In this study, secondary school learners perceptions of Responsible Citizenship as taught in the Life Orientation learning area are explored. Citizen Education, which is set out in Learning Outcome Two of the Life Orientation Curriculum, forms the basis of the programme used to conduct this study. An international as well as a national perspective of Responsible Citizenship and the teaching thereof is explicated with special reference being made to the Further Education and Training Band. The availability of learning programmes in South Africa as well as the specific learning programme used to conduct this investigation is discussed. A qualitative research design was adopted and a single case study was undertaken at a secondary school. Participants wrote essays, completed diagnostic tests and participated in a focus group interview. Key concepts were identified, categorised and explicated. As a result, three major themes were conceptualised: Active Participation, Human Rights Philosophies and Orientation to Values. Although the specific programme used did not appear to be suitable for use in all teaching environments it did contribute to the secondary school learners perceptions of Responsible Citizenship as taught in the Life Orientation learning area. / Dr. M.P. van der Merwe

Magister Psychologiae - MPsych / The purpose of the study was to explore what parents expect of schools regarding citizenship and moral education. It was argued that it is important that parents' views are taken into accouint when exploring citizenship and moral education in the schools in order to enhance congruence between values and associated virtues promoted at school and at home. / South Africa

The purpose of this study was to inform global citizenship practice as a higher education (HE) agenda by comparing retrospective experiences of a range of community engagement (CE) partners, including the often silent voices of non-researcher partners. HE-CE aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of CE-partners. This qualitative secondary analysis study was framed theoretically by the transformative-emancipatory paradigm and meta-theoretically by phenomenology. Existing case data, generated on retrospective experiences of CE-partners in a long-term CE-partnership, were conveniently sampled to analyse and compare a range of CE-experiences (parents of student-clients (n = 12: females 10, males 2), teachers from the partner rural school (n = 18: females 12, males 6), student-educational psychology clients (n = 31: females 14, males 17), academic service learning (ASL) students (n = 20: females 17, males 3), and researchers (n = 12: females 11, males 1). Existing data sources included verbatim transcriptions of (i) audio-recorded Participatory Reflection and Action (PRA)-directed group sessions (parents, teachers, student-clients), (ii) telephonic interviews (ASL-students, researchers) and semi-structured interviews (ASL-students); as well as rural school context observation data documented textually (audio-visual recordings and photographs) and textually (field notes). A significant insight from this study is that a range of CE-partners experience similar benefits and challenges when a university and rural school partner. Whereas all CE-partners experience HE-CE as beneficial for human capital development, they all experience that HE-CE is challenged by the structural disparity between a rural context and operational miscommunication. CE-partners with higher education levels experienced that the HE partner is an agent that facilitates knowledge generation. These CE-partners indicated that both academic researchers and non-researchers should be valued as equal knowledge co-generator partners. CE-partners within a rural school had expectations of material gain as part of their experience of participating in this CE-partnership. CE-partners involved in educational psychology (ASL) experienced connectedness and support as a result of participating in the FLY intervention. These CE-partners also experienced FLY relationships as a great platform for establishing bonds, whilst learning from peers. I theorise the Progressive Global Citizenship conceptual framework as a guide that points towards boundless engagement in the era of globalisation. This suggests that HE-CE should focus on innovative interventions that have support structures aimed at establishing connections across socio-economic, cultural, racial and academic backgrounds. Therefore, I propose that HE should make a concerted effort to enhance insight, awareness, reflection, exploration and develop critical consciousness among global citizens. In my view, this calls for innovation that moves away from traditional practices in global citizenship. HE should strive to partner with many role-players as an alternative way of broadening the scope towards understanding and enriching CE interventions. / Thesis (PhD)--University of Pretoria, 2017. / National Research Foundation (Grant number: 82620 CEC12091412827) University of Pretoria / Educational Psychology / PhD / Unrestricted

