Providing citizenship education that reflects Canada’s diverse cultural make-up and that promotes common civic virtues is a challenging task. This research examines how citizenship education is practiced in Ontario, and how teachers’ instruction responds to the diversity found in their classrooms and Canadian society. This qualitative, multiple case study took place in four multicultural Grade 10 Civics classes in Ottawa. The research methodology included non-participant observations of classroom instruction, interviews with each civics teacher and 30 students, and citizenship education-related document analysis. The theories of conceptions of good citizenship (Westheimer & Kahne, 2004) and approaches to multicultural content integration (Banks, 2003) are the primary analytical lenses. Data analysis followed two phases: within-case and cross-case analyses (Stakes, 2006). Despite shared provincial guidelines, very different types of citizenship instruction occur, shaped by teachers’ personal conceptions of good citizenship. While all teachers stressed the importance of civic knowledge acquisition and aimed to educate active citizens, some emphasized the education of personally-responsible citizens, while others adopted either a participatory or justice-oriented approach to citizenship education. These distinct orientations lead to different approaches to teaching about active citizenship, ranging from an emphasis on conventional citizenship behaviours, to altruistically motivated make-a-difference citizenship participation, to a more thoughtful, politically-oriented citizenship participation that aims to produce societal change. Teachers’ differing conceptions of good citizenship also affect how their instruction responds to cultural diversity. While some teachers tended to avoid discussing issues of cultural and other forms of difference, others made them integral to their instruction. As such, a predominately personally-responsible approach to instruction tends to be blind to cultural difference. The participatory conception of citizenship education pays some attention to cultural difference, but aims to help marginalized people rather than address historical or structural inequality. A justice-oriented approach, in contrast, is the only approach that recognizes the importance of addressing the conflicts and tensions that exist in multicultural societies as an integral aspect of educating for democratic citizenship. This study advances new knowledge of the practice of citizenship education and offers valuable insights to developing education policy and strategies that strengthen educating engaged citizens for pluralistic, democratic societies.

Univ., Diss.--Konstanz, 2004. / Literaturverz. S. 223-237.

Providing citizenship education that reflects Canada’s diverse cultural make-up and that promotes common civic virtues is a challenging task. This research examines how citizenship education is practiced in Ontario, and how teachers’ instruction responds to the diversity found in their classrooms and Canadian society. This qualitative, multiple case study took place in four multicultural Grade 10 Civics classes in Ottawa. The research methodology included non-participant observations of classroom instruction, interviews with each civics teacher and 30 students, and citizenship education-related document analysis. The theories of conceptions of good citizenship (Westheimer & Kahne, 2004) and approaches to multicultural content integration (Banks, 2003) are the primary analytical lenses. Data analysis followed two phases: within-case and cross-case analyses (Stakes, 2006). Despite shared provincial guidelines, very different types of citizenship instruction occur, shaped by teachers’ personal conceptions of good citizenship. While all teachers stressed the importance of civic knowledge acquisition and aimed to educate active citizens, some emphasized the education of personally-responsible citizens, while others adopted either a participatory or justice-oriented approach to citizenship education. These distinct orientations lead to different approaches to teaching about active citizenship, ranging from an emphasis on conventional citizenship behaviours, to altruistically motivated make-a-difference citizenship participation, to a more thoughtful, politically-oriented citizenship participation that aims to produce societal change. Teachers’ differing conceptions of good citizenship also affect how their instruction responds to cultural diversity. While some teachers tended to avoid discussing issues of cultural and other forms of difference, others made them integral to their instruction. As such, a predominately personally-responsible approach to instruction tends to be blind to cultural difference. The participatory conception of citizenship education pays some attention to cultural difference, but aims to help marginalized people rather than address historical or structural inequality. A justice-oriented approach, in contrast, is the only approach that recognizes the importance of addressing the conflicts and tensions that exist in multicultural societies as an integral aspect of educating for democratic citizenship. This study advances new knowledge of the practice of citizenship education and offers valuable insights to developing education policy and strategies that strengthen educating engaged citizens for pluralistic, democratic societies.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 218-227).

Thesis (Ph.D.)--University of Wollongong, 2006. / Typescript. Includes bibliographical references: leaf 257-277.

