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This open access book discusses and addresses the compelling questions concerning the ideals of citizenship, the processes of learning to fulfill these ideals, and possibilities of education in fostering citizenship. Rather than advocating for one framework, the authors demonstrate the continuously contested nature of the concept of citizenship as theoretically discussed and practically experienced. The monograph combines, in an unconventional way, selected philosophical accounts and everyday experiences from certain locations in Tanzania and Uganda. It provides contributions from philosophical ideas drawing on scholars such as Chantal Mouffe, Rosi Braidotti, Theodor Adorno, and Étienne Balibar on the one hand, and the conceptions articulated by groups of inhabitants of rural and urban settings in Africa, on the other hand. Therefore, the book offers fresh readings under the lenses of citizenship and learning. Katariina Holma is Professor of Education and Head of the Research Unit at the University of Oulu, Finland. Tiina Kontinen is Associate Professor in International Development Studies at the University of Jyväskylä, Finland.

Introduction /Tiina Kontinen & Katariina Holma --Part I: Concepts Anchored In The Philosophical Pragmatism --Practices and habits of citizenship and learning /Katariina Holma & Tiina Kontinen --Pragmatism, social inquiry and the method of democracy /Henrik Rydenfelt --John Dewey's notion of social intelligence /Veli-Mikko Kauppi, Katariina Holma & Tiina Kontinen --Part II: Localized Practices And Habits Of Citizenship --Contextualizing citizenship in Uganda /Henni Alava, Twine H. Bananuka, Karembe F. Ahimbisibwe & Tiina Kontinen --Contextualizing citizenship in Tanzania /Ajali M. Nguyahambi, Haji H. Chang'a, Benta N. Matunga, Rehema G. Kilonzo & Tiina Kontinen --The everyday and spectacle of subdued citizenship in northern Uganda /Henni Alava --Gendered citizenship in rural Uganda: Localized, exclusive and active /Alice N. Ndidde, Karembe F. Ahimbisibwe & Tiina Kontinen --"A good believer is a good citizen": Connecting Islamic morals with civic virtues in rural Tanzania /Ajali M. Nguyahambi & Tiina Kontinen --Habits of contributing citizenship: Self-help groups in rural Tanzania /Rehema G. Kilonzo, Benta N. Matunga, Haji H. Chang'a & Tiina Kontinen --Part III: Tranformative Ideals And Incremental Change --Participatory methodology in exploring citizenship: A critical learning process /Karembe F. Ahimbisibwe, Alice N. Ndidde & Tiina Kontinen --Learning in a Ugandan gender advocacy NGO: Organizational growth and institutional wrestling /Tiina Kontinen & Alice N. Ndidde --The crafting of "critical education": Experiences of a Ugandan NGO /Twine H. Bananuka & Vaughn M. John --Social accountability monitoring as an approach to promoting active citizenship in Tanzania /Ajali M. Nguyahambi & Haji H. Chang'a --Conclusions /Tiina Kontinen & Katariina Holma.

Practices of Citizenship in East Africa uses insights from philosophical pragmatism to explore how to strengthen citizenship within developing countries. Using a bottom-up approach, the book investigates the various everyday practices in which citizenship habits are formed and reformulated. In particular, the book reflects on the challenges of implementing the ideals of transformative and critical learning in the attempts to promote active citizenship. Drawing on extensive empirical research from rural Uganda and Tanzania and bringing forward the voices of African researchers and academics, the book highlights the importance of context in defining how habits and practices of citizenship are constructed and understood within communities. The book demonstrates how conceptualizations derived from philosophical pragmatism facilitate identification of the dynamics of incremental change in citizenship. It also provides a definition of learning as reformulation of habits, which helps to understand the difficulties in promoting change. This book will be of interest to scholars within the fields of development, governance, and educational philosophy. Practitioners and policy-makers working on inclusive citizenship and interventions to strengthen civil society will also find the concepts explored in this book useful to their work.

Learning and Forgetting in Development NGOs draws on a range of theoretical approaches and empirical evidence to explore how development organisations learn or fail to learn from experience. Despite the overwhelming discourses of NGOs as learning organisations, little is known about the phenomenon of learning within NGOs. As constantly changing buzzwords and institutional approaches abound and old ideas and concepts are "re-discovered", development NGOs are often accused of trying to reinvent the wheel as they struggle to escape from the challenges of development amnesia.Based on detailed empirical data on the everyday practices and accounts of development practitioners, this book moves between the boundaries of organisational institutionalism, learning theories, management and ethnographies of NGOs practices to investigate the many faces of organisational learning in an attempt to counteract development amnesia. Learning and Forgetting in Development NGOs will be an essential guide for students, scholars and development practitioners with an interest in development management and organisational theory.

This chapter focuses on three intertwined dimensions central to contemporary studies of citizenship: the material, the cultural and the political. Based on these, it develops an account of citizenship learning that draws on socio-cultural and socio-material theories of learning and emphasizes everyday encounters and practices as spaces central to learning citizenship. It illustrates with examples from African contexts how contextual, material and political dimensions of citizenship manifest themselves in practices wherein citizenship is performed and learned. In conclusion, it suggests an account of citizenship learning which locates learning in the dynamic interaction between individuals and their cultural, social and material environments and is embedded in the specific social, economic and political conditions of a given society and state. ; peerReviewed

The new development agenda formulated through the Sustainable Development Goals (SDGs) is rich with issues such as women empowerment, inclusive society, environment and decent work that have been high on the agenda of civil society actors. However, civil society itself gets only a scant attention among other implementing bodies. We argue for nuanced investigation of civil society in the context of SDGs, and its rethinking in the arena of development research, and propose an approach that pays attention to situated hegemonies at different scales, and engages with empirical complexities in a non-normative tone. We illustrate the proposed agenda by reviewing literature on local organizing, established organizations, and networks and alliances especially in the contexts of South Africa and Tanzania. In conclusion, we suggest that paying attention to situated hegemonies at different scales provides a fruitful framework for discussing civil society in both development research and practice in the threshold of new global development era. ; peerReviewed

This special issue of the Austrian Journal of Development Studies has its focus on the civil society-development nexus. Different cases and levels of reflection seek to find common ground, and attempt to answer the question as to if, and to which extent, civil society initiatives are able to truly support development. As shown, civil society actors are per se neither better nor worse than development cooperation by state agencies. While the informality of some initiatives might be regarded as a strength, it could be also a weakness, in as much as the professionalism of other actors might reproduce similar ambiguities. Civil society is no panacea for, and no guarantor with which to promote, the kind of development that would deserve support. Adapted from the source document.

The recent drives for implementation of results-based management and human rights-based approaches in international development have increased pressures to improve and modify monitoring and evaluation systems in CSOs. On the basis of an analysis of two Finnish civil society organisations (CSOs) committed to participation and empowerment, the article examines dilemmas in practical efforts to develop new approaches to meet the variety of needs. In this context, the ethical, methodological and managerial perspectives on knowledge creation in CSOs are identified and the related dilemmas in knowledge practices related to monitoring and evaluation are examined. Adapted from the source document.