This thesis explores the difference between the vision of citizenship within education policy and the actual experiences and understandings of citizenship by Matric learners. Citizenship as envisioned in policy is shown to differ significantly to citizenship as understood and experienced by the interview participants. The citizenship envisioned in policy presents the goal of an equal and united citizenry whereas interview participants described citizenship as unequal and hierarchical. In particular, the racial hierarchy enforced under Apartheid was found to dominate the learners’ experiences of citizenship. Despite progressive legislation, distribution of opportunities remains heavily weighted in favour of those in high-income environments. Education policies that determine the overall structure of the South African education system were selected for analysis. These are the Constitution, the South African Schools Act and the National Education Policy Act. These policies are analysed and a vision of South African citizenship is described as possessing the following characteristics. A common, equal citizenship in a united and transformed South Africa. A citizenship encouraging and mandating critical engagement, dialogue, openness and transparency. A citizenship founded on quality of life for all and developing the potential of each individual. A citizenship in which both state and citizen are responsible and accountable and operate within the rule of law. A citizenship underpinned by human dignity and freedom and security of the person. A citizenship in which there is respect for difference and self-determination and in which ‘unity in diversity’ plays a key role. Matric learners were drawn from three different schools in an area of Kwazulu-Natal. Each of these schools represents a ‘type’ of school in South Africa: a former Model C school, an independent school and a school based in a rural or township area. The interviews aimed not only to understand citizenship from the perspective of these learners, but also to understand how experiences of citizenship varied depending on race, gender and class.

Det råder i forskningslitteraturen inga tvivel om att dagens unga har blivit särskilt berörda av den omfattande digitaliseringen i samhället. I skolan visar sig detta extra tydligt, där undervisningen i allt större utsträckning använder sig av digitala verktyg för att bemöta digitaliseringen. Denna undersökning har syftat till att undersöka och analysera hur några elever och lärare upplever relationen mellan medborgarfostran och digitalisering i samhällskunskapsundervisningen på gymnasiet. För detta ändamål har sex elever och sex lärare från gymnasieskolan blivit intervjuade. Med hjälp av hermeneutisk tolkningsmetod har intervjuerna analyserats med teoretisk utgångspunkt i dels begreppen actualizing citizenship respektive dutiful citizenship samt dels lärandeperspektivet konnektivism. I resultaten framträder upplevelser som indikerar att relationen mellan medborgarfostran och digitalisering i undervisningen handlar om elevers digitala informationsinhämtning, vilket upplevs vara förbundet med ett aktivt samhällsdeltagande. Med informanternas utsagor i utgångspunkt har digitaliseringen även tagit sig uttryck i att elevernas samhällsorientering har kommit att bli avsevärt intressestyrd till följd av att individens preferenser exponeras bland en mångfaldig representation av forum på internet. Studiens lärarinformanter befarar emellertid att detta kan komma att äventyra elevers universella samhällsintressen.

Beginning in earnest in the 1990s, research and political communities have taken a strong interest in citizenship education both in Canada and worldwide, but in the context of secondary schools this has resulted in primarily theoretical papers rather than empirical analyses of student experiences. The student voice is particularly important to the study of citizenship education given the complexity of constructed civic subjectivities and the rapidly changing definitions of community, including the relationships between local, national and global. Canada has been characterized as post-national or even without identity, and its young people are caught up in the persisting narrative of young apathy when it comes to politics and civic duty. Drawing on theories of national and global citizenship, this exploratory mixed methods study of 104 British Columbian secondary students investigates student vocabularies of citizenship in order to map current youth understandings of citizenship and experiences in their secondary education. In discussing the results, I challenge the narratives of Canada as a meaningless signifier and youth as apathetic, and investigate scholarly concerns regarding the depoliticization of citizenship, and the potential conflict inherent to the globalization of youth identities. Finally, I discuss best practices in citizenship education with reference to established scholarly research and the student-based findings of the present study. / Graduate

Mobility, as the ability among newcomers and citizens to move temporarily and circularly across international borders and between states, has become a pervasive norm for a significant portion of Canada’s population. Despite its pervasive nature and the growing public interest, however, current research has been limited in how Canadian policies are reacting to the ability of citizens and newcomers to move. This thesis seeks to fill that gap by analyzing Canada’s treatment of mobility within and across policies of immigration, citizenship and foreign affairs. An analytical mobility framework is developed to incorporate interdisciplinary work on human migration and these policy domains. Using this framework, an examination of policy developments in each domain in the last decade reveals that they diverge in isolation and from a whole-of-government perspective around the treatment of mobility. In some instances policy accommodates or even embraces mobility, and in others it restricts it.

