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A substantial Muslim diasporic presence has emerged in Europe & the West, & even some Western liberals, who pride themselves on their enlightened tolerance, appear concerned about the capacity of this culturally alien presence, as they see it, to integrate. Such doubts surfaced especially during the Rushdie affair & the Gulf war, both of which seemed to expose the chasm between so-called Western "values" & Islamic ones. In denying the validity of this antagonistic vision according to which Muslim minorities are intrinsically antithetical to Western democratic practices, the aim of the present paper is twofold: (1) to highlight the rise of an alternative contemporary debate about the rights & obligations of Muslims as minorities in the West which is currently animating Muslim & Western scholars, clerics, & activists; & (2) to argue that Muslim diasporic transnational mobilization, including even the conflicts surrounding the Rushdie affair & the Gulf war, have been key moments in the development of a Muslim British civic consciousness & capacity for active citizenship. Far from revealing ambiguous loyalties or unbridgeable cultural chasms, British Muslim transnational loyalties have challenged the national polity, I argue, to explore new forms of multiculturalism & to work for new global human rights causes. At the same time such mobilizations have been part of the learning process of becoming a politically effective diaspora. In the long run, then, the Muslim diasporic presence in Britain is a potentially enriching one, & particularly so as the state moves to becoming a postnational, multicultural polity. 42 References. Adapted from the source document.

Power, Citizenship & Individual Development Plans Individual Development Plans (IDP) are plans made by teachers, parents and children to target specific parts of the development of an individual child. The plans should not be confused with grades, which children in the Swedish education system do not receive until the age of fifteen, in future possibly from the age of seven. Rather IDPs are aim oriented plans and strategies to stimulate the development of the child. IDPs are compulsory according to the Swedish Compulsory School Ordinance from 2006. The aim of the study is to describe and discuss how power relations between teachers, parents and children work within the processes of the formulation of IDPs. Also, how these plans could be understood against the background of the education for democratic citizenship of children. Before 2006 children did not receive any grades before the age of fifteen. Instead they had individual development talks which over the years have been framed in different ways. They could be called parental talks, 'quarter of an hour talks' or individual development talks, but the overall aim of these talks was to discuss the development of a child between teacher and parent or between teacher, parent and child. Usually these talks were in the form of information about the previous development of a child from the teacher to the parents and the child. With the introduction of Individual Development Plans the idea was to produce plans which did not only assess but also formulated aims for the future development of a child. It also involved ideals of a possible influence of the child and its parents in formulating these aims. Power relations became thereby in focus in a different way from before. Earlier there was a very specific view upon the ways in which the development of a child could be described, discussed and stimulated. That is, not by means of grades formulated in terms of figures or letters but rather by means of lengthy information through words and narratives. Despite the ...

From anxiety about Muslim immigrants in Western Europe to concerns about undocumented workers and cross-border security threats in the United States, disputes over immigration have proliferated and intensified in recent years. These debates are among the most contentious facing constitutional democracies, and they show little sign of fading away.Edited and with an introduction by political scientist Rogers M. Smith, Citizenship, Borders, and Human Needs brings together essays by leading international scholars from a wide range of disciplines to explore the economic, cultural, political, and normative aspects of comparative immigration policies. In the first section, contributors go beyond familiar explanations of immigration's economic effects to explore whose needs are truly helped and harmed by current migration patterns. The concerns of receiving countries include but are not limited to their economic interests, and several essays weigh different models of managing cultural identity and conflict in democracies with large immigrant populations.Other essays consider the implications of immigration for politics and citizenship. In many nations, large-scale immigration challenges existing political institutions, which must struggle to foster political inclusion and accommodate changing ways of belonging to the polity. The volume concludes with contrasting reflections on the normative standards that should guide immigration policies in modern constitutional democracies.Citizenship, Borders, and Human Needs develops connections between thoughtful scholarship and public policy, thereby advancing public debate on these complex and divisive issues. Though most attention in the collection is devoted to the dilemmas facing immigrant-receiving countries in the West, the volume also explores policies and outcomes in immigrant-sending countries, as well as the situation of developing nations-such as India-that are net receivers of migrants

Le livre est entièrement en ligne en format HTML sur le site de l'IFPO. L'IFPO m'autorise à mettre sur HAL SHS les versions PDF des versions française et anglaise de mon introduction, ainsi que de mon article. ; Jordanian towns have not been incorporated into the building of the nation, nor have they been considered in the definition of what Jordan is, the decisive factor being direct allegiance to the Hashemite monarchy. Jordanian towns are not a favourable environment for the expression of citizenship free from primary affiliations. However, in the capital, city residents manage to launch initiatives for citizen participation for the community, showing they belong to a post-modern urban elite and even making the city participate in a form of "global citizenship". This introduction of the book "Cities, Urban Practices and Nation Building in Jordan" addresses through urban life the extensively studied issue of national identity and citizenship in Jordan, examining the forms of integration and demarcation of the different components of the population in urban arenas. It takes a diachronic approach that presents the role of towns in Jordan's nation building, the management of urban spaces and the practices of individual urban residents detached from kinship affiliations. ; La ville jordanienne a historiquement peu contribué à la construction nationale, l'élément décisif ayant été l'allégeance directe à la monarchie hachémite. L'urbain serait en Jordanie un espace peu favorable à l'expression d'une citoyenneté détachée des appartenances primaires. Pourtant, au sein de la capitale, des citadins parviennent à lancer des initiatives de participation citoyenne au service de la collectivité, manifestant leur appartenance à une élite urbaine post-moderne et faisant même participer la ville à une " citoyenneté mondiale ". L'introduction de ce livre "Villes, pratiques urbaines et construction nationale en Jordanie" aborde par la ville la question abondamment étudiée de l'identité nationale et de la citoyenneté en Jordanie, en montrant les formes d'intégration et de démarcation des différentes composantes de la population dans l'espace urbain. Elle adopte une approche diachronique qui présente le rôle des villes dans la construction nationale jordanienne, puis les modes de gestion des espaces urbains et enfin les pratiques individuelles de l'urbain détachées des affiliations primaires.

Abstract

This chapter explores the complex historical, political and religious context that frame discussions around citizenship and democracy within education in Ireland, as an independent nation, and as a member of the European Union. What it means to be a citizen in Ireland will be explored.The focus is primarily on the Republic of Ireland, though issues that arise in Northern Ireland will also be covered. The chapter will focus on curriculum subject areas that touch on citizenship and democracy, past and present. The extent to which policy and practice can map onto the key concepts set out in the Council of Europe's framework of competences for democratic culture will be explored, with a specific focus on the extent to which teachers are trained to be able to teach these subjects. ; "Chapters from all Taylor & Francis books are eligible for green open access. Each individual author or contributor can also choose to upload one chapter from the 'Accepted Manuscript' (AM). An AM is typically the post-contract but pre-production (i.e. not copy –edited, proofread or typeset) Word Document/PDF of the chapter. Authors may upload the AM chapter to a personal or departmental website immediately after publication of the book - this includes posting to Facebook, Google groups, and LinkedIn, and linking from Twitter. Authors can also post the AM book chapter to an institutional or subject repository or to academic social networks like Mendeley, ResearchGate, or Academia.edu after an embargo period of 18 months for Humanities and Social Sciences books or 12 months for STEM books." https://www.routledge.com/info/open_access/by_the_chapter