Suchergebnisse

Consideration of citizenship education in the UK requires an exploration of three areas: curriculum context, mode of teaching, & teaching context. The 1998 Crick Report Citizenship and the Teaching of Democracy in Schools will make citizenship a compulsory part of the curriculum at Key Stages 3 & 4. Critics assert that a body of research & knowledge on citizenship education is lacking, making it no more than the controversial opinions of individual teachers. However, some refinement of the recommendations could tie citizenship into the humanities, currently neglected, but meant to teach students of their humanness & create institutions, which respect that humanity. The author argues for attention to the skills, the procedural values, the virtues & dispositions to instill in young people; a respect for the right of teachers to participate & deliberate about the values that are taught; & a context where opinions are allowed & encouraged in a developmental process of criticism & evidence. L. A. Hoffman

This paper explores the relationship between migration and integration policies in the Netherlands, diaspora policies in India, and the transnational practices of Indian highly skilled migrants to the Netherlands. We employ anthropological transnational migration theories (e.g., Ong 1999; Levitt and Jaworsky 2007) to frame the dynamic interaction between a sending and a receiving country on the lives of migrants. This paper makes a unique contribution to migration literature by exploring the policies of both sending and receiving country in relation to ethnographic data on migrants. The international battle for brains has motivated states like the Netherlands and India to design flexible migration and citizenship policies for socially and economically desirable migrants. Flexible citizenship policies in the Netherlands are primarily concerned with individual and corporate rights and privileges, whereas Indian diaspora policies have been established around the premise of national identity.

This article analyzes the discourse concerning the assimilation of Muslim minorities in the United States and suggests that calls for assimilation are solicitations for a form of self-renunciation and sacrifice. Yet such solicitations occur against the economic and political background of neoliberalism, in which all citizens are asked to make sacrifices for the sake of economic health. How does one read, then, the discourse of Muslim assimilation in light of the psychological, political, and economic realities of neoliberalism? The article explores the transformation of the so-called Jewish question into the contemporary concern with the "Muslim problem." Drawing on Theodor Adorno and Max Horkheimer's reflections on the affinities between capitalism and fascism (especially their reading of Odysseus), as well as Sigmund Freud's reflections on narcissism and group psychology, the article analyzes the figure of the sacrificial victim in the context of neoliberalism's authoritarian tendencies and argues that sacrificial figuration allows us to think past the polarizations (West/rest; Trump supporters/Muslims) of our contemporary historical moment.