Good Citizenship (good + citizenship)

Distribution by Scientific Domains


Selected Abstracts


The Story of Good Citizenship: Framing Public Policy in the Context of Duty-Based versus Engaged Citizenship

POLITICS & POLICY, Issue 1 2010
MARK K. MCBETH
Recent studies have explored the dimensions of duty-based versus engaged citizenship. These studies assert that individuals differ on the question of "what is a good citizen" and somehow suggest that "engaged citizens" are more participatory, global, and committed to social justice than their duty-based counterparts. In this article, we examine, with an innovative survey methodology and merging of citizenship and framing literature, the potential effects of increased engaged citizenship on policy issues. Our questions explore the characteristics of citizenship and explore whether duty-based and engaged citizens are more likely to support a policy, in this case recycling efforts, if the issue is framed in the context of their respective preferred citizenship norm. We find that the engaged recycling frame was strongly supported by individuals with a more engaged view of citizenship who also supported some duty-based frames of recycling. Conversely, respondents with a more duty-based view of citizenship did not support engaged recycling frames. Estudios recientes han explorado las dimensiones de la noción de "ciudadanía basada en deberes"vis-à-vis aquella de "ciudadanía involucrada." Estos estudios afirman que los individuos difieren en sus respuestas a la pregunta de "¿qué es un buen ciudadano?" Así mismo, parecen sugerir que los "ciudadanos involucrados" son más participativos, globales, y entregados a la justicia social que sus homólogos basados en deberes. En este artículo examinamos los efectos potenciales del incremento de la ciudadanía involucrada en asuntos de política con una innovadora metodología de encuestas y combinando la literatura de ciudadanía y la teoría del enmarcamiento de asuntos. Nuestras preguntas exploran las características de la ciudadanía y si acaso los individuos cuyo comportamiento se aproxima al planteado en la noción de "ciudadanía basada en deberes" son más proclives a apoyar una política de reciclaje, que aquellos cuyo comportamiento se aproxima al planteado en la noción de "ciudadanía involucrada." De manera específica exploramos si acaso los ciudadanos responden de manera más decidida a propuestas de reciclaje dependiendo de si están enmarcadas en una noción de "ciudadanía basada en deberes" o en una de "ciudadanía involucrada." Encontramos que una política de reciclaje enmarcada en una de noción "ciudadanía involucrada" fue fuertemente apoyada por individuos cuyo comportamiento se aproxima al planteado en dicha noción pero que estos mismos individuos también apoyaron algunas propuestas de reciclaje enmarcadas en la noción de "ciudadanía basada en deberes." En cambio, individuos cuyo comportamiento se aproxima al planteado en la noción de "ciudadanía basada en deberes" no apoyaron ninguna propuesta de reciclaje enmarcada en la noción de "ciudadanía involucrada." [source]


Student Conflict Resolution, Power "Sharing" in Schools, and Citizenship Education

CURRICULUM INQUIRY, Issue 2 2001
Kathy Bickmore
One goal of elementary education is to help children develop the skills, knowledge, and values associated with citizenship. However, there is little consensus about what these goals really mean: various schools, and various programs within any school, may promote different notions of "good citizenship." Peer conflict mediation, like service learning, creates active roles for young people to help them develop capacities for democratic citizenship (such as critical reasoning and shared decision making). This study examines the notions of citizenship embodied in the contrasting ways one peer mediation model was implemented in six different elementary schools in the same urban school district. This program was designed to foster leadership among diverse young people, to develop students' capacities to be responsible citizens by giving them tangible responsibility, specifically the power to initiate and carry out peer conflict management activities. In practice, as the programs developed, some schools did not share power with any of their student mediators, and other schools shared power only with the kinds of children already seen as "good" students. All of the programs emphasized the development of nonviolent community norms,a necessary but not sufficient condition for democracy. A few programs began to engage students in critical reasoning and/or in taking the initiative in influencing the management of problems at their schools, thus broadening the space for democratic learