The Nat'l Ur League is a nat'l professional community services agency with local affiliates in 70 strategically located cities which seeks to break down discriminatory patterns impeding the progress of the Negro (NE) pop toward 1stclass citizenship. Founded 54 yr's ago to assist Ne's from the Ru South migrating to large cities, it has grown steadily over the yrs. Today, its program concentrates not only on wiping out the last vestiges of racial discrimination, but on stressing the need for self-help among Ne & other disadvantaged citizens to better qualify themselves for the trek out of poverty & into 1st-class citizenship. The Ur League concentrates on changing discriminatory patterns by an interracial effort. Its officials seek to bridge the gaps between white & Ne communities, to promote racial understanding & to enlist the support of men & women in positions of power for those whose heritage has been one of deprivation & denial. Each local branch maintains a voluntary interracial board of directors & a paid, usually integrated, staff. Implicit in the League's philosophy is the frank recognition that interracial cooperation is an indispensable prerequisite to the achievement of signif & lasting gains for Ne citizens. The League also stresses that the nation cannot perfect its democratic instit's until Ne citizens obtain their inalienable rights as Americans & human beings. HA.
As the curtain rises on the great drama of youth, the American Public School System, recognizing the rights of the child as the first right of citizenship, faces one of the most imposing challenges that has been placed before the nation. If every child, wherever he lives, who and whatever he may be, is to be trained so that he may become an asset to society rather than a liability, the educational program must continue to seek new trends and take inventory in order that we might progress, less we become extinct. Teacher-pupil promotion is comparatively new. Let us seek out its values if they exist, let us seek its weaknesses in order that our tomorrow's citizens might have a better advantage for a greater foundation on which to build a better citizenship for a tomorrow's world. The problem of harnessing the energy of youth for the purpose of bringing about a better society in the country is a challenge to educational and social leadership. The school's responsibility is to develop the whole child. According to the Educational Policy Commission, the objectives of a democracy are to build desirable attitudes, promote goodwill, bring about sympathetic understanding with individuals, train in development of self-realization, human relationships, economic efficiency, and civic responsibility for all races.
Life, the ideal and the actual, p.19. Everyday life, p.39. What of the republic? p.59. American politics, p.87. Duties of today, p.109. Take the sunny side, p.124. The lesson of our civil war, p.146. Political addresses;-The threat of civil war, p.183. Democracy and slavery, p.199. Grant rule in the South, p.218. The McKinley tariff arraigned, p.232. Internal commerce should be free, p.283.--v. 2. Legal arguments. Citizenship: its rights, duties and penalties, p. 25. The bench, the bar, the press, p.67. Miscellaneous addresses. The crime against citizenship, p.105. Plain truths for the grangers, p111. The people are sovereign, p.117. Lincoln as commander-in-chief, p.133. The press and political light and power, p.155. The duty and dignity of journalism, p.161. Scotch-Irish achievement, p.167. The young republicans of 1860, p.179. At Curtin's tomb, p.187. Farewell to the Senate, 195. Clover club welcome, p.199. Humorous and steirical. The house addressed on reform, p.218. Who oppose the constitution, p.216. The Union League and Grant, p.219. The Grant investment in bolters, p.229. Defiance to ring power, p.239. Eulogy on Curtin, p.251. ; Mode of access: Internet.
Global Citizenship Education (GCE) is often seen as the best response to contemporary global humanitarian, social and political challenges. Yet despite this newfound popularity, GCE remains a contentious and widely debated concept. Critiques have stressed the abstract and elusive nature of the notion, its lack of concrete legal framework as well as its bias towards a Western, neoliberal and consumerist agenda, which is not devoid of colonial undertones. This paper seeks to address this latter tension by examining GCE through the lens of global imaginaries, which looks at imagination as a new social practice, capable of generating transformation and change. Building on the work of Paul Ricoeur, in particular the ideas of utopia, imagination and social imaginaries, this paper aims to offer new conceptualisations of GCE around the notion of global imaginaries, in an attempt to overcome the dichotomies that tend to underpin the concept. (DIPF/Orig.) ; Global Citizenship Education (GCE) wird oft als die beste Antwort auf die heutigen globalen humanitären, sozialen und politischen Herausforderungen gesehen. Doch trotz dieser neu gewonnenen Popularität bleibt GCE ein umstrittenes und breit diskutiertes Konzept. Kritiker haben die abstrakte und schwer fassbare Bedeutung des Begriffs betont, das Fehlen eines konkreten rechtlichen Rahmens sowie die Vorliebe für eine westliche, neoliberale und konsumorientierte Agenda, die nicht frei von kolonialen Akzenten ist. Der vorliegende Beitrag versucht, diese letztere Spannung zu thematisieren: GCE wird vor dem Hintergrund der globalen Imaginationen untersucht, die - als eine neue soziale Praxis betrachtet - in der Lage ist, Transformation und Veränderung zu erzeugen. Aufbauend auf der Arbeit von Paul Ricoeur - insbesondere den Ideen von Utopie, Imagination und sozialen Imaginären - zielt dieser Beitrag darauf ab, neue Konzeptualisierungen von GCE um den Begriff des globalen Imaginären herum anzubieten: Dabei wird der Versuch unternommen, Dichotomien zu überwinden, die dem Konzept zugrundeliegen. (DIPF/Orig.)