In Ontario, as in many other provincial, state, and national jurisdictions, the government has come to play a significant role in shaping the curriculum taught in public schools. The curriculum, in this sense, is a matter of public policy. In educational research, however, there is a surprising lack of literature analyzing the curriculum as policy. This thesis engages with this gap in the literature through a multifaceted analysis of four successive versions of Ontario’s key curriculum policy document on the education of public secondary students as citizens. In analyzing this document, my emphasis is on how it frames citizenship, which I understand here as the desired relationship between the individual, the society, and the state. Methodologically, this thesis is a hybrid of deductive and inductive analytic approaches. The deductive element consists of an analysis of theoretical literature to develop a typology of the dimensions of citizenship—political, public, juridical, economic, and cultural. The inductive element consists of qualitative analyses of both the four versions of the curriculum policy document and a selection of interviews with teacher candidates who taught courses from this document. My findings reveal a gradual shift in the framing of citizenship in the curriculum over a twenty-year period, with active participation in local or national public life becoming eclipsed in favour of an individualized emphasis on economic participation and juridical responsibilities. While the teacher candidates interviewed reveal a willingness to creatively reinterpret the curriculum, they also describe how they are constrained by a network of other policies that effectively discourage active forms of citizenship. In conclusion, I suggest that future revisions of the curriculum policy document should place greater emphasis on active forms of citizenship in order to bring greater balance to citizenship education policy in Ontario.

Deprivation of citizenship is currently used in democratic states to combat international terrorism and constitutes ‘the securitisation of citizenship’. The usage of which is often justified by states as assuring national security. Among scholars, there seem to be a conflict between a perspective of rights and security, where critics usually come from the former. Can citizenship deprivation be justified from a security perspective as a counter-terrorism tool? That question is asked in this thesis. By conducting an interpretative analysis of Hobbes, the question is assessed from a security perspective and the answer is not clear cut. The research shows that even when practices are investigated through a lens of security, they are problematic as they currently stand.

This is paper is an argument analysis of citizenship and its allocation using an interpretation of Linda Bosniaks theory of Divided Citizenship. The starting point of this paper is the absence of a thorough or exhaustive legal definition of citizenship and legal binding and enforceable citizenship allocation laws within international migration law. Referring primarily to the absence of principals of social justice and global ethics within the legal framework. In total this leads to a multitude of different ethical problems. Therefore, there is a need for researching and evaluating alternative definitions and principles concerning citizenship and its allocation beyond the most common ones.The research material of this paper consists of chapters from two books Spheres of Justice by Michael Walzer and Scales of Justice by Nancy Fraser. The conclusion of this paper is that the combination of the “all subjected-principle” and “the membership-principle” are best suited to the demands that a wide definition of citizenship poses. Citizenship and its allocation are today less and less dependent on the state itself and can today easily be supplemented by other institutions depending on geographic and political needs, while still using democratic governance. Therefore, it is desirable to link the allocation of citizenship to the goal of establishing participatory parity. Deliberative democracy is the necessary foundation of all political organization. All other forms of citizenships and rights are necessary preconditions for people to be able to participate in the political process and protect all equal value of all people. The denial of citizenship is always the first in a long train of abuses.

Barbora Chrzová Citizenship Rhetorics in Bosnia and Herzegovina: Enacting Citizenship and Nationality in a Divided Country Abstract: This thesis deals with the rhetorical dimension of citizenship in Bosnia and Herzegovina. The disputed legitimacy of Bosnian statehood, ethnicization of every-day life, and a multilayered citizenship regime which leaves little space for purely civic loyalties to the state, pose an important challenge to the symbolic dimension of Bosnian citizenship. Drawing upon rhetorical approaches to citizenship, this thesis analyses how citizenship was crafted on the discursive level; how various actors formulated the question of 'who is a Bosnian citizen', how their narratives interacted and influenced each other. The thesis specifically focuses on two series of protests, the so-called 'JMBG protests' that took place in June 2013 and the 'Social uprising' which arose in February 2014. The protests challenged the dominant ethno- national framework and represented periods of intensive debates on fundamental questions of citizenship. The analysis has shown that the emptiness of the notion of Bosnian citizenship makes its discursive constructions largely context-dependent and shifting. The boundary between 'the citizens' and 'the elites,' however, appeared as a salient societal cleavage that...

In European countries, citizenship is mostly based on the principle of jus sanguinis, which means that citizenship is passed from parent to child. There are currently no European countries that apply unconditional jus soli, therefore there is no European country where a child becomes a citizen solely because he is born there, as it happens in the United States. There are countries that use conditional jus soli, which means that children become citizens if they fulfil certain requirements. Italy is one of the European countries with the strictest requirements. The relation between life experiences and citizenship status for the second generation is a topic that is not studied extensively, especially in regards to Europe.The aim of this paper is to find out if the citizenship law that is currently in force in Italy has effect for the second generation in regards to their legal status, their rights and their identity.  The method used is a qualitative approach. The data for this study was collected through five semi-structured interviews. The main findings are that current Italian citizenship law has effects on the legal status of the second generation and on their access to certain rights, while it does not have a major influence on their identity.

This commentary describes the significance of faculty citizenship in the broader context of institutional culture and defines faculty citizenship for use across all aspects of faculty roles in the Academy. The definition includes two key components (engagement and collegiality) that can be used to measure citizenship behaviors. Continued discussion and study of faculty citizenship will further the Academy’s understanding and use of the concept.