Articulating Citizenship

"At the genesis of the Republic of China in 1912, many political leaders, educators, and social reformers argued that republican education should transform China’s people into dynamic modern citizens—social and political agents whose public actions would rescue the national community. Over subsequent decades, however, they came to argue fiercely over the contents of citizenship and how it should be taught. Moreover, many of their carefully crafted policies and programs came to be transformed by textbook authors, teachers, administrators, and students. Furthermore, the idea of citizenship, once introduced, raised many troubling questions. Who belonged to the national community in China, and how was the nation constituted? What were the best modes of political action? How should modern people take responsibility for “public matters”? What morality was proper for the modern public?This book reconstructs civic education and citizenship training in secondary schools in the lower Yangzi region during the Republican era. It also analyzes how students used the tools of civic education introduced in their schools to make themselves into young citizens and explores the complex social and political effects of educated youths’ civic action."

This book reconstructs civic education and citizenship training in secondary schools in the lower Yangzi region during the Republican era. It analyzes how students used the tools of civic education to make themselves into young citizens, and explores the complex social and political effects of educated youths' civic action.

Engin F. Isin and the volume's contributors explore the social sites that have become objects of government, and considers how these subjects are sites of contestation, resistance, differentiation and identification.

A team of first-rate contributors examine closely the issues of citizenship, entrepreneurship, secularism and modernity in modern day Turkey and then draw conclusions for other states in the new global era.

Debating Women's Citizenship, 1930-1960 is about the agency of Indian feminists and nationalists whose careers straddle the transition of colonial India to an independent India. It addresses some of the critical aspects of the encounter, engagement and dialogue between the Indian state and its women citizens, in particular, how this generation conceptualised the relationship between citizenship, equality and gender justice, and the various spheres in which the meaning and application of this citizenship was both broadened and narrowed, renegotiated and pursued. The book focuses on a cohort of nationalists and feminists who were leading members of the All India Women's Conference (AIWC) and the National Federation of Indian Women (NFIW). Drawing on the richness and depth of life histories through autobiography and oral interviews, together with archival research, this book excavates the mental products of these women's lives, their ideas, their writings and their discourse, to develop a deeper and more nuanced understanding of the feminist political personas of this generation, and how these personas negotiated the political and social terrains of their time. The book attempts to produce a new picture of this era, one in which there was far more activity and engagement with the state and with civil society on the part of this generation than previously acknowledged.

"Becoming a Citizen is a terrific book. Important, innovative, well argued, theoretically significant, and empirically grounded. It will be the definitive work in the field for years to come."—Frank D. Bean, Co-Director, Center for Research on Immigration, Population and Public Policy "This book is in three ways innovative. First, it avoids the domestic navel-gazing of U.S .immigration studies, through an obvious yet ingenious comparison with Canada. Second, it shows that official multiculturalism and common citizenship may very well go together, revealing Canada, and not the United States, as leader in successful immigrant integration. Thirdly, the book provides a compelling picture of how the state matters in making immigrants citizens. An outstanding contribution to the migration and citizenship literature!"—Christian Joppke, American University of Paris

Beyond Citizenship? Feminism and the Transformation of Belonging pushes debates about citizenship and feminist politics in new directions, challenging us to think 'beyond citizenship', and to engage in feminist re-theorizations of the experience and politics of belonging.

This Handbook is a much needed international reference work, written by leading writers in the field of global citizenship and education. It is based on the most recent research and practice from across the world, with the 'Geographically-Based Overviews' section providing summaries of global citizenship and education provided for Southern Africa, Australasia, Europe, the Middle East, North America, Latin America, and East and South East Asia. The Handbook discusses, in the 'Key Ideologies' section, the philosophies that influence the meaning of global citizenship and education, including neo-liberalism and global capitalism; nationalism and internationalism; and issues of post-colonialism, indigeneity, and transnationalism. Next, the 'Key Concepts' section explores the ideas that underpin debates about global citizenship and education, with particular attention paid to issues of justice, equity, diversity, identity, and sustainable development. With these key concepts in place, the 'Principal Perspectives and Contexts' section turns to exploring global citizenship and education from a wide variety of viewpoints, including economic, political, cultural, moral, environmental, spiritual and religious, as well as taking into consideration issues of ethnicity, gender and sexuality, and social class. Finally, the 'Key Issues in the Teaching of Global Citizenship' section discusses how education can be provided through school subjects and study abroad programmes, as well as through other means including social media and online assessment, and political activism. This Handbook will be vital reading for academics, postgraduates and advanced undergraduates in the fields of sociology and education, particularly those with an interest in comparative studies.