In order to address the disconnection between the governing and the governed in our democracies and bureaucracies, many practitioners and academics are looking at models such as participatory governance to increase empowerment and foster better decision- making. Although this model has some encouraging possibilities, there are challenges to implementing an empowering and participatory process. To better understand these issues, this research focused on tenant representatives’ understanding and experience of their role in a recently implemented participatory process in the Toronto Community Housing Corporation. Representatives reported taking on extensive responsibilities to improve their communities and interviews with tenants suggested empowerment and citizenship were often products of tenant participation. The research also found limitations on empowerment and the extent to which tenants saw themselves as agents and decision-makers in the Tenant Participation System. The paper connects how structure and education impacts the possibilities for agency and empowerment of participants.

In this project, I ask: How do Ontario public schools participate in the construction and perpetuation of a racial hierarchy of Canadian citizenship? I argue that the discourse of white civility produces and organizes a governable Canadian populace that serves to legitimize the nation-state. Employing a critical anti-colonial, anti-racist framework, I analyze the narratives of teachers as they relate to the notions of citizenship, multiculturalism and professionalism. I aim to shed light on the role of the teacher within the circuits of power that serve to regulate ‘Canadian-ness’ and respectability. Through a discourse analysis of the statements of educators working with newcomer students, I illustrate some of the obstacles to equitable praxis. I conclude by challenging teachers to consider their investments in the systems that perpetuate oppression.

In this project, I ask: How do Ontario public schools participate in the construction and perpetuation of a racial hierarchy of Canadian citizenship? I argue that the discourse of white civility produces and organizes a governable Canadian populace that serves to legitimize the nation-state. Employing a critical anti-colonial, anti-racist framework, I analyze the narratives of teachers as they relate to the notions of citizenship, multiculturalism and professionalism. I aim to shed light on the role of the teacher within the circuits of power that serve to regulate ‘Canadian-ness’ and respectability. Through a discourse analysis of the statements of educators working with newcomer students, I illustrate some of the obstacles to equitable praxis. I conclude by challenging teachers to consider their investments in the systems that perpetuate oppression.

This dissertation examines how changing conceptions of risk responsibility relate to changing ideas of citizenship and the public sphere. Using the empirical case study of chemical body burdens, and drawing on focus groups and in-depth interviews, in addition to a twenty-year framing analysis of Canadian news media coverage of environmental contamination, this dissertation examines how risks are individualized through an ideology of “precautionary consumption.” Precautionary consumption encourages self-protection through consumer-based vigilance (e.g., by buying organic produce or “natural” cleaning products) and shifts the focus away from the state’s responsibility to regulate human and environmental exposure to contaminants. Three key findings emerge from this research. First, over twenty years of Canadian media coverage, precautionary consumption is increasingly prominent in shaping the problem frame around chemical contamination. As a media frame, the ideology of precautionary consumption reconceptualises chemical body burdens as an environmental problem affecting everyone equally to an individual problem that afflicts unaware consumers. Second, interview data suggests that the practice of mediating individual exposure to chemicals is overwhelmingly characterized as a caregiving responsibility requiring a mother’s vigilance. Interview respondents interpreted this responsibility through a dual ideological lens comprised of intensive mothering and precautionary consumption. Interviews with mothers from low-income households furthermore suggest that practices of chemical mediation vary by social class, and that access to protective commodities is highly uneven. Third, interview data also suggest that respondents viewed vigilant shopping practices as part of accepting greater personal responsibility for chemical pollution as a health threat and larger environmental problem. Respondents dismissed the transformative potential of the state in addressing body burdens; in contrast, they expressed confidence in their power as consumers and in the responsiveness of the market to protect them from chemical threats. The concluding chapter of the dissertation discusses how precautionary consumption draws our attention away from the universality of risk, and the responsibilities of the state for managing body burdens as a collective risk.

