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English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutiérrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call "Civics English." In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation examines this teacher team's development and shifts through various tensions and challenges that arise, analyzing through the lenses of Cultural Historical Activity Theory the ways their Professional Learning Community operated as an English teaching activity system attempting to integrate the cultural activity of civic engagement, leading to the teachers' expansive professional learning (Engeström, 2001) about possibilities and challenges of Civics English. The English teachers implemented various civic action projects, including producing and sharing multimodal civic advocacy essays online, composing and presenting children's storybooks about civics issues, and organizing and conducting a Town Hall with local leaders about civic dimensions of allyship and youth sports. This study looks at how, contextualized by these civics activities, they adapt and innovate customary English Language Arts practices, such as reading novels, writing in authentic genres with blended text types, and developing literacy and discourse. As the teachers encounter various tensions that arise in their attempts at Civics English, I present evidence of how these tensions emerge from the contradictions of two intersecting cultural activity systems, and what adaptations and innovations the teachers develop to overcome these tensions. Integrating civics causes shifts in the teachers' practices of literary study, writing, and classroom discussion, as they orient students' learning towards public audiences, collective action, and discursive models of political and professional discourse. I identify how reading literature creates an imaginative space for civic deliberation. And I demonstrate how the Town Hall civics project shifts various dimensions of literacy and language activity by recontextualizing them. The potentials and the constraints of these shifts are examined through studying the teachers' work, students' language and activity, and the civic event's efficacy as an English teaching focal point.

The character of civics education is dependent on the worldview in which it is embedded. Thus, citizenship education that is not explicitly committed to a vision of democratic citizenship will be shaped by the dominant ideology of our times: neo‐ liberalism. After contrasting neo‐liberal and radical democratic perspectives on civics education, we examine Australia's new civics initiative as an example of how citizenship education becomes embroiled in the broader didactic politics of neo‐ liberalism, thus undermining the democratic values of civics education. We conclude with a call for civics education that is politically committed to the values of radical democracy. Key words: democracy, new civics, neo‐liberalism, Discovering Democracy La nature de l'éducation à la citoyenneté dépend de la vision du monde dans laquelle elle s'insère. L'éducation à la citoyenneté non explicitement vouée à une vision de la citoyenneté démocratique sera donc façonnée par l'idéologie dominante de notre époque : le néolibéralisme. Après avoir comparé les points de vue opposés du néolibéralisme et de la démocratie radicale sur l'éducation à la citoyenneté, les auteurs présentent une nouvelle initiative australienne qui illustre comment l'éducation à la citoyenneté se trouve prise dans l'engrenage de la vaste politique didactique du néolibéralisme et porte ainsi atteinte aux valeurs démocratiques de l'éducation à la citoyenneté. Ils concluent en prônant une éducation à la citoyenneté qui adhère aux valeurs de la démocratie radicale. Mots clés: démocratie, nouvelle éducation à la citoyenneté, néolibéralisme, Discovering Democracy

Vols. 1-5, 1892-1894 as American journal of politics. Merged into Arena. ; Microfilm. ; Mode of access: Internet.

The book is the fruit of five years of on-site research on citizenship in the Arab world. It takes a broader legal perspective to the multifaceted reality of nationality and citizenship. The methodology employed builds on the interdisciplinary approach of comparative legal studies, and brings in theories, concepts and insights from anthropology, political science, Arab and Islamic studies, linguistics and sociology. The work relies on a broad range of Western and Arab references, and all sources and documents were directly accessed in their original languages; this is particularly relevant for Arab legislation (all in-text reference has been translated by the author, and the original has been inserted using scientific transliteration).

This open access book discusses how national citizenship is being transformed by economic, social and political change. It focuses on the emergence of global markets where citizenship is for sale and on how new reproduction technologies impact citizenship by descent. It also discusses the return of banishment through denationalisation of terrorist suspects, and the impact of digital technologies, such as blockchain, on the future of democratic citizenship. The book provides a wide range of views on these issues from legal scholars, political scientists, and political practitioners. It is structured as a series of four conversations in which authors respond to each other. This exchange of arguments provides unique depth to current debates about the future of citizenship.

Business-related foundations are increasingly appearing to serve the common good as financiers of political education and are also promoting innovative formats aimed at "disadvantaged young people". So far, little is known about how these foundations are intertwined with corporate interests and what understanding of maturity is the basis of their educational work. Based on critical emancipatory theories of society and education, Anja Hirsch shows how the connection with companies can affect programs of company-related foundations and how innovative formats of political youth education reproduce inequality relationships.

