pensamento, sobre os modos de olhar o mundo, onde tanto o desatrelar do imediato como forma de encontrar um significado em acréscimo de sentido, e para tal creditamos em parte uma lógica que comporte o modo de ser da metáfora; assim como a prática de relações, mediar a apreensão em conexões, e sobre o que pode ser de responsabilidade ética, enquanto desenvolvimento, assim, neste contexto, o diálogo com as imagens, sons e textos das cenas da narrativa social. Ao considerar linguagem no referente a comunicação estamos tratando de tudo que existe e age no mundo, portanto a liberdade de expressão se instala na vontade de existir e onde a comunicação é a chave para o entendimento. A pesquisa se fundamenta em aspectos do som, como lógica e presença, sendo realizado também, um conjunto de composições inseridas no estudo do som em geral, um paralelo onde se caracteriza a complexidade como também o exemplo de que podemos encontrar a possibilidade da harmonia em comunicação, em diversas vozes, e também diversidade de instrumentos, características que acreditamos demostrar a viabilidade do tempo, a multiculturalidade, dispondo como face de entrelaçamentos onde tanto informações como modos de emissão, podem se encontrar. Em conjunção aos aspectos teóricos também foi realizado vídeos, e um trabalho de coreografia, interpretação e som, onde o propósito é esclarecer mediante a filmagem, como nos deparamos com as probabilidades em curso, em paralelo das imagens da própria vida, de elementos informacionais agregados, uma cena após a outra, como os compassos da música, e apreender o que permanece em ressonância como capacidade de comunicação é o desafio da atualidade. Dentre os aspectos referentes a percepção da realidade, e sua possível representação em valor da voz da palavra, encontramos, também como parte do escopo deste trabalho, acreditando que a pesquisa do discente não finda na defesa, mas perpetua em interesse de conhecimento, para tratar do subjetivo, dos aspectos da sociedade, e da identidade humana, alguns anexos literários, dentre eles, citamos Balsamo da noite, ensaios poéticos filosóficos, e a trilogia Casa vazia, um conto só diferente, e o direito de viver. As questões teóricas perpassam os textos dando vazão aos embates da sociedade atual e buscas infindáveis da compreensão dos diálogos da comunicação. / This research proposes to listen to the organic body of the present times, making a diagnosis to try to elucidate the possible ways to understand the conflicts in which we are inserted in dilemmas of particular order and global scale, where communication has a primacy role being the development of their relations the possibility of making feasible and concrete the understanding between the organization of a contemporary living. We try to draw a path where life is the product of our time and the way it is composed is the theme of the work, which is manifested in everyday life. and the challenge of this perception as well as the interpretation, and the cognitive directions to preserve a resonance between the ephemeral are elements that will be on analysis. We consider that for a sustainable culture it is essential to educate thought, about ways of looking at the world, where both the untying of the immediate and the way of finding meaning in addition to meaning, and for this we believe in part a logic that includes the mode of being of the metaphor; as well as the practice of relationships, mediate the apprehension in connections, and on what can be ethical responsibility, while developing, thus, in this context, the dialogue with the images, sounds and texts of scenes of social narrative. When we consider language in relation to communication we are dealing with everything that exists and acts in the world, so freedom of expression is installed in the will to exist and where communication is the key to understanding. The research is based on aspects of sound, such as logic and presence, being also realized, a set of compositions inserted in the study of sound in general, a parallel where the complexity is characterized as also the example that we can find the possibility of armony in communication, in diverse voices, and also diversity of instruments, characteristics that we believe demonstrate the viability of the time, the multiculturality, disposing as a face of interlacings where both information and modes of emission can be found. In conjunction with the theoretical aspects, videos, and a work of choreography, interpretation and sound, where the purpose is to clarify through filming, as we are faced with the probabilities in progress, parallel to the images of life itself, aggregated informational elements , one scene after another, like the bars of music, and apprehending what remains in resonance as a capacity for communication is the challenge of the present. Among the aspects concerning the perception of reality, and its possible representation in the value of the voice of the word, we find, also as part of the scope of this work, believing that student research does not end in defense, but perpetuates in the interest of knowledge, to treat the subjective, the aspects of society, and human identity, three literary annexes, composed of Night Balm, philosophical poetic essays, and the empty House trilogy, a different story, and the right to live. The theoretical questions permeate the texts, giving vent to the current society\'s struggles and endless searches of the understanding of the dialogues of communication.

This dissertation examines the work of four poets writing in a projective or "open field" tradition in post-war America: Charles Olson, Amiri Baraka/LeRoi Jones, Susan Howe, and Myung Mi Kim. It considers the way these poets engage, via innovations in poetic form, with conceptions of the citizen and meanings of citizenship at different historical moments in the United States. Drawing on recent developments in citizenship theory which have focussed on what Engin Isin calls "acts of citizenship," "Projective Citizenship--The Reimagining of the Citizen in Post-War American Poetry" suggests that poetry might offer a means for imagining alternative notions of the citizen, conceiving of citizens as active agents rather than passive subjects.

O jornalista deve ser um atento observador social e articulador de idéias. A sua formação cidadã tem um papel importante no desenvolvimento desta habilidade. Este estudo aborda de que maneira esta formação é contemplada no currículo de graduação, na relação discente docente, na produção laboratorial e nos trabalhos de conclusão de curso tomando como referência o curso de Comunicação Social habilitação em Jornalismo (noturno) da Universidade de São Paulo. / The journalist should be an attentive observer of society and the articulator of ideas. His citizen\'s education has an important role in developing these skills. This study discusses how this is comtemplated in undergraduate curriculums, in the relationships between teachers and students, in the laboratorial production and works of course conclusion taking as reference the Communications course - the education of journalists - as taught at the University of Sao Paulo.

Marriage education emerged in universities across the United States in the 1920s as a response to a perceived “marriage crisis.” Over the next several decades, marriage educators shaped marriage course content to reflect student interests and maintain relevance to students’ lives. With the goal of saving marriage from the abstract forces of modernity, faculty initially targeted a specific demographic: white, middle-class, college students. This thesis chronicles the trajectory of marriage education as it shifted from a mechanism of positive eugenics to a vehicle by which black students in the South could access rights of citizenship in the post-WWII period. What began as a method of civic exclusion with roots in the eugenic movement transformed into a means through which Southern black citizens asserted their rights to education, marriage, sexuality, and family. This democratization of education for citizenship reflected the diverse uses of marriage education from the 1920s through the 1960s.