This book presents a step-by-step process aimed at helping you create the most successful business possible in the 21st century competitive landscape, empowering corporate citizenship professionals to accelerate their credibility within their company as an effective contributor who understands their company’s strategy and who creates value.
At the nexus of political science, development studies, and public policy, Developing States, Shaping Citizenship analyzes an overlooked driver of political behavior: citizens’ past experience with the government through service provision. Using evidence from Zambia, this book demonstrates that the quality of citizens’ interactions with the government through service provision sends them important signals about what they can hope to gain from political action. These interactions influence not only formal political behaviors like voting, but also collective behavior, political engagement, and subversive behaviors like tax evasion. Lack of capacity for service delivery not only undermines economic growth and human development, but also citizens’ confidence in the responsiveness of the political system. Absent this confidence, citizens are much less likely to participate in democratic processes, express their preferences, or comply with state revenue collection. Economic development and political development in low-capacity states, Hern argues, are concurrent processes. Erin Accampo Hern draws on original data from an original large-N survey, interviews, Afrobarometer data, and archival materials collected over 12 months in Zambia. The theory underlying this book’s framework is that of policy feedback, which argues that policies, once in place, influence the subsequent political participation of the affected population. This theory has predominantly been applied to advanced industrial democracies, and this book is the first explicit effort to adapt the theory to the developing country context.
In light of the recommendations of the Crick report on citizenship education ('Education for citizenship and the teaching of democracy' which can be downloaded at http://www.qca.org.uk/downloads/6123_crick_report_1998.pdf) published in September 1998, the subject was introduced into the school curriculum in 2002, on a compulsory basis for secondary schools and as part of the non-statutory framework for primary schools. The Committee's report assesses the progress made during the last four years to deliver quality citizenship programmes and examines the barriers that exist to its successful implementation. It finds that, when well done, citizenship education motivates and inspires young people, but the quality and extent of these programmes are still inconsistent across the country. This patchiness needs to be tackled head-on, and progress accelerated, requiring strong support from the DfES and Ministers as well as action from those on the ground. The Committee welcomes the Government's decision to accept the recommendations of the report by Sir Keith Ajegbo which highlighted the need for citizenship curriculum to have a closer focus on issues of identity, diversity and belonging. More can be done to disseminate between settings good practice information about approaches that are working in other institutions, particularly in relation to 'whole-school' (or college) approaches that develop opportunities for active citizenship, although it is essential that programmes are locally-owned and relevant to the particular context. The development of the workforce is also important to the success of citizenship education, and although the expansion of the Continuing Professional Development (CPD) citizenship certificate programme is welcome, more resources are needed to develop capacity in initial teacher training places for citizenship education.
It's very important to be a good citizen. But what does that mean? Readers will learn through examples in a fun question and answer format that taking pride in what you do and trying to make the world a better place shows good citizenship.
How does justice for non-citizens look like? This book provides a nuanced cross-section of how criminal courts deliver justice to non-citizens, investigating rationales and purposes of penal power directed at foreign defendants. It examines how lack of citizenship alters the contours of justice, creating a different system oriented at control and exclusion of non-members. Drawing on ethnographic research in an Italian criminal court, the book details how citizenship and national belonging not only matter, but are matters reproduced, elaborated, and negotiated throughout the judicial process, exploring the implications of this development for the understanding of penal power and the role of criminal courts. Set in the context of the growing intersection between migration control and penal power, Delivering Justice to Non-Citizens explores whether and how instances of border control have seeped into judicial practices. In doing so, it fills a significant gap in the scholarship on border criminology by considering a rather unexplored actor in the field of migration studies: criminal courts. Based on a year of courtroom ethnography in Turin, Delivering Justice to Non-Citizens relies on interviews with courtroom actors, courthouse observations, analysis of court files, together with local media analysis, to provide a vivid image of judicial practices towards foreign defendants in a medium-size criminal court. It considers and balances the distinctive traits of the local context with ongoing global processes and transformations and adds much needed insights into how global processes impact local realities and how the local, in turn, adjusts to global challenges. Through instances of everyday justice, the book calls attention to how migration control has silently seeped into the judicial realm. The book will be of interest to students and academics in sociology, criminology, law, penology, and migration studies. It will also be an important reading for legal practitioners, magistrates, and other law enforcement authorities.
