Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Martha Menchaca. Vita. Includes bibliographical references.

Thesis (B.A.)--Haverford College, Dept. of Philosophy, 2004. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1979. / Includes bibliographical references (leaves 147-152). Available online via OhioLINK's ETD Center.

Thesis (Ph. D. in Classics)--University of California, Berkeley, Fall 2003. / Includes bibliographical references (p. 364-369). Also available on the Internet.

Thesis (Ed.M.)--Boston University

This thesis is an investigation into the concept of citizenship, or, more precisely, the core concept of citizenship. It attempts to show how certain key debates within citizenship theory can (and should) be framed once the core concept has been clarified. Its central claim is that citizenship is primarily an institutional relationship between an individual and the laws and organs of government to whose authority she is subject. All other 'aspects', 'dimensions', 'senses', or conceptions of citizenship, should be oriented in relationship to this core meaning. Understanding citizenship as primarily an institutional relationship affects how we should approach a number of issues in citizenship theory. The first issue I consider has to do with the limits of both citizenship theory and the extension of citizenship in practice. Specifically, can the conceptual category of citizenship apply to non-human animals, or, indeed, for animals to be citizens in sense that is substantively on par with human citizens? I next consider what the core concept tells us about the moral aspect of citizenship and the relationship between co-citizens. I ask whether one's membership in a morally bounded community could be either necessary or sufficient for a kind of citizenship, and whether citizens owe each other special obligations qua citizens. Finally I ask who might have a moral claim to citizenship in a given state. I consider the possible moral claims a person might have to each of citizenship's two primary elements - what I call democratic membership (i.e. to be included in the demos of a democratically governed polity), and basic membership (i.e. the rights to live and work within the territory of a polity). The first sort of claim brings us into contact with the debate over what is known as the 'democratic boundary problem', while the second leads us to consider the practice of 'birthright ascription'.

Organisational citizenship behaviour has been an active field of research for over three decades with research typically focusing on helpful and sportsmanlike behaviours or, conversely, examining destructive or criminal acts. Between these two is the frequently ignored civic virtue which includes questioning, making suggestions and challenging organisational norms. Civic virtue is the least researched, least performed, and the least popular organisational behaviour with it often being deemed an act of deviancy. Yet importantly, in terms of the transforming public service agenda, it is also the organisational behaviour that links most closely with organisational improvement. In pursuing this under-researched field, interpretivism provides a salient philosophical framework for the operationalisation of the thesis which utilises an in-depth qualitative approach to explore the lived realities of public servants, and seeks to advance the limited knowledge of civic virtue, set against the backdrop of public service citizenship. Using the lens of symbolic interactionism the thesis contributes an incremental advance in research method; specifically projective image elicitation, by using the metaphorical power of contextualised cartoon images to explore individuals’ perception of the workplace and their The thesis proposes a contribution to theory in recommending that public service citizenship promotes a predilection to bifurcate behaviours demonstrated by others and self into the act and underpinning values. Within public services this interpretative process gives precedence to the underpinning values; and promotes an environment where disdained behaviours are pardoned if the underpinning values are deemed honourable. This concept is termed value governance. Drawing on value governance, a model emerged which indicates that public servants predominately enact civic virtue when they perceive their values are seriously contested; otherwise their collectivist tendencies are dominant The discovery of value governance is significant in informing the conception of a dialogic public service citizenship; a citizenship which has its foundation in publicness but which is also able to face the challenges of civicness.

This research has been carried out on the basis of a quite short and quite simple question: Is the notion of children's citizenship a reality or romanticism? It looks at the status and extent of our knowledge of the position of children over a period of about 2500 years in the past and toward an as yet unpredictable time in the future. In so doing it looks at not only 'ourselves' (Western European societies) but other cultures, traditions and beliefs that broaden the question's base. It considers branches of knowledge such as the social sciences, theology and philosophy. Those disciplines have examined humanity with varying amounts of reference to children or childhood for at least as long as any of them has existed. The choice of methods includes analytic induction, morphological analysis and content analysis cum symptomatic reading. Those choices are governed by the fact that most parts of all data are printed texts. Some of the content is also my own work, partially field based and other parts published texts. Some of my more recent, undocumented field based work has also raised questions that require answers that a work of this nature might provide. This research moves on and away from child participation using a children's rights based argument toward examination of the relationship of the child with the state, thus as a potential full member citizen, including children's rights as part of the broader human rights agenda. In so doing, the conclusions complete research that has taken a course in which the intent before examining evidence was to reach a position that was partly advocacy for full citizenship. The conclusions bearing the weight of historically and geographically widespread data now look at a better informed reality of the possibility of that being realised.

The notion of some kind of civic education providing a solution to English society’s problems is nothing new and Citizenship Education is perceived as one means of addressing so-called social deficits. There are issues relating to curriculum delivery and training which have arisen from the decision to make citizenship a mandatory subject in maintained secondary schools. Citizenship presents a challenge because it is not a ‘conventional’ subject and teachers have to construct meaningful assessments which relate to discussions of beliefs and values. Philosophical and sociological literatures inform the conceptual analysis of definitions of citizenship. Insights into more recent policy and provision are provided through a discussion of curriculum development and interrogation of assessment documentation from awarding bodies and policy-making organisations. An empirical study aimed to construct a picture of delivery in schools. It employed a multiple-method approach: a questionnaire was used to survey 400 secondary schools across England; and interviews were conducted with pupils (in years 9-11) and teachers in 18 schools. The data were analysed using both quantitative (descriptive and univariate statistics) and qualitative (Successive Approximation and Ideal Type) methodologies. The findings suggest that the way in which citizenship is delivered has an effect upon the means by which it is assessed and has some impact upon the way that the subject is valued. Some teachers were reluctant to use unfamiliar modes of assessment, particularly formative methods which did not result in a grade, because pupils were sceptical of the value of any subject which does not provide a ‘final’ mark. This underlines the fact that assessment is the dominant force in contemporary education. The creation of Ideal Type teachers facilitated further investigation of relationships that teachers had with citizenship, its delivery and how they perceive pupil responses to the subject. Teachers require more resources (financial and time) to increase their assessment skills. The conclusion can be drawn that there is a significant need for more training and support for teachers in the assessment of citizenship. If citizenship is to succeed in its mission to effect a change in society, it needs to be taken seriously and a factor which militates against this aim is the lack of coherent framework of assessment.

This thesis explores the possibility of urban citizenship, focusing on the relation between the ‘urban’ and ‘citizenship’ as an expression of the problem of sovereignty. It highlights a key aspect that prevailing accounts fail to address, arguing that urban citizenship is characterized by twin logics of ‘urbanization’ and ‘citizenship’ that express conceptual binaries and transition narratives between nature/culture, rural/urban, space/time, and past/future from which there cannot be any fixed solution to the question of non-statist urban subjectivity. This is demonstrated in regenerations of the exclusionary inside/outside logic of sovereignty identified in theories of urban citizenship. Following Jacques Derrida in his concept of ‘aporia’, I undergo a close examination of these two processes, arguing that their conditions of possibility contain the impossibility of their unification and necessarily invoke sovereign politics for securing their distinctions, while simultaneously rendering them inherently unstable. An analysis of the aporetic logic of sovereignty underlying two terms reveals that, rather than seeking closure to the question of urban citizenship, engaging with the aporia can open up political possibilities and challenges for future theoretical and empirical work for politics. / Graduate