Este artigo examina como estudantes chilenos de ensino médio envolvidos em protestos estudantis demonstram e fazem uso de sua compreensão sobre política e história para informar e orientar suas próprias ações políticas. Com base em trabalho de campo realizado em 2014 em uma escola chilena de ensino médio, utilizo a análise de discurso para examinar entrevistas de estudantes como um tipo específico de trabalho social. Nestas entrevistas, defendo que os estudantes apresentavam e participavam da produção constante de marcos coerentes em que história e política estão conectadas. A compreensão de história e política dos estudantes informa e afeta uma à outra, bem como se torna significativa em sua educação em cidadania. ; This article examines how Chilean high school students who are involved in student protests demonstrate and make use of their understandings of politics and history, in order to inform and orient their own political actions. Based on fieldwork conducted in 2014 in a Chilean public high school, I use discourse analysis to examine students' interviews as a particular kind of social work. In these interviews, I argue that students were displaying and participating in the constant production of coherent frameworks in which history and politics are connected. Students' understandings of history and politics inform and affect each other, as well as become significant in their citizenship education.
У статті проаналізовано ключові нормативно-правові акти, які лягли в основу виховання патріотизму в Республіці Польща. З'ясовано основоположні світоглядні засади європейських нормативно-правових документів із патріотичного виховання. Проаналізовано основний Закон про освіту, його положення про патріотичне виховання, їх практичне застосування на всіх етапах освітнього процесу та в різних напрямах освітньої діяльності. Виявлено ключові засади таких строкових програмних документів, як «Патріотизм завтрашнього дня» та «Незалежний 2018». Робиться висновок, що польський досвід є прекрасним зразком для розбудови сучасної гнучкої системи національно-патріотичного виховання в Україні. ; The article analyzes the key legal acts that formed the basis of the education of patriotism in the Republic of Poland. Legislation common to all Eurozone countries and created exclusively for the neighboring country was highlighted. The fundamental worldview principles of European regulations on patriotic education were clarified. It was determined that work in this direction had been carried out for more than 30 years. The main idea of the normative acts in the field of patriotic education was highlighted: determination of basic competences necessary for becoming an active citizen of a democratic society and studying ways to acquire them, creating conditions for lifelong learning of citizenship. The problems with patriotic upbringing in the Republic of Poland and the reasons for the creation of separate legal acts for the country were considered. The main Law on Education, its provisions on patriotic education, their practical application at all stages of the educational process and in various areas of educational activity were analyzed. The key principles of such urgent program documents as "Patriotism of Tomorrow" and "Independent 2018" were identified. The work of the Polish government on public opinion research in matters of respect and trust for the government, love to the Motherland was considered. It was noted that the long-term government program "Independent 2018" is designed to strengthen the unity of Poles and is timed to the centenary of Poland's independence, and "Patriotism of Tomorrow" is a nationwide grant program that helps to identify and disseminate knowledge of Polish history and supports initiatives which involve communities in activities dedicated to the research and promotion of local heritage and culture. In general, it was concluded that the country is constantly focusing on the problem of patriotic education, developing new ways of effective work on patriotic education, but sociological research shows the lack of such a base to maintain a proper level of patriotic consciousness, so new developments are constantly under way to overcome this problem. As a result, emphasis was placed on the fact that the Polish experience is an excellent example for building a modern and flexible system of national and patriotic education in Ukraine.
