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Author: Pippa Norris
Publisher: Oxford University Press on Demand
ISBN: 0198295685
Category : Political Science
Languages : en
Pages : 320
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Book Description
Critical Citizens is a study on attitudes towards nation, governance, political institutions and political leadership. The contributors argue that the crisis in global democracy has been greatly exaggerated in recent years.
Author: Pippa Norris
Publisher: Oxford University Press on Demand
ISBN: 0198295685
Category : Political Science
Languages : en
Pages : 320
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Book Description
Critical Citizens is a study on attitudes towards nation, governance, political institutions and political leadership. The contributors argue that the crisis in global democracy has been greatly exaggerated in recent years.
Author: Manuela Guilherme
Publisher: Multilingual Matters
ISBN: 9781853596094
Category : Social Science
Languages : en
Pages : 314
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Book Description
This book examines the acquisition of requests in English by a seven- year-old Japanese girl during her 17-month residence in Australia. The study focuses on the linguistic repertoire available to the child as she attempts to make requests and vary these to suit different goals and addressees. This book helps unravel features of pragmatic development in the child's interlanguage, a subject about which we yet know very little.
Author: Pippa Norris
Publisher: Cambridge University Press
ISBN: 1139496166
Category : Political Science
Languages : en
Pages : 351
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Book Description
Many fear that democracies are suffering from a legitimacy crisis. This book focuses on 'democratic deficits', reflecting how far the perceived democratic performance of any state diverges from public expectations. Pippa Norris examines the symptoms by comparing system support in more than fifty societies worldwide, challenging the pervasive claim that most established democracies have experienced a steadily rising tide of political disaffection during the third-wave era. The book diagnoses the reasons behind the democratic deficit, including demand (rising public aspirations for democracy), information (negative news about government) and supply (the performance and structure of democratic regimes). Finally, Norris examines the consequences for active citizenship, for governance and, ultimately, for democratization. This book provides fresh insights into major issues at the heart of comparative politics, public opinion, political culture, political behavior, democratic governance, political psychology, political communications, public policymaking, comparative sociology, cross-national survey analysis and the dynamics of the democratization process.
Author: Donald Lazere
Publisher: Routledge
ISBN: 1317264592
Category : Social Science
Languages : en
Pages : 518
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Book Description
This brief edition of a groundbreaking textbook addresses the need for college students to develop critical reading, writing, and thinking skills for self-defense in the contentious arena of American civic rhetoric. Designed for first-year or more advanced composition and critical thinking courses, it is one-third shorter than the original edition, more affordable for students, and easier for teachers to cover in a semester or quarter. It incorporates up-to-date new readings and analysis of controversies like the growing inequality of wealth in America and the debates in the 2008 presidential campaign, expressed in opposing viewpoints from the political left and right. Exercises help students understand the ideological positions and rhetorical patterns that underlie such opposing views. Widely debated issues of whether objectivity is possible and whether there is a liberal or conservative bias in news and entertainment media, as well as in education itself, are foregrounded as topics for rhetorical analysis.
Author: Russell J. Dalton
Publisher: MIT Press
ISBN: 9780262541039
Category : History
Languages : en
Pages : 478
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Book Description
This book investigates how citizens in the United States and Russia have used the democratic process to force their governments to address the horrendous environmental damage caused by the nuclear arms race. It is the first in-depth comparative study of environmental activism and democracy in the two countries. Critical Masses focuses on two crucial areas--the Hanford Reservation in Washington State and the Mayak Complex in Russia--that were at the heart of their nations' nuclear weapons programs, examining how the surrounding communities were affected. It explores nuclear weapons production, how both governments concealed environmental and health dangers from people living nearby, and how Russian and American citizens think about environmental issues. And it provides insights into the process of democratization in Russia and the limits of democracy in the United States, as well as the development of nuclear policy in the post-Cold War era.
Author: John R. Chaney
Publisher: Lexington Books
ISBN: 1498540910
Category : Social Science
Languages : en
Pages : 214
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Book Description
This timely, readable text offers an authoritative and balanced analysis of how racially driven policies in America impact post release education as a leading pathway to social reintegration. Compelling research findings from an assemblage of college faculty, seasoned administrators, and criminal justice professionals are interwoven with first-person narratives from formerly incarcerated individuals. This book takes full advantage of its interdisciplinary mixture of voices and positionality to build its argument upon a three-part framework from Critical Race Theory (CRT). It convincingly utilizes the tools of academic research, counterstories, and counterspaces to make a persuasive case that the intersection of race, the criminal justice system, and education represent one of the greatest civil rights issues of our time. Part 1, “Context, Critical Race Theory and College Re-Entry,” explores the historical and current dynamics of these uniquely American intersections while linking Critical Race Theory with the field of re-entry and offering serious analysis of post incarceration and education initiatives. Interest convergence, white privilege, and writing from returning citizens as a way of “coming to voice” are also explored in this section. Part 2, “Counterstories,” offers case, comparative case, and phenomenological studies that include embedded quotations with first-person narratives contributed from formerly incarcerated students and graduates. This section also includes an honest and gripping analytic auto-ethnography from the book’s co-editor who readily reveals his experiences as both a faculty member and formerly incarcerated individual. Other highlighted topics include the issues of stigma, overcoming obstacles in the classroom, and the unique problems for returning citizens when acclimating to college culture. Combining qualitative research and descriptions of successful programs Part 3,“Counterspaces,” explores the dynamics of creating places within programs and classrooms that support physical, emotional, spiritual, and intellectual engagement for and with the formerly incarcerated through learner-centered, culturally sensitive, and racially explicit pedagogy. This book is designed to be a most welcome addition to any serious academic discussion focusing upon institutionalized racism and education’s use as a tool in reversing the mass incarceration of people of color in America.