Thesis (Ph.D.)--Boston University / This dissertation examines the ambiguous status of the Palestinian citizens of Israel. It focuses on three events: the 1956 Kafar Qasem massacre, the 1976 Land Day events, and the October 2000 shootings. It argues that neither a civic-republican nor a liberal-democratic understanding of the concept of "citizenship" provide an adequate account of the status of this minority. The interplay between these conceptions of citizenship exemplifies the constant tension between Israel's two defining characteristics -- as the Jewish homeland and a liberal-democratic state. The dissertation argues that the political theories of Hannah Arendt and Carl Schmitt offer a more promising articulation of this status. While the state-official responses to these cases vary, they do share one common aspect -- the shooting and killing of Palestinian citizens by state security forces. These point to a clear course taken by the state of setting the lives of its Palestinian inhabitants in constant political and civil unpredictability. The tension between the civic-republican and the liberal-democratic conceptions of citizenship is sufficient to explain some of the inequality endured by the Palestinian minority. Nevertheless, the dissertation will argue that these watershed events in Israeli history point not simply to the inequality of the Palestinian citizens, but raise the troubling question of whether, in effect, Palestinians are treated as citizens at all. The second part of the dissertation draws on the work of Hannah Arendt and Carl Schmitt to explore two alternative ways of analyzing the status of the Palestinian minority. Arendt's understanding of power and violence clarifies the varied outcomes of the cases, and her account of the condition of "statelessness" suggests that the Palestinians' status is better understood as that of stateless-citizens. Carl Schmitt's notion of the "state of exception" provides a troubling articulation of the state's use of a constant sense of emergency. His distinction between "friend" and "enemy" suggests the treatment of the Palestinian citizens is best understood as that of internal enemies. Taken together, these approaches shed light on the reality in which the Palestinians live as citizens, a reality of uncertainty, unpredictability and animosity.

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On what normative grounds can the ethnic Turkish minority in Germany be denied political membership? Over 7% of the German population is made up of foreign residents, mostly ethnic Turks, with vague social rights and no political groups. This thesis is an attempt at uncovering the developments that have lead to this situation by examining the history of German citizenship within the context of a large disenfranchised ethnic minority since the end of WWII. Finally, this thesis examines the latest legislation on German Nationality as an example of deepening ethno-cultural self-understanding institutionalized by the state that results in the discrimination of millions of foreign residents based solely on nationality. / Master of Arts

There has been a significant interest amongst immigrants in obtaining Canadian citizenship, dating all the way back to the end of World War Two in 1945. This thesis is particularly interested in what knowledge and skills these immigrants obtain as a result of their experiences in the citizenship education programs provided by the federal government prior to them becoming official citizens of Canada.<p>This thesis has a number of objectives. First, it intends to track the evolution of citizenship policy in Canada from 1945 to the present time, with a particular focus on the changes made to the citizenship education system. Secondly, an assessment of the adequacy of the changes made to the citizenship education system will be conducted, focusing primarily on whether or not those changes have provided newcomers to Canada with the knowledge and skills necessary to be active and informed citizens. Finally, suggestions will be offered as to how citizenship education programs can best provide new Canadians with a more well-rounded quality of citizenship. <p>The evolution of citizenship policy and the assessment of the changes made to citizenship education from 1945 to the present time reveal a number of findings, with many of them pointing to citizenship education policy and programming in Canada as being inadequate. The findings identify a lack of political leadership and financial resources provided for citizenship training initiatives, as well as a painfully basic citizenship education curriculum provided for newcomers to Canada. <p>The central contention of this thesis is that the federal government regards citizenship education as little more than a short-term goal. In other words, the priority is to speed up the processing of newcomers rather than to develop good citizens. Immigrants are provided with basic knowledge and language skills, but are largely left to fend for themselves once official citizenship has been attained. This short-term focus has resulted in a diminution of the quality and importance of Canadian citizenship and has impaired the ability of new citizens to feel comfortable participating in Canadian society. <p>The significance of these findings is that policy makers need to develop a long-term citizenship education strategy that focuses on providing long-term benefits to new citizens to Canada. Such a strategy will help to maximize the potential contributions of the growing immigrant population to Canadian society and will provide much needed clarity of roles and responsibilities to citizenship education service providers and instructors.