Актуальность и цели. Российское общество вынуждено принимать жесткие вызовы современных процессов глобализации, противостоять которым оно может только при объединении усилий всех социальных слоев россиян. В связи с этим исследование процесса консолидации современного российского общества приобретает особую актуальность. Цель данной статьи заключается в раскрытии влияния гражданского общества на консолидационные процессы в российском обществе. Материалы и методы. Для достижения поставленной цели в статье анализируются материалы по проблеме формирования гражданского общества, особенности его становления и развития в России и его влияние на процесс консолидации общества. Были использованы результаты анкетного опроса, проведенного среди различных групп населения в Пензенской и Ульяновской областях. Результаты. Анализ данных проведенных социологических исследований позволил выявить отношение респондентов к таким ценностям гражданского общества, как российское гражданство, соблюдение российских законов, консолидация общества, а также их мнение по поводу уровня консолидации современного российского общества. Выводы. Процесс консолидации общества в условиях неопределенности некоторых ролей и областей политической и экономической жизни в современной России приводит к осознанию гражданами необходимости усиления ответственности как со стороны государства, так и со стороны различных общественных структур. В условиях современных вызовов процесс консолидации общества зависит от способности политиков и граждан найти пути разрешения существующих между ними возможных разногласий в различных сферах современной жизни. ; Background. The Russian analysis is forced to accept tough challenges of modern processes of globalization. It will be able to withstand it only provided consolidation of efforts of all social groups of Russian people. In this connection the research of the consolidation processes of the Russian society is of special topicality. The aim of the article is to reveal the influence of the civil society on the consolidation process in the Russian society. Materials and methods. To achieve the set goals the authors analyzed the materials on the problem of civil society formation, peculiarities of its establishment and development in Russia and its influence on the process of society consolidation. The researchers used the results of the survey carried out among various groups of population in Penza and Ulyanovsk region. Results. The analysis of the carried out sociological research's data allowed to reveal the respondents' attitude to such values of civil society as Russian citizenship, abidance by Russian laws, consolidation of society, as well as their opinion on the level of consolidation of the modern Russian society. Conclusions. The society consolidation process in conditions of indeterminancy of some roles and areas of political and economic life in modern Russia leads to understanding by citizens of a necessity to increase responsibility both of the state and of various public structures. Inconditions of modern challenges the society consolidation process depends on the ability of politicians and citizens to find ways to solve the existing contradictions between them in various spheres of modern life.
Introduction. A wide range of valuable and active aspects related to citizenship remain not relevant, which leads to the atomisation of society, weakening of the institutional foundations of the state. Today, the development of the civic education system is an important social issue. Therefore, turning to the experience of other countries, including in terms of building their priorities in this area, contributes to the solution of both theoretical and practical problems in national education. It is customary to associate the civic component in the Russian educational system with the implementation of state educational standards aimed at obtaining formal knowledge about society and the state by schoolchildren, as well as with the systematic educational work carried out in educational institutions, focusing on the development of patriotism. As a result, the structure of youth civic orientations is dominated by intentions to consciously distance oneself from politics, the state, a narrowly formalised understanding of citizenship as a set of rights and obligations fixed by law, and patriotism mainly in its protective-military form.The aim of the present research was to comparatively study the opinions of teachers in 22 countries (including Russia) on the priorities of civic education in schools.Methodology and research methods. A secondary analysis of the data of the International Civic and Citizenship Education Study, implemented under the auspices of the International Association for the Evaluation of Educational Achievements (IEA), serves as a research method. The empirical base of the study is a questionnaire survey of teachers from 22 countries (including Russia). The total sample size was 36674 respondents - 8849 teachers (24% of the sample size), implementing programmes of social sciences, 27825 teachers (76% of the sample size) not directly involved in civic education.Results and scientific novelty. As a result of the comparative study undertaken, the specificity of the opinion of teachers in Russia and other countries regarding the importance of certain areas of civic education in schools was revealed. The answers to a special question were analysed, suggesting the choice of the most priority options from the