Yeung Hoi-Shan Frances. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 91-101). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgments --- p.iii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Literature Review and Methodology --- p.10 / Chapter 2.1 --- Civil society and democracy / Chapter 2.2 --- Civil society and public/ private dichotomy / Chapter 2.3 --- The private sphere as the cultural foundation of civil society / Chapter 2.4 --- The boundary between public and private in Mao China / Chapter 2.5 --- Reshaping of the boundary between public and private in post-Mao Era / Chapter 2.6 --- The cultural foundation of civil society of China / Chapter 2.7 --- Residents' Committees of China / Chapter 2.8 --- Methodology / Chapter Chapter 3 --- Routines of Residents' Committees / Chapter 3.1 --- Dongshan District: pioneer of reforming Residents' Committees in Guangzhou --- p.29 / Chapter 3.2 --- Residents' Committee X / Chapter 3.3 --- Duties of juiwei / Chapter 3.4 --- The one-child policy / Chapter 3.5 --- Dengue Fever Prevention / Chapter 3.6 --- Clearances of security nets / Chapter 3.7 --- Leasehold house management / Chapter Chapter 4 --- Opinions of Guangzhou Residents --- p.48 / Chapter 4.1 --- Life in the community / Chapter 4.2 --- Ling / Chapter 4.3 --- Mr. Peng / Chapter 4.4 --- Mrs. Tang / Chapter 4.5 --- Mr. Song / Chapter Chapter 5 --- Residents' Perceptions of the Private Sphere --- p.65 / Chapter 5.1 --- Four domains of the private sphere / Chapter 5.2 --- Perceptions of the four private domains of residents / Chapter 5.3 --- The right to private property: a shield against intrusion / Chapter Chapter 6 --- Conclusion --- p.83 / Chapter 6.1 --- Implications for the cultural foundation of civil society of China / Chapter 6.2 --- Limitations of the study and suggestions for future research / Bibliography --- p.90

This study attempts to achieve two things. Firstly it contextualizes corporate citizenship drawing on scholarly, government, media, legal and business discourses which when viewed as a whole, reveals the importance of exchange as a central determinant in how all the major themes or subfields of corporate citizenship function and subsequently become valued within public discourse. Secondly, it reports on exploratory action research where I as a researcher occupied a central role in understanding and contributing towards how organizational settings socially construct and evolve corporate citizenship in real time through various exchange behaviour, drawing from four years field research within BP and its interactions with the external world. This research contributes to new knowledge by building a rare contextual understanding into how cultural change evolves over time within an organization, from its public face, through policy, down into employee and stakeholder reactions, including identifying the crucial role played by Cultural bridges’ in shifting entrenched organizational culture towards embracing new, more sustainable ways of doing business, and additionally how practitioners can legitimately act as a researcher in facilitating this process by assisting an organization to move from simple, transactional relationships to more sustainable integrated social, financial and environmental exchange between business and its broader context. Importantly, this research develops entirely new theoretical models for understanding the social application and commercial value of corporate citizenship to both business and society.

Thesis (Ph. D.)--University of Chicago, Dept. of Political Science, December 2003. / Includes bibliographical references. Also available on the Internet.

In this study I examine the connections between urban governance, social planning, civic participation and engagement, and the quest for full, active, democratic citizenship by marginalized groups, particularly immigrant communities living in Canada's multicultural cities. The notion of 'inclusive planning' within an ethno-culturally diverse urban context is explored through the examination of both the City of Toronto's approach to social development planning and the response of one newcomer community, the Sri Lankan Tamils, particularly through the work of the newly formed national organization, the Canadian Tamil Congress. My study is guided by five research questions that explore the roles and responsibilities of government, planners and communities in this context. I conclude by presenting a number of recommendations related to how planners can work toward a democratic renewal of planning in multicultural cities such as Toronto through the support and development of planning policies and practices that recognize equitable engagement, communication, negotiation, and partnership as guiding principles. These include a wide range of ideas related to identifying and challenging the forces of exclusion identified within my research, in order to construct a form of citizenship that is grounded in ongoing negotiation between the state and its citizenry.

Thesis (Th. M.)--Western Seminary, 1993. / Abstract. Includes bibliographical references (leaves 106-112).