This open access book raises crucial questions about the citizenship of the European Union. Is it a new citizenship beyond the nation-state although it is derived from Member State nationality? Who should get it? What rights and duties does it entail? Should EU citizens living in other Member States be able to vote there in national elections? If there are tensions between free movement and social rights, which should take priority? And should the European Court of Justice determine what European citizenship is about or the legislative institutions of the EU or national parliaments? This book collects a wide range of answers to these questions from legal scholars, political scientists, and political practitioners. It is structured as a series of three conversations in which authors respond to each other. This exchange of arguments provides unique depth to the debate

Switzerland likely has the most particular naturalization system in the world. Whereas in most countries citizenship attribution is regulated at the central level of the state, in Switzerland each municipality is accorded the right to decide who can become a Swiss citizen. This book aims at exploring naturalization processes from a comparative perspective and to explain why some municipalities pursue more restrictive citizenship policies than others. The Swiss case provides a unique opportunity to approach citizenship politics from new perspectives. It allows us to go beyond formal citizenship models and to account for the practice of citizenship. The analytical framework combines quantitative and qualitative data and helps us understand how negotiation processes between political actors lead to a large variety of local citizenship models. An innovative theoretical framework, integrating Bourdieu's political sociology, combines symbolic and material aspects of naturalizations and underlines the production processes of ethnicity.

"Civics for new Americans is designed to form a consecutive course with the two books of English for foreigners, by Sara R. O'Brien."--Foreword. ; Mode of access: Internet.

How do migrant youth manage to become political subjects and defend their rights? How is it possible to oppose domination and to what extent does democracy provide a reference point? Helge Schwiertz explores these questions by developing a radical-democratic theory and combining it with a qualitative study on the self-organization of migrant youth in Germany and the USA. Through the dialogue between empiricism and theory, he thus contributes to a differentiated understanding of migrant struggles as well as debates on democratic theory and shows how borders can be democratized.

Since 1963, when the African integration project was born, regional Economic Communities (RECs) have been an indispensable part of the continent's deeper socioeconomic and political integration. More than half a century later, such regional institutions continue to evolve, keeping pace with an Africa that is transforming itself amid challenges and opportunities. RECs represent a huge potential to be the engines that drive the continent's economic growth and development as well as being vehicles through which a sense of a continental community is fostered. It is critical therefore that citizens understand the multi-faceted and bureaucratic operations of regional institutions in order to use them to advance their collective interests.

Nationality and citizenship have been subjects of stormy policy debates in many EU countries in recent years. Concerns over the integration of immigrants, but also attempts to forge links with emigrants, have led to changes in the laws regulating loss and acquisition of nationality and citizenship. This title outlines the research conducted by a team of 30 researchers into the nationality laws and their implementation in 15 EU member states. Acquisition and Loss of Nationality - Volume 1 presents the results of a systematic comparative analysis. It uses a novel methodology that permits a detailed comparison how nationality can be acquired or lost across all 15 countries. The results show divergent trends towards liberalization in some countries and new restrictions of access to nationality in others. The book examines the impact of international and European law, presents statistical data on naturalization and assesses administrative practices. Although the European Union has no formal competence in regulating nationality, the nationality laws of member states are linked to each other via the common citizenship of the Union. Member States should therefore agree on common norms for their nationality laws. The book contains detailed policy recommendations based on the idea that stakeholders in the political community should be given access to nationality.

Nationality and citizenship have been subjects of stormy policy debates in many EU countries in recent years. Concerns over the integration of immigrants, but also attempts to forge links with emigrants, have led to changes in the laws regulating loss and acquisition of nationality and citizenship. This title outlines the research conducted by a team of 30 researchers into the nationality laws and their implementation in 15 EU member states. Volume 2 of this study presents detailed studies of each country's nationality laws, their historical background and current provisions. It is a companion to volume 1 which contains comparative analyses based on a novel methodology that permits a detailed comparison how nationality can be acquired or lost across all 15 countries. The results show divergent trends towards liberalization in some countries and new restrictions of access to nationality in others. Volume 1 also examines the impact of international and European law, presents statistical data on naturalisation and assesses administrative practices. Although the European Union has no formal competence in regulating nationality, the nationality laws of member states are linked to each other via the common citizenship of the Union. Member States should therefore agree on common norms for their nationality laws. Volume 1 contains detailed policy recommendations based on the idea that stakeholders in the political community should be given access to nationality. In addition to the two volumes, detailed statistics and further comparative analyses of legal regulations of nationality are available at www.imiscoe.org.

Does civics education increase political knowledge among 14-year-olds? If not, what does? As it is widely held that competent democratic citizenship requires at minimum a basic level of political knowledge, civic education for American youth has long been considered an important mission of America's schools (Dewey, 1916; Merriam, 1934; Nie et al., 1996; Niemi & Junn, 1998; Galston, 2001). Despite increases in the twentieth century in overall education levels, political knowledge of Americans, particularly young adults, remains low (Delli Carpini & Keeter, 1996). For decades, conventional wisdom among political scientists, driven by the research of Langton & Jennings (1968), was that civics education has little effect on political knowledge (Campbell 2006). In recent years, however, researchers have begun challenging this consensus, publishing studies that suggest civics education has some positive, if modest, effect on political knowledge (Niemi & Junn, 1998; Torney-Purta, 2002; Hartry & Porter (2004); Pasek et al., 2008).

Citizens' Solidarity in Europe systematically dissects the manifestations of solidarity buried beneath the official policies and measures of public authority in Europe. In this exciting and innovative book, contributors offer comprehensive and original data and highlight the detrimental factors that tend to inhibit or annihilate solidarity, and those that are beneficial for the nurturing of solidarity.