Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This is one section of a larger study investigating the relationship between schools and student ideas about citizenship. Earlier chapters outline the educational theories behind citizenship education, the federal, state, and local policies prescribing citizenship education, and the specific programs individual schools produce to address citizenship education. The purpose of this chapter is to present the students’ attitudes on citizenship as articulated in their survey responses and attempt to identify sources of these attitudes through statistical analysis. Kids do think about citizenship, however, not exclusively in ways usually focused on in the political science socialization research. In the end, this paper investigates the connection between the messages schools send and the opinions students expressed in their responses to various survey questions regarding citizenship.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Modern liberal citizenship is a failing design, and this is nowhere more apparent than in the contemporary US. Currently there is a frenzy around US citizenship – who has it but shouldn’t have it, who should have it but doesn’t have it, who had it but renounced it. The sheer volume of ideas, images, and events and their mass circulation makes it almost impossible not to notice how unsettled and unsettling contemporary US citizenship has become. If, as designer Bruce Mau suggests, the success of a design is its invisibility, then it seems that the design of contemporary US citizenship is anything but a success (Mau, 2004:1). Taking seriously the claim that modern liberal citizenship is a failing design, I focus on how citizenship is designed and redesigned through history. My central research question is – What are the design principles of modern liberal citizenship, and how are they experienced in the contemporary US? Noting that modern liberal citizenship emerged from state security debates and that security concerns preoccupy those in the contemporary US, I investigate not only how citizenship is designed but how safe citizenship is designed. As such, I am less concerned with the legal definition of citizenship than with the practical packaging of citizenship as part of a design for safe living.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Rogers Brubaker in his 1992 path-breaking study proposes a theory of citizenship as a coherent world view: the French liberal model identifies citizenship as a community based on territoriality; the German ethno-nationalist model bases citizenship on blood-line. Rogers Smith challenged Brubaker and, based on a 1997 study of U.S. immigration laws, claims the American concept of citizenship is a non-coherent mix of various principles: liberal, ethno-nationalist and republican at the same time. Both authors inspired a great deal of research, but all studies so far have attempted to adjudicate between the two competing theories by looking at inclusionary practices, at various ways citizenship is granted in various countries, and their results are inconclusive. This paper reports findings for a study which looked at exclusion. The data about U.S. laws and legislative debates about the states’ rights to revoke and citizens’ privileges to renounce citizenship lends support to Rogers Smith’s arguments regarding inclusion and citizenship, while underlining an independent sociological source for the genesis, persistence and dispersion of these bundles or equilibria.

Publication Type: Paper (prepared oral presentation)
Review Method: Peer Reviewed
Abstract: According to the European Parliament’s 2006 statement on integrating third-country nationals into the European Union ‘success of integration will fortify the Union’s economy in the face of global competition: the Union will attract the workers and entrepreneurs EU economies need, as well as the scientists and students who are the bedrock of it’s ability to innovate; EU cities will be safer and communities stronger; xenophobic tendencies will be diminished and respect for the fundamental rights of all will be fortified; Europe’s position in the world will be enhanced’. In member states all over Europe official conceptualisations of citizenship are expanding e.g. shared citizenship and earned citizenship. There is, however, a relative paucity of empirical evidence on everyday understandings of citizenship.

This paper presents findings from the D-MIC study (Dialogues on Migration, Integration & Citizenship). Migrants and non-migrants - were asked in two cities, Stockholm and Edinburgh, to debate European Union policy statements, such as the one above, and give an account of their mobility and sense of citizenship in 25 interviews and 4 focus groups.

Dialogical analysis revealed key relational features of participant conceptions of citizenship and medborgarskap. Concepts such as ‘burgher’ and ‘citoyen/ne’ are called upon to shed light on this. The paper concludes by suggesting that a fuller understanding of the dialogue between the systems of governance and the lifeworlds of citizens would be helped by an appreciation of the multi-voiced rhetorical, creative and polemical capacities of migrants and non-migrants as they participate within the polity.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Institutions of higher education purport to prepare students for international understanding and for engaged citizenship. Students are increasingly thrust into international contexts and expected to intellectually and socially navigate relationships that span traditional state borders. Simultaneously, universities have ramped up institutional commitment to service-learning and community-based scholarship. These two trends are brought together through the development of Intercultural Service-Learning Courses at the Amizade Global Service-Learning Center at the University of Pittsburgh. Quantitative and qualitative reviews of student outcomes for 2003 Amizade Center courses suggested students were moved to action through their experiences integrating academics and service in foreign communities, but they had little understanding of how to enact their newfound intensity. The disjuncture between rootless secular ethical principles of global citizenship and students' ability to enact those tendencies in a meaningful way led the staff and faculty of the Amizade Center to develop new curriculum that integrates applicable discussion of global citizenship into the course experiences. The curriculum includes traditional academics, reflection, service through community partnership, intercultural immersion and exchange, and exploration of global citizenship. Over 100 students on courses in diverse disciplines in various settings around the world were exposed to this curriculum during the summer of 2004. This paper quantitatively and qualitatively assesses the impact of a particular methodological and curricular approach of intercultural service-learning on students' understanding of and ability to apply global citizenship. It will clarify the effects of one institutional approach for integrating the university goals of developing citizens and encouraging international awareness.