In order to address the disconnection between the governing and the governed in our democracies and bureaucracies, many practitioners and academics are looking at models such as participatory governance to increase empowerment and foster better decision- making. Although this model has some encouraging possibilities, there are challenges to implementing an empowering and participatory process. To better understand these issues, this research focused on tenant representatives’ understanding and experience of their role in a recently implemented participatory process in the Toronto Community Housing Corporation. Representatives reported taking on extensive responsibilities to improve their communities and interviews with tenants suggested empowerment and citizenship were often products of tenant participation. The research also found limitations on empowerment and the extent to which tenants saw themselves as agents and decision-makers in the Tenant Participation System. The paper connects how structure and education impacts the possibilities for agency and empowerment of participants.

This dissertation examines how changing conceptions of risk responsibility relate to changing ideas of citizenship and the public sphere. Using the empirical case study of chemical body burdens, and drawing on focus groups and in-depth interviews, in addition to a twenty-year framing analysis of Canadian news media coverage of environmental contamination, this dissertation examines how risks are individualized through an ideology of “precautionary consumption.” Precautionary consumption encourages self-protection through consumer-based vigilance (e.g., by buying organic produce or “natural” cleaning products) and shifts the focus away from the state’s responsibility to regulate human and environmental exposure to contaminants. Three key findings emerge from this research. First, over twenty years of Canadian media coverage, precautionary consumption is increasingly prominent in shaping the problem frame around chemical contamination. As a media frame, the ideology of precautionary consumption reconceptualises chemical body burdens as an environmental problem affecting everyone equally to an individual problem that afflicts unaware consumers. Second, interview data suggests that the practice of mediating individual exposure to chemicals is overwhelmingly characterized as a caregiving responsibility requiring a mother’s vigilance. Interview respondents interpreted this responsibility through a dual ideological lens comprised of intensive mothering and precautionary consumption. Interviews with mothers from low-income households furthermore suggest that practices of chemical mediation vary by social class, and that access to protective commodities is highly uneven. Third, interview data also suggest that respondents viewed vigilant shopping practices as part of accepting greater personal responsibility for chemical pollution as a health threat and larger environmental problem. Respondents dismissed the transformative potential of the state in addressing body burdens; in contrast, they expressed confidence in their power as consumers and in the responsiveness of the market to protect them from chemical threats. The concluding chapter of the dissertation discusses how precautionary consumption draws our attention away from the universality of risk, and the responsibilities of the state for managing body burdens as a collective risk.

This dissertation is a historical examination of citizenship education in the United States, beginning in the late nineteenth century with the Progressive era, and extending into the 1970s with multiculturalism. It focuses on the thought of education scholars, historians, and. political theorists throughout the twentieth century. It examines their efforts to define citizenship in the United States, and how that idea should be presented to students in the classroom. In doing so, this dissertation examines the manner in which the events of the twentieth century dramatically influenced the collective understanding of what being a "good citizen" means in the United States; and it considers the consequences of these changes in relationship to how children have been taught to engage in social and political life. It begins with a discussion of civic learning under the educational philosophies of social pedagogy and social efficiency in the Progressive era. It continues with an examination of the consequences of World War I and the Great Depression on the thought of educational scholars concerning citizenship education. This is followed by an analysis of the transition from Progressive education to Essentialist education in the middle of the century, and the consequences this had on civic education in the Cold War and Civil Rights Movement. This dissertation concludes by considering how the events of the twentieth century have influenced citizenship education in the era of standardization and globalization. Ultimately, this study finds that our understanding of citizenship, as it is expressed in the school curriculum, is profoundly influenced by our collective understanding of civic ideals and the American identity. These ideals and this identity are an evolving construct that is, in turn, influenced by the ideas and events of the period. Therefore, what is often perceived as a decline in citizenship education in schools, is actually a shift in the values of citizenship.

Recent literature has suggested that global identity and world citizenship are relevant capacities in an increasingly globalizing world. However, these concepts remain understudied. The current study aimed to explore qualities of these concepts with emerging adults and to examine their views of humanity and how these influence their decision-making. Interviews with 20 participants between the ages of 19-25 and a thematic analysis resulted in the identification of a number of themes. Global identity and citizenship, universally intrinsic, implicate global belongingness and stand as opposites to adversarial constructs. Humans, linked as one species sharing common skills, were recognized as essentially interdependent. Participants also depicted a sense of global responsibility and role unawareness in relation to humanity. The findings may serve as a springboard for a future scale development to measure these concepts.