Author: Ortwin Renn
Publisher: Springer Science & Business Media
ISBN: 9401101310
Category : Technology & Engineering
Languages : en
Pages : 386
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Book Description
Ortwin Renn Thomas Wehler Peter Wiedemann In late July of 1992 the small and remote mountain resort of Morschach in the Swiss Alps became a lively place of discussion, debate, and discourse. Over a three-day period twenty-two analysts and practitioners of public participation from the United States and Europe came together to address one of the most pressing issues in contemporary environmental politics: How can environmental policies be designed in a way that achieves both effective protection of nature and an adequate representation of public values? In other words, how can we make the environmental decision process competent and fair? All the invited scholars from academia, international research institutes, and governmental agencies agreed on one fundamental principle: For environmental policies to be effective and legitimate, we need to involve the people who are or will be affected by the outcomes of these policies. There is no technocratic solution to this problem. Without public involvement, environmental policies are doomed to fail. The workshop was preceded by a joint effort by the three editors to develop a framework for evaluating different models of public participation in the environmental policy arena. During a preliminary review of the literature we made four major observations. These came to serve as the primary motivation for this book. First, the last decade has witnessed only a fair amount of interest within the sociological or political science communities in issues of public participation.
Author: Andreas Fejes
Publisher: Routledge
ISBN: 1351111337
Category : Education
Languages : en
Pages : 210
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Book Description
Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as ‘full’ citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship. Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration. Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education.
Author: Joel Westheimer
Publisher: Teachers College Press
ISBN: 0807773697
Category : Education
Languages : en
Pages : 122
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Book Description
How can schools teach the skills required for a strong democracy to flourish? What Kind of Citizen? asks readers to imagine the kind of society they would like to live in—and then shows the ways in which schools can be used to make that vision a reality. Westheimer draws on groundbreaking research on school programs and policies to sharply critique the current direction of school reform. He points to the many varied and powerful ways to teach children and young adults to engage critically, to think about social issues, and to participate in authentic debate that acknowledges that intelligent adults can have different opinions. But today’s teachers are being forced to abandon these practices in favor of test-preparation in only a very narrow set of academic subjects. How did this happen? What can we do to set schools back on the right track? How can we realign school goals with what research shows parents, children, and teachers actually care about? How can we save our schools from today’s myopic interpretation of what constitutes an education? Westheimer answers these questions and makes a powerful call for schools to become more engaging, more democratic, and more educative. “Among the many casualties of a preoccupation with rigor and accountability is the prospect of education for meaningful democratic citizenship. In this refreshingly accessible book, Westheimer not only makes that point but explains the importance of helping students to think critically and question tradition. He issues a welcome invitation to connect our conception of the ideal school to its impact on our broader society.” —Alfie Kohn, bestselling author “What does it mean to be a democratic citizen? And what kind of education produces one? For the past 2 decades, Joel Westheimer has been one of North America's most knowledgeable and able guides to these critical issues. Along the way, he has forced us to reconsider the larger goals and purposes of our public schools. His book will provide an invaluable roadmap for anyone who asks the big questions, no matter what they think of his answers.” —Jonathan Zimmerman, New York University “In this highly readable, persuasive book, Joel Westheimer reminds us that, in our zeal for higher test scores, we seem to have forgotten the highest aim of education—to produce better people, more thoughtful citizens.” —Nel Noddings, Stanford University
Author: Nimisha Barton
Publisher: Cornell University Press
ISBN: 1501749684
Category : History
Languages : en
Pages : 367
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Book Description
In the familiar tale of mass migration to France from 1880 onward, we know very little about the hundreds of thousands of women who formed a critical part of those migration waves. In Reproductive Citizens, Nimisha Barton argues that their relative absence in the historical record hints at a larger and more problematic oversight—the role of sex and gender in shaping the experiences of migrants to France before the Second World War. Barton's compelling history of social citizenship demonstrates how, through the routine application of social policies, state and social actors worked separately toward a shared goal: repopulating France with immigrant families. Filled with voices gleaned from census reports, municipal statistics, naturalization dossiers, court cases, police files, and social worker registers, Reproductive Citizens shows how France welcomed foreign-born men and women—mobilizing naturalization, family law, social policy, and welfare assistance to ensure they would procreate, bearing French-assimilated children. Immigrants often embraced these policies because they, too, stood to gain from pensions, family allowances, unemployment benefits, and French nationality. By striking this bargain, they were also guaranteed safety and stability on a tumultuous continent. Barton concludes that, in return for generous social provisions and refuge in dark times, immigrants joined the French nation through marriage and reproduction, breadwinning and child-rearing—in short, through families and family-making—which made them more French than even formal citizenship status could.
