Developing a critical perspective on the challenges and possibilities presented by cyberspace, this book explores where and how political subjects perform new rights and duties that govern themselves and others online.
This analysis of how the ability to participate in society online affects political and economic opportunity finds that technology use matters in wages and income and civic participation and voting. Just as education has promoted democracy and economic growth, the Internet has the potential to benefit society as a whole. Digital citizenship, or the ability to participate in society online, promotes social inclusion. But statistics show that significant segments of the population are still excluded from digital citizenship. The authors of this book define digital citizens as those who are online daily. By focusing on frequent use, they reconceptualize debates about the digital divide to include both the means and the skills to participate online. They offer new evidence (drawn from recent national opinion surveys and Current Population Surveys) that technology use matters for wages and income, and for civic engagement and voting. Digital Citizenship examines three aspects of participation in society online: economic opportunity, democratic participation, and inclusion in prevailing forms of communication. The authors find that Internet use at work increases wages, with less-educated and minority workers receiving the greatest benefit, and that Internet use is significantly related to political participation, especially among the young. The authors examine in detail the gaps in technological access among minorities and the poor and predict that this digital inequality is not likely to disappear in the near future. Public policy, they argue, must address educational and technological disparities if we are to achieve full participation and citizenship in the twenty-first century.
Digital Citizenship in Schools, Second Edition is an essential introduction to digital citizenship. Starting with a basic definition of the concept and an explanation of its relevance and importance, author Mike Ribble goes on to explore the nine elements of digital citizenship. He provides a useful audit and professional development activities to help educators determine how to go about integrating digital citizenship concepts into the classroom. Activity ideas and lesson plans round out this timely book.
From the rise of cyberbullying and hactivism to the issues surrounding digital privacy rights and freedom of speech, the Internet is changing the ways in which we govern and are governed as citizens. This book examines how citizens encounter and perform new sorts of rights, duties, opportunities and challenges through the Internet. By disrupting prevailing understandings of citizenship and cyberspace, the authors highlight the dynamic relationship between these two concepts. Rather than assuming that these are static or established “facts” of politics and society, the book shows how the challenges and opportunities presented by the Internet inevitably impact upon the action and understanding of political agency. In doing so, it investigates how we conduct ourselves in cyberspace through digital acts. This book provides a new theoretical understanding of what it means to be a citizen today for students and scholars across the social sciences. This new and updated edition includes two new chapters. A Preface consists of reflections on developments in digital politics since the book was published in 2015. It considers how recent major political struggles over digital technologies and data can be understood in relation to the conceptualization of digital citizens that the book offers. While the Preface positions dominant responses to these struggles such as government regulations as ‘closings’, a new final chapter, Digital citizens-yet-to-come offers examples of ‘openings’ – digital acts such as new forms of data activism that are less recognised but which point to the emergence of paradoxical digital acts that are producing new digital political subjectivities.
The essential guide to one of the most influential spiritual works ever written. In 1976, a mysterious “Inner Voice” called out to a woman named Helen Schucman, dictating a system of belief that ultimately became A Course in Miracles. This book, totaling 1,333 pages, went on to sell more than two million copies around the world. Its lessons are meant to be digested one at a time; those who study ACIM do so over years, often struggling to progress through its resonant but difficult-to-comprehend truths. Jon Mundy-who knew the Course's founders and the text from the very beginning-is the perfect guide to the book's central tenets. Using passages from ACIM, he illuminates its teachings on such subjects as the self, forgiveness, desire, health, money, addiction, and the afterlife. Through Jon's lively storytelling and in-depth knowledge of the Course's wisdom, readers gain wisdom that might otherwise have taken them a lifetime to grasp.
This book examines how citizens encounter and perform new sorts of rights, duties, opportunities and challenges through the Internet. By disrupting prevailing understandings of citizenship and cyberspace, the authors highlight the dynamic relationship between these two concepts.
Most young people in Europe today were born and have grown up in the digital era. Education authorities have the duty to ensure that these digital citizens are fully aware of the norms of appropriate behaviour when using constantly evolving technology and participating in digital life. Despite worldwide efforts to address such issues, there is a clear need for education authorities to take the lead on digital citizenship education and integrate it into school curricula. In 2016, the Education Department of the Council of Europe began work to develop new policy orientations and strategies to help educators face these new challenges and to empower young people by helping them to acquire the competences they need to participate actively and responsibly in digital society. This second volume in the Digital Citizenship Education series contains the results of a multi-stakeholder consultation to identify good practices regarding digital citizenship education and the gaps and challenges to be met in formal and informal learning contexts. It examines the role the development of digital citizenship competence plays in education, considers the types of online resources and contemporary information technologies used in educational settings, and details the administrative and legal responsibilities for school leaders, teachers, students and parents.
How can citizenship education drive social change and international solidarity and enable human-centered advancement to become embedded within a nation? How can education be a leading force for peacebuilding in the era of online platforms acting as new social agoras for transactions, freedom of speech, and hate speech? There is a strong belief in the power of education as an instrument to address social concerns and act as a driver for equity and change. As a state prerogative that remains highly dependent on national political agendas and governments’ positions, education is widely praised as a path toward virtuous social patterns that can shape contemporary issues. Peace, justice, and democracy – words that raise passions but that also shared blurred lines between their corresponding theories and practical applications – shape a model for ethics and a common good that people must learn in the form of skills, ideas, behaviors, and competencies. The book, originally the author’s PhD thesis, examines how education, and particularly citizenship education, has an important role in the process of building sustainable peace, transforming international cooperation and bringing about lasting security.