proposed ones. At the first stage, a ranking procedure was implemented, which allowed to identify the structure of priorities in each country. In most of them, the formation among students of independent, critical thinking occupies the first position in the ranking. This goal is especially significant in the Scandinavian countries, as well as in Finland. In Russia, the level of support for this priority is one of the lowest (36%) - less than only in South Korea (24%). At the second stage, the target settings of teachers involved in civic education are classified. Using cluster analysis, the types of orientations are determined, that is, a combination of various combinations of answers, and their prevalence among civilian educators. Seven types of orientations have been identified and described: critical, socialisation, social studies, participatory, environmental, conflictological, particularistic. The features of their representation in different countries are described.Practical significance. The results and conclusions presented in the article, the proposed typology can be used in the process of further development of the issues of civic education, training and education of citizenship, including in other empirical studies. The quantitative data provided can be used as an information base for the development of civic education programmes at various levels, as well as the design of curricula and content of disciplines of civic studies. ; Введение. Широкий спектр ценностных и деятельных аспектов, связанных с гражданством, остаются неактуализированными, что ведёт к атомизации общества, ослаблению институциональных основ государства. Развитие системы гражданского образования является сегодня важной социальной задачей. Поэтому обращение к опыту разных стран, в том числе в части выстраивания ими приоритетов в этой области, способствует решению как теоретических, так и практических задач отечественного образования. В российской системе образования гражданскую составляющую принято связывать с реализацией государственных образовательных стандартов, направленных на получение школьниками формальных знаний об обществе и государстве, а также c проводимой в учебных заведениях систематической воспитательной работой по формированию патриотизма. В результате в структуре гражданских ориентаций молодежи превалируют установки на сознательное дистанцирование от политики, государства, узко-формализованное понимание гражданства как совокупности закрепленных законодательно прав и обязанностей, а патриотизма преимущественно в его защитно-военной ипостаси. Цель изложенного в статье исследования состояла в сравнительном изучении мнения учителей 22 стран (включая Россию) о функциях гражданского образования в школе.Методология, методы и методики. В качестве метода исследования выступает вторичный анализ данных Международного сравнительного исследования гражданственности и гражданского образования, реализованного под эгидой Международной ассоциации по оценке образовательных достижений. Эмпирической базой исследования являются данные анкетного опроса учителей из 22 стран (включая Россию). Общий объем анализируемой выборки составил 36 674 респондента - 8 849 учителей, реализующих программы дисциплин обществоведческого цикла (24 % от объема выборки), 27 825 учителей не участвующих непосредственно в гражданском образовании (76 % от объема выборки). Результаты и научная новизна. В результате предпринятого сравнительного исследования выявлена специфика мнения учителей России и других стран относительно значимости тех или иных направлений гражданского образования в школах. Были проанализированы ответы на специальный вопрос, предполагающий выбор из предложенных вариантов наиболее приоритетных. На первом этапе реализована процедура ранжирования, которая позволила выявить структуру приоритетов в каждой стране. В большинстве из них формирование среди учеников независимого, критического мышления занимает первую позицию в рейтинге. Особо значима эта цель в скандинавских странах, а также в Финляндии. В России уровень поддержки данного приоритета один из самых низких (36 %) - меньше только в Южной Корее (24 %). На втором этапе проведена классификация целевых установок учителей, задействованных в гражданском образовании. С помощью кластерного анализа определены типы ориентаций, то есть сочетание различных комбинаций ответов, и их распространенность среди гражданских педагогов. Выделены и описаны семь типов ориентаций: критический, социализационный, обществоведческий, партиципаторный, энвайронменталистский, конфликтологический, партикуляристский. Описаны особенности их репрезентации в разных странах. Практическая значимость. Результаты и выводы, изложенные в статье, предложенная типология могут использоваться в процессе дальнейшей разработки проблематики гражданского образования, обучения и воспитания гражданственности, в том числе в других эмпирических исследованиях. Представленные количественные данные могут быть востребованы в качестве информационной базы при разработке программ развития гражданского образования разного уровня, проектировании учебных планов и содержания дисциплин граждановедческого профиля. ; The reported study was funded by the Russian Foundation for Basic Research (RFBR), project No. 19-011-00632 "Civic-Political Orientations of the Post-Soviet Generation: Models and Types". ; Статья печатается при финансовой поддержке РФФИ в рамках научного проекта № 19-011-00632 «Гражданско-политические ориентации постсоветского поколения: модели и типы».
