Suchergebnisse

Research on civic development in schools has identified a number of promising practices for increasing civic knowledge and interest among youth. This study examines the relationship between the most promising practices and increased political engagement as a young adult, using the likelihood of voting as a proxy. By assessing nationally representative survey data using a linear probability model, I explore whether youth who take civics in high school are more likely to vote as young adults. Results show a significant positive association between taking a civics course and extracurricular participation in high school, and likelihood of voting as a young adult, even after adjusting for other determinants of civics education and voter turnout. This paper explains the significance of these findings and makes the case for the importance of high school civic education and for further exploration of the factors involved in the process.

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).

Frontmatter -- Contents -- List of Tables -- List of Figures -- Acknowledgments -- 1. Introduction -- 2. Studying the Newcomers -- 3. A Matter of Numbers: Immigrant Demographics and the Electoral Process -- 4. Are the Newcomers Exceptional? The Applicability of Traditional Models to Immigrant Political Participation -- 5. From Newcomers to Settlers: Immigrant Adaptation and Political Participation -- 6. Were They Pushed? Political Threat, Institutional Mobilization, and Immigrant Voting -- 7. Beyond the Ballot Box: Nonvoting Political Behavior Across Immigrant Generations -- 8. The Future of Immigrant Political Participation: Directions in Policy and Research -- Appendix -- Notes -- Bibliography -- Index

"Preprinted from the American political science review, vol. XVI, no. 1, Feb. 1922." ; 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).

Vols. 4-38, 40-41 include Record of political events, Oct. 1, 1888-Dec. 31, 1925 (issued as a separately paged supplement to no. 3 of v. 31-38 and to no. 1 of v. 40) ; Microfilm. ; Mode of access: Internet. ; Issued by the Academy of Political Science in the City of New York, 1909- ; by the Academy of Political Science, Edited by the Faculty of Political Science of Columbia University ; Vols. 1-15, 1886-1900. 1 v; Vols. 1-30, 1886-1915. 1 v.; Vols. 1-45, 1886-1930. 1 v.; Vols. 46-65, 1931-50. 1 v ; NEWS; MICROFILM 21252: See call no. H1 P8 for MAIN holdings on paper for this title. ; MAIN; AQ P66: Includes reprint editions when original not available ; SCP weekly serials 2007/2008. ; UPD

PROFESSOR LAZARSFELD ONCE REFERRED TO SOCIOLOGY AS BEING IN A sense a residuary legatee, the surviving part of a very general study, out of which specializations have successively been shaped.The same might be said of political science. In the West the first deliberate and reflective studies of political life were made in Greece at the end of the th century BC, and in the succeeding century. The histories of Herodotus and Thucydides, some of the pamphlets attributed to Xenophon, above all the normative and empirical studies of Plato and Aristotle were among the direct ancestors of contemporary political science. Parallel examples are to be found in the intellectual history of China, India and Islam. It seems that at certain stages in the development of great societies questions of legitimacy, power and leadership assume supreme importance; and intense intellectual effort, using the best analytical tools available, is devoted to the study of man as brought to a focus in the study of politics.

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.

Among other things, teachers' classroom practice is influenced by political ideologies that are dominant in society. In 1990s, the political system in Tanzania changed from a socialist to a liberal political system, which also changed from socialist political ideologies (Ujamaa) to liberal political ideologies. This study examines the Civics teachers'(CTs) dominant ideologies of classroom political learning. It sought to find out CTs' perceptions of the purpose of teaching Civics and their practice of democracy while teaching in Civics classroom lessons. The study employed the qualitative research approach, a single case study. The data were analysed using a content analysis framework described by Miles and Hurberman (1994), that is, data reduction, data display, and drawing and verifying conclusions. The findings indicate that socialisation ideologies were dominant among CTs. It is established that CTs' perceptions regarding the purpose of teaching and learning of Civics, as well as their classroom practices, largely reflect ideologies of socialisation. This situation concludes that little CTs' internalisation of the ideologies of individuation is advocated by liberal political ideologies. It implies that the CTs still prefer ideologies of socialisation favoured by socialist political ideologies.