The thesis explores the plausibility of grounding citizenship education in a plural moral philosophical perspective without the danger of relativism. This is meant to enrich and allow citizenship education to reach its full potential of developing responsible and participatory citizens. Most societies require education to develop responsible citizens who have a questioning attitude as well as willing to contribute to the general welfare of society and the environment. However, citizenship education often fails to reach its full potential because it is theorised on a single moral philosophical perspective such as deontic rights. To date there has been little intellectual engagement in the research literature on citizenship education with the question of whether it might be possible, let alone valuable to have a citizenship education underpinned by a plural moral philosophical perspective. Drawing from literature in moral philosophy and education, the study follows a philosophical approach to analyse a conceptual framework which includes deontological ethics, virtue ethics, care ethics, utilitarian ethics and the capabilities approach. It is argued that teachers may draw from a plural moral philosophical perspective on citizenship education so that we do not only develop citizens with rights, who participate in making and obeying laws, but citizens who are motivated to participate for the right reasons, at the right time and for the right motive, and, at the same time are sympathetic to the plight of others and willing to facilitate the capabilities of others. In particular, virtue ethics and care ethics are essential for personal (moral) and social dimension of citizenship education while deontological ethics and the capabilities approach contribute towards the political dimension. It is also proposed that teacher education should include moral philosophy as well as the reading of literature in order to promote a broad conception of education which enables teachers to draw from a plural moral philosophical perspective in teaching citizenship education as a theme across the curriculum.

This dissertation discusses the rebuilding of cities after war in the context of the changing character of warfare and the increased expectations for societies to deal with difficult pasts. Departing from studies that approach post-war reconstruction focusing on the functional dimension of infrastructural repair and housing relief or on debates about architectural form, this dissertation examines reconstruction through the lens of the process of 'coming to terms with the past'. It explores how understandings of victimhood and responsibility influence the rebuilding of urban space. Conversely, it argues that cities and architecture, through the meanings ascribed to them by various actors, play an important role in dealing with the past. Building on the moral philosophy of Theodor Adorno and Hannah Arendt, it discusses the potential of reconstruction for societies to work through the past, then it engages with frictions highlighted by three situations of rebuilding after different types of war. First, it examines the rebuilding of Belgrade as the capital of socialist Yugoslavia after the aerial bombings typical of the Second World War. Second, it analyses reconstruction debates in the same city after the 1999 NATO bombings, a high-tech operation, framed by NATO as a preventative, humanitarian intervention against a 'perpetrator' state. Third, it discusses rebuilding processes in Sarajevo, where destruction was inflicted between 1992 and 1995 by actors internal to the country, albeit with international ramifications, exemplary of Mary Kaldor's 'new wars'. Based on thirteen months of fieldwork conducted in Belgrade and Sarajevo between 2012 and 2015, it analyses intentions and consequences of reconstruction acts. It suggests the potential and the challenges of a reflective reconstruction, which engages critically with the past, and of a syncretic place-making reconstruction, which focuses on place and its agonistic promise. Its main contribution is to highlight the essential relationship between reconstruction and coming to terms with the past, arguing for an understanding of reconstruction with regards to conflict itself.

Lors de la victorieuse campagne d’Italie (1796-1797), qui a lieu dans le cadre des guerres révolutionnaires françaises (1792-1802), un nombre important d’objets précieux est saisi pour être transporté à Paris, nouvel épicentre autoproclamé de la culture et du savoir européens. La liste des objets à déplacer est longue, variée et prestigieuse. Des outils d’agriculture, des minéraux, des livres rares, des traités de science, des semences, des partitions de musique, des spécimens végétaux et, surtout, des monuments de l’Antiquité et des tableaux de la Renaissance, sont appelés à garnir les institutions de la capitale française. Ce grand coup de filet est souligné par la tenue d’une fête à Paris les 9 et 10 thermidor an VI (27 et 28 juillet 1798), nommée l’Entrée triomphale des objets de sciences et d’arts recueillis en Italie. Pour atteindre leur nouvelle destination, les objets saisis sont soumis à la contingence du voyage. Ils traversent des montagnes, des routes, des ports, des mers, des fleuves, des canaux, des rues et des boulevards. Le trajet se fait sur des chariots, dans la paille ; les objets d’art sont enfouis à l’intérieur de caisses goudronnées, scellées et marquées du sceau officiel de la République. Même s’ils sont cachés et hors de lieux traditionnellement étudiés par l’histoire de l’art, les objets d’Italie jouissent, durant cet intervalle, d’une grande visibilité par le biais des journaux qui suivent avidement les aventures des convois qui traversent des lieux instables et des territoires accidentés. Qui plus est, le déplacement s’effectue sur un fond d’instabilité sociale et de crises politiques, alors que le régime du Directoire (1795-1799) peine à asseoir sa légitimité et que la Contre-Révolution se manifeste dans le résultat des élections législatives. En puisant dans un cadre théorique croisant les mobility studies, les material studies, les études sur le nationalisme et l’histoire des émotions, cette thèse démontre que le transit entre Rome et Paris devient une épopée mettant en récit les contours d’une identité française en quête d’unité. En effet, le transfert des objets d’Italie est un levier d’édification nationale qui mobilise des thèmes au fondement du sentiment patriotique, comme la supériorité civilisationnelle, le savoir-faire technique et l’ascendance morale. Trois grands moments sont à l’étude : le moment des saisies, le moment du transport et le moment de la célébration. / During the victorious Italian Campaign (1796-1797) that took place during the French Revolutionary Wars (1792-1802), a significant number of precious objects were seized and transported to Paris, the new self-proclaimed epicentre of European culture and knowledge. The list of objects was long, varied, and prestigious. Agricultural tools, minerals, rare books, scientific treatises, seeds, musical scores, plant specimens, and above all, monuments from antiquity and Renaissance paintings, were amassed for the purpose of gracing the institutions of the French capital. On 9 and 10 Thermidor year VI (27th and 28th of July, 1798), the convoy was paraded through the streets of Paris in a celebration titled l’Entrée triomphale des objets de sciences et d’arts recueillis en Italie (the triumphal entry of objects of the sciences and arts collected in Italy). En route to their new destination, the precious objects were subjected to the contingencies of the voyage. Buried in sealed and tarred crates marked with the official seal of the Republic and piled onto straw-filled carts, they journeyed over mountains, on roads, through ports, across seas, and down rivers, canals, streets and boulevards. Although the objects were hidden and kept far from areas traditionally studied by art history, they received wide coverage in newspapers that avidly chronicled the convoy’s adventures through volatile areas and rugged terrain. What is more, the journey took place against a backdrop of great social unrest and political crises, while the regime of the Directory (1795-1799) struggled to establish its legitimacy and the Counter-Revolution rose in the wake of the legislative elections. Drawing on a theoretical framework bridging mobility studies, material studies, nationalism studies, and the history of emotions, this dissertation demonstrates that the transit between Rome and Paris became a narrative epic that outlined a French identity in search of unity. In fact, the objects’ transit from Italy became a lever of national edification that mobilized the themes that are the basis of patriotic sentiment, such as civilizational superiority, technical knowledge, and moral ascendancy. Three major moments will be studied: the seizure of the objects, their transportation, and the moment of celebration.