Citizen science and citizen energy communities are pluralistic terms that refer to a constellation of methods, projects, and outreach activities; however, citizen science and citizen energy communities are rarely, if ever, explicitly aligned. Our searches for "citizen science" and "energy" produced limited results and "citizen science" and "energy communities" produced zero. Therefore, to outline a future direction of citizen science, its potential alliances with energy communities, and their collaborative contributions to the Sustainable Development Goals, we performed a systematic literature review and analysis of "public participation" and "energy communities" using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRIMSA) guidelines. The results show four pathways through which current public participation in energy communities might be more explicitly aligned with citizen science projects: benefits and values, energy practices, intermediaries, and energy citizenship. Each of these pathways could engage citizen scientists in qualitative and quantitative research and increase scientific literacy about energy systems. Our call for citizen science to supplement current forms of participation builds from the "ecologies of participation" framework, itself an extension of co-productionist theories of science and technology studies. We conclude with a discussion of affordances and barriers to the alliances between citizen science and energy communities and their potential contributions to SDGs 7: Affordable and Clean Energy, 11: Sustainable Cities and Communities, 13: Climate Action, and 17: Partnerships for the Goals.
Politische Beteiligung wandelt sich. Der sozialwissenschaftliche Diskurs weist immer wieder auf eine Hinwendung der Bürger_innen zu neuen Formen des Engagements hin, die außerhalb der Einflusskanäle des repräsentativen Systems liegen. Dem Social Web kommt in diesem Prozess eine besondere Bedeutung zu, da es potenziell einen Raum für bürgerschaftliche Bildungsprozesse darstellt.Katharina Witterhold untersucht die dieser Entwicklung zugrunde liegenden Bedingungen am Beispiel politischer Konsumentinnen. Mit dem Blick auf Frauen als Wegbereiterinnen eines neuen Politikstils sowie mit der Entwicklung einer praxeologischen Analyseperspektive auf Alltagspolitik betritt ihre Studie auch theoretisch Neuland.
The history and development of the European Union -- Brexit and the withdrawal agreement -- The central institutions of the EU -- Legislative processes --The Court of Justice of the European Union (CJEU)--direct and indirect access -- Addressing infringements of EU law --who enforces EU law? -- The supremacy of EU law -- Direct effect, indirect effect, and state liability -- Fundamental rights in EU -- European Union citizenship -- Migrant union workers -- Free movement of goods -- Freedom of establishment and free movement of services.
Intro -- Contents -- Introduction. Remapping Sovereignty -- Chapter One. Indigenous Self-Determination against Political Slavery: Zitkala-Ša and Vine Deloria Jr. on the Colonialism of US Sovereignty and Citizenship -- Chapter Two. The Struggle for Treaty: Ella Cara Deloria and Vine Deloria Jr. on Anticolonial Relations -- Chapter Three. "The Land Is Our Culture": George Manuel on the Fourth World and the Politics of Resurgence -- Chapter Four. Indigenous Marxisms: Howard Adams and Lee Maracle on Colonial-Racial Capitalism -- Conclusion -- Acknowledgments -- Notes -- Bibliography -- Index.
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Einleitung -- Politische Unterstützung im Jugendalter -- Konzeption von schulischen Sozialbeziehungen -- Zur politischen Relevanz von Sozialbeziehungen -- Sozialbeziehungen in der schulischen politischen und zivilgesellschaftlichen Bildung -- Übergeordnete Fragestellung -- Studie 1 From Connectedness and Learning to European and National Identity. Results from Fourteen European Countries -- Zwischenfazit und Übergang: "Identität" zu "Werte" -- Studie 2 Welche schulischen Bedingungen sind geeignet, um Toleranz zu fördern? Eine Analyse auf Basis der International Civic and Citizenship Education Study 2016 -- Zwischenfazit und Übergang: "Werte" zu "Vertrauen in politische Institutionen" -- Studie 3 The Impact of Schooling on Trust in Political Institutions – Differences Arising from Students' Immigration Backgrounds -- Zwischenfazit und Nachtrag -- Diskussion.
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"Twice Migrated, Twice Displaced explores the lives of Gulf South Asians who arrived in Canada from India and Pakistan via Persian Gulf countries. Tania Das Gupta reveals the multiple migration patterns of this group, analyzing themes such as gender, racial, and religious discrimination; class mobility; the formation of transnational families; and identities in a post-9/11 context. This perceptive study demonstrates the effect of neoliberal labour markets and transnationalism on community building, diaspora, citizenship, and a sense of belonging when in Canada."--