There has been a significant interest amongst immigrants in obtaining Canadian citizenship, dating all the way back to the end of World War Two in 1945. This thesis is particularly interested in what knowledge and skills these immigrants obtain as a result of their experiences in the citizenship education programs provided by the federal government prior to them becoming official citizens of Canada.<p>This thesis has a number of objectives. First, it intends to track the evolution of citizenship policy in Canada from 1945 to the present time, with a particular focus on the changes made to the citizenship education system. Secondly, an assessment of the adequacy of the changes made to the citizenship education system will be conducted, focusing primarily on whether or not those changes have provided newcomers to Canada with the knowledge and skills necessary to be active and informed citizens. Finally, suggestions will be offered as to how citizenship education programs can best provide new Canadians with a more well-rounded quality of citizenship. <p>The evolution of citizenship policy and the assessment of the changes made to citizenship education from 1945 to the present time reveal a number of findings, with many of them pointing to citizenship education policy and programming in Canada as being inadequate. The findings identify a lack of political leadership and financial resources provided for citizenship training initiatives, as well as a painfully basic citizenship education curriculum provided for newcomers to Canada. <p>The central contention of this thesis is that the federal government regards citizenship education as little more than a short-term goal. In other words, the priority is to speed up the processing of newcomers rather than to develop good citizens. Immigrants are provided with basic knowledge and language skills, but are largely left to fend for themselves once official citizenship has been attained. This short-term focus has resulted in a diminution of the quality and importance of Canadian citizenship and has impaired the ability of new citizens to feel comfortable participating in Canadian society. <p>The significance of these findings is that policy makers need to develop a long-term citizenship education strategy that focuses on providing long-term benefits to new citizens to Canada. Such a strategy will help to maximize the potential contributions of the growing immigrant population to Canadian society and will provide much needed clarity of roles and responsibilities to citizenship education service providers and instructors.

Recent developments such as internationalization of labor markets, emergence of multi-level polities and a global discourse on human rights have influenced citizenship practices and challenged conventional definitions of citizenship. While conventional definitions of citizenship often presuppose the relationship between citizenship, nationality and nation-state, as an institution, citizenship is constituted and reconstituted by economic, political, social and legal practices. In this context, European Union citizenship (EU citizenship), which was formally introduced in 1993, has generated a discussion on its nature. As a reflection of its dynamic and ambiguous character, there is a variety of interpretations on EU citizenship that can be evaluated between postnational and national ends. In line with these interpretations, this thesis aims to provide an insight to the possibility of postnationality in the case of the European Union Citizenship. In this sense, the analysis of EU citizenship depends on two significant theoretical bases: the contemporary debates on citizenship and the theories of European integration. It is attempted to combine these theoretical frameworks in a critical analysis in order to consider the postnational potentials and possibilities that the EU citizenship has. In the case study of EU citizenship a socio-historical analysis of the making of EU citizenship is carried out mainly with reference to the official documents of the institutions of European Union. In the light of this analysis, EU citizenship is critically examined according to designated discussion themes. Consequently, in this thesis, it is mainly argued that dynamic and evolving nature of EU citizenship create contradictory notions in its development process. This also reflects that possibilities for postnationality are inherent to the EU citizenship.

75 Abstract The aim of this work is to describe and analyze the concept of the state citizenship in general and in the Czech Republic from a theoretical and practical point of view. At the theoretical level, this work explores the concept of state citizenship and the related terms such as nationality analyzed in the first chapter that has a broader conceptual content. Nationality is used as a benchmark concept to distinguish vertical and horizontal levels of state citizenship. At the vertical level, often referred to as functional citizenship, the focus is on the relationship between the state and its citizens. By contrast, the horizontal level concentrates on ties between citizens within a state that are based on solidarity and collective sense of belonging. This leads to the particular role of state citizenship that provides an individual with a set of privileges such as legally enshrined special treatment by the state. The second chapter of this work studies the historical development of the state citizenship on the Czech territory since 1918. This chapter clearly demonstrates important institutional legacies from the first Czechoslovak Republic that were overtaken by the new regime after 1989. Related legal resources of state citizenship are examined in the next chapter that scrutinizes them as part of...