In Varieties of Sovereignty and Citizenship, scholars from a wide range of disciplines reflect on the transformation of the world away from the absolute sovereignty of independent nation-states and on the proliferation of varieties of plural citizenship. The emergence of possible new forms of allegiance and their effect on citizens and on political processes underlie the essays in this volume. The essays reflect widespread acceptance that we cannot grasp either the empirical realities or the important normative issues today by focusing only on sovereign states and their actions, interests, and aspirations. All the contributors accept that we need to take into account a great variety of globalizing forces, but they draw very different conclusions about those realities. For some, the challenges to the sovereignty of nation-states are on the whole to be regretted and resisted. These transformations are seen as endangering both state capacity and state willingness to promote stability and security internationally. Moreover, they worry that declining senses of national solidarity may lead to cutbacks in the social support systems many states provide to all those who reside legally within their national borders. Others view the system of sovereign nation-states as the aspiration of a particular historical epoch that always involved substantial problems and that is now appropriately giving way to new, more globally beneficial forms of political association. Some contributors to this volume display little sympathy for the claims on behalf of sovereign states, though they are just as wary of emerging forms of cosmopolitanism, which may perpetuate older practices of economic exploitation, displacement of indigenous communities, and military technologies of domination. Collectively, the contributors to this volume require us to rethink deeply entrenched assumptions about what varieties of sovereignty and citizenship are politically possible and desirable today, and they provide illuminating insights into the alternative directions we might choose to pursue.
This study evaluates the importance of language in achieving a sense of national solidarity, considering factors such as territory, religion, race, historical continuity, and memory. It investigates the historical experiences of countries and ethnic or regional minorities according to how their political leadership, intellectual elite, or independence movements answered the question, "Who are we?" The Americans, British, and Australians all speak English, just as the French, Haitians, and French-Canadians all speak French, sharing common historical origin, vocabulary and usage--but each nationality's use of its language differs. So does language transform a citizenry into a community / or is a "national language" the product of idealogy? This work presents 26 case studies and raises three questions: whether the people of independent countries consider language the most important factor in creating their sense of nationality; whether the people living in multi-ethnic states or as regional minorities are most loyal to the community with which they share a language or the community with which they share citizenship; and whether people in countries with civil strife find a common language enough to create a sense of political solidarity. The study also covers hybrid languages, language revivals, the difference between dialects and languages, government efforts to promote or avoid bilingualism, the manipulation of spelling and alphabet reform. Illustrations include postage stamps, banknotes, flags, and posters illustrating language controversies. Instructors considering this book for use in a course may request an examination copy here.
The story of citizenship as a tale not of liberation, dignity, and nationhood but of complacency, hypocrisy, and domination. The glorification of citizenship is a given in today's world, part of a civic narrative that invokes liberation, dignity, and nationhood. In reality, explains Dimitry Kochenov, citizenship is a story of complacency, hypocrisy, and domination, flattering to citizens and demeaning for noncitizens. In this volume in the MIT Press Essential Knowledge series, Kochenov explains the state of citizenship in the modern world. Kochenov offers a critical introduction to a subject most often regarded uncritically, describing what citizenship is, what it entails, how it came about, and how its role in the world has been changing. He examines four key elements of the concept: status, considering how and why the status of citizenship is extended, what function it serves, and who is left behind; rights, particularly the right to live and work in a state; duties, and what it means to be a “good citizen”; and politics, as enacted in the granting and enjoyment of citizenship. Citizenship promises to apply the attractive ideas of dignity, equality, and human worth—but to strictly separated groups of individuals. Those outside the separation aren't citizens as currently understood, and they do not belong. Citizenship, Kochenov warns, is too often a legal tool that justifies violence, humiliation, and exclusion.
This text presents the issues and principles for teaching values and citizenship at both primary and secondary levels, based on the Crick Report and DfEE/TTA guidelines. It covers the whole of the curriculum and is supported by examples and key stage activities throughout.
