Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 214 - 232). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 130-134). Also available in electronic format on the Internet.

This dissertation is an ethnographic analysis of state led multiculturalism and its impacts on indigenous people in the former colonial city of San Cristobal de Las Casas in Southern Mexico. Based on an eighteen-month period of fieldwork, it examines how the colonial order is being redeployed in the urban space through multicultural programs that seek to govern indigenous people. In particular, it discusses how indigenous people are transformed into multicultural citizens and their lands into natural reserves. In showing how indigenous people are being produced as citizens and governed through particular citizenship regimes, it also emphasizes on how they produce themselves as political subjects. Drawing upon indigenous people experiences at the urban periphery, this dissertation discusses the complexities and contradictions they face in the process of building a community of their own. It investigates how multiple citizenships, religious and gender regimes coexist in the urban periphery, and how indigenous people navigate them in the process of building new forms of belonging. This dissertation complicates the civil society vs. State opposition by focusing on how citizenship among indigenous people is built on a daily basis through contradictory and problematic articulations. Through their articulations with peasant organizations, the State, political parties, NGOs and religious discourses, indigenous people become agents of their own government. They do so by directing each other actions and decisions, shaping their leaders practices and holding them accountable, and monitoring gender relations and religious practice to secure women’s participation in both politics and religion. Finally, this dissertation argues that indigenous people in the urban periphery of San Cristóbal de Las Casas refuse to become multicultural citizens. Instead they struggle to build horizontal and inclusive communities through land occupation and conversion to Islam, and in the process they are calling into question the limits and contradictions of state led multiculturalism, and expanding liberal notions of citizenship. / text

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Citizenship Education in Zimbabwe was introduced in the school curriculum for the first time in 2007.  This was a result of findings of the Presidential Commission of Inquiry into Education and Training (1999). The Commission points out that during its hearings the public blamed young people for anti-social behaviour and that they lacked the citizenship values and knowledge of citizenship issues.  Citizenship education is regarded as the solution to the alleged problems.  However, little is said about views of young people themselves on these issues.  Little is also said about views of teachers who implement the programme in schools.  This study investigated the position of students and teachers on these issues and further analysed documents on citizenship education in Zimbabwe to establish any possible underlying motives for the introduction of the subject at the time. Data from 161 students at two high schools (one rural and one urban) were collected by means of closed-ended self-reporting questionnaires while 21 teachers were involved in face-to-face interviews.  A critical discourse analysis approach was used in the analysis of documents. Findings show that students in this study have some knowledge about citizenship matters.  They, however, have difficulties with skills of interpretation of information on citizenship issues.  Students are positive towards social movement issues but, like their teachers, are negative towards political matters.  Teachers’ views regarding the concept citizenship, status of, methods and training needs in citizenship education vary and, on some issues, disagree with the Commission.  The analysis of documents reveals a rhetoric which, in other similar contexts, points to hidden motives.

Thesis (M. Journ.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 22-23).

Thèse--Poitiers. / Includes bibliographical references.

Thesis (M.S.)--University of Tennessee, Knoxville, 2001. / Vita. Includes bibliographical references (leaves 52-55).

Thesis (Ph. D.)--York University, 2001. Graduate Programme in Political Science. / Typescript. Includes bibliographical references (leaves 277-297). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ67909.