Organizational citizenship behaviour (OCB) is extra-role behaviour that is not formally required by organizations, but benefits the organization and its members (Organ, 1988). OCB is considered to be a core dimension of job performance (Rotundo & Sackett, 2002) with research showing that OCB contributes to the health and productivity of organizations (e.g., Podsakoff, Whiting, Podsakoff, & Blume, 2009). As a result, both organizational researchers and organizations have long been interested in understanding the origins of this behaviour. However, research into the antecedents of OCB has important limitations. Notably, this research has conceptualized OCB as a static construct, which recent theorizing and research indicates is an inaccurate assumption (e.g., Beal, Weiss, Barros, & MacDermid, 2005; Ilies, Scott, & Judge, 2006). Additionally, OCB research has relied on a single theoretical framework, social exchange theory, to explain previous findings, creating narrowness in the field. The current dissertation sought to address these important limitations by conceptualizing OCB as a dynamic construct (i.e., one that has sizable day-to-day within-person variability) and examining the ability of state gratitude, a novel and theoretically relevant antecedent, to predict OCB. Drawing on the Moral Affect Model of gratitude, Affective Events Theory, and Broaden and Build Theory, I propose that state gratitude is an important driver of day-to-day fluctuations in OCB. In two daily diary studies, my findings revealed that, as predicted, dynamic fluctuations in OCB were significantly predicted by state gratitude. Additionally, in the second of two daily diary studies, state gratitude was successfully induced by a “count your blessings” task and state gratitude was found to be a significant mediator of the induction and OCB. Overall, the results lend support to the notion that OCB is dynamic and that state gratitude, a discrete positive emotion, can be an effective driver of OCB.

Abstract The purpose of this study is to understand the relationship between Principals¡¦ Leadership Behavior and teachers¡¦ organizational citizenship behavior in Pingtung junior high schools. Teachers¡¦ background variables and school environment variables were also analyzed to interpret the teachers' awareness of their principals¡¦ leadership behavior and their own organizational citizenship behavior. The researcher used ¡§Questionnaire of Junior High School Principals¡¦ Leadership Behavior¡¨ and ¡§Teachers¡¦ Organizational Citizenship Behavior Scales¡¨ to survey 402 teachers within 35 junior high schools in Pingtung County. The study adopted mean, standard deviation, t-test, analysis of variance, Pearson cross-product correlation, and stepwise multiple regression to answer the research questions. The findings of this study are as follows¡G 1. The principals¡¦ leadership behaviors perceived by the junior high school teachers are above average,and initiating behavior is higher than consideration behavior in pingtung county. 2. Junior high school teachers of different ¡§marital status¡¨,¡¨ years of service¡¨,¡¨ positions¡¨, ¡§school size¡¨ and ¡§school location¡¨ shows significant difference in their perception of principals¡¦ leadership behavior in pingtung county. 3. Teachers¡¦ organizational citizenship behavior of junior high school teachers in Pingtung county are above average, and the¡¨ sportsmanship¡¨ get the highest score. 4 .Junior high school teachers of different ¡§marital status¡¨ , ¡§years of service¡¨, ¡§educational degree ¡§,¡§positions¡¨,¡¨ school scale¡¨ and ¡§school location¡¨ have shows significant difference in the performance of organizational citizenship behavior. in Pingtung county. 5. Junior high school Teachers perceived their principals¡¦ different leadership styles shows significant difference in teachers¡¦ organizational citizenship behavior in Pingtung County. 6. Junior high school principals¡¦ leadership behavior is positively related to teachers¡¦ organizational citizenship behavior in Pingtung County. 7. Junior high school principals¡¦ leadership behavior and school location can predict teachers¡¦ organizational citizenship behavior in Pingtung County. Keywords: Principals¡¦ Leadership Behavior, Teachers¡¦ Organizational Citizenship Behavior