There is an increasing trend in youth education and civil society that focuses on global citizenship. The development of the storyteller and story is a highly intuitive practice refined by experience. Literature in education and democracy, elicitive approaches to peacebuilding, and storytelling in education are reviewed. The study is based on three theoretical ideas: (1) that cultural stories encode and transmit knowledge, (2) personal narratives enable the integration of theoretical ideas into their socio-political context, and (3) that storytelling can help students apply their knowledge through positive action. This qualitative study uses grounded theory and a multi-method approach, drawing primarily on twelve semi-structured interviews. The data revealed four key themes that guide storytellers’ learning outcomes: knowledge, culture, dialogue, and agency. Storytellers described storytelling as a powerful pedagogical practice that provides democratic and inclusive spaces capable of facilitating dialogue and promoting student agency.

This thesis examines the development of citizenship as a political concept in twentieth-century Britain, by considering how different political and intellectual circumstances shaped changes in ideas about citizenship. By examining how and why the conception of citizenship formulated in the early twentieth century by the idealist philosopher Henry Jones (1852-1922), differed from that articulated by the sociologist and theorist of the post-war welfare state T. H. Marshall (1893-1981) in the years after the Second World War, the work identifies a process by which changing structures of thought shifted the meaning of citizenship over the years. The thesis consists of three major sections. In the first section, the contrasting personal histories of Jones and Marshall are presented. The effects of different social realities and personal contexts on the production of political ideas are considered. The next section then examines the different idea environments within which Jones and Marshall developed their thought. The differences between the idealist intellectual framework represented by Jones, and the systematic sociological approach represented by Marshall, are mapped out. Finally, the conceptual structures of the two different conceptions of citizenship that emerged in Britain in the course of the twentieth century are examined; and the way in which changing ideas about citizenship were played out in practical debates over social policy is outlined in an analysis of the debates over the Royal Commission on the Poor Laws of 1905-9 and the 1948 National Assistance Act. By unravelling the intellectual and ideological processes that have occurred in the development and articulation of particular conceptions of citizenship, the work makes an original contribution to historical understandings of the distinction between 'idealist' and 'positivist' idea structures in twentieth-century Britain, and of the role played by such structures in shaping the development of the welfare state as a policy option.

Although not a theoretical study, the thesis touches on theoretical and methods issues, querying the extent to which external rather than internal factors determine policy outcomes in small states and arguing that Latvia's desire to join the EU was critical in the reform of Latvian citizenship legislation. It is the author's view that the evolution in nationality policy cannot be accounted for through a single level analysis. Domestic, regional, and international bilateral contexts are all necessary aspects of an explanation, although they might not fully account for the liberalisation of the citizenship legislation. After rejection from EU accession talks and a marked deterioration in relations with the Russian Federation, the Latvian Saeima and electorate amended the Citizenship Law to conform to OSCE HCNM recommendations. This suggests that the membership conditions of the EU are a powerful force in persuading applicant countries to alter their legislation to comply with a civic concept of citizenship.

<p>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.</p>

This educational history thesis contributes to knowledge of citizenship education in Australia during the 1940s and 1950s. It provides unique perspectives on an important part of Australian citizenship educational history. This examination of citizenship education also helps to explain contemporary trends and the recent revival of citizenship education in multicultural Australia. Following the Second World War, Australian political leaders initiated an unprecedented immigration programme to help develop and defend post-war Australia. The programme enjoyed bipartisan support and was extraordinary in terms of magnitude and nature. It became the catalyst for a citizenship education campaign orchestrated by Federal political leaders for the benefit of all Australians. The citizenship education campaign was, however, primarily aimed at non-British adult migrants. The intention of the Federal Government was to maintain the cultural hegemony of the Anglo-Celts evident in pre-war Australia. In accordance with government policy, the new arrivals were expected to assimilate into the Australian community and become loyal citizens. Citizenship rested on a common national language and thus, the focus was on teaching migrants of non-British origin English for the workplace, everyday intercourse and, as a means to dissuade migrant enclaves. This thesis comprises of three sections which illustrate how the citizenship education campaign was extended through: (i) official education channels; (ii) the media, specifically the Australian Broadcasting Commission; and (iii) annual citizenship conventions which encompasses a case study of the Good Neighbour Movement in New South Wales. These particular areas have been chosen as they identify important and different ways the campaign was expressed and funded. Discussion of the financial arrangements concerning the implementation of the campaign is important as it uniquely illustrates the power of the Federal authorities to direct the campaign as they considered necessary. It also highlights conflict between Federal and State authorities in dealing with the education of new arrivals, primarily due to the traditional two-tier system of government extant in Australia. The general theoretical framework of this thesis emanates from concepts and ideas of writers who illustrate, in general, the concentration of power within Australia society and supports this work's notion of a `top-down' paradigm, i.e. one invariably directed by the nation's political leaders. This paradigm is presented in an effort to provide an appreciation of the powerful nature of the Federal Government's immigration policy and citizenship education campaign in the dramatic post-war reconstruction period. The thesis is related to an elite theory of political change but with due consideration to issues of context, that is, Australian society in the 1940s and 1950s. Understanding that there was a citizenship education campaign provides a novel means of appreciating post-war immigration policy. The campaign embedded and tied together multifarious notions extant in the Australian Government policy for the Australian community in meeting the challenges of a nation experiencing massive social and economic change. Significantly, this study helps to explain the shift from the Anglo-Celtic, mono-cultural view of citizenship to one that officially recognises the culturally diverse nature of Australian society today.

Thesis (Ph.D.)--McMaster University, 2003. / Advisor: Richard Rempel. Includes bibliographical references. Also available via World Wide Web.

Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. William Downs, committee chair; Michael Herb, Carrie Manning, committee members. Electronic text (465 p. : col. ill., col. maps) : digital, PDF file. Description based on contents viewed Nov. 5, 2007. Includes bibliographical references (p. 370-397).

Thesis (B.A.)--Haverford College, Dept. of Political Science, 2007. / Includes bibliographical references.

Thesis--Nancy, 1926. / Bibliography: p. [213]-215.

Thesis (Ph.D.) - University of Glasgow, 2008. / Ph.D. thesis submitted to the Department of Educational Studies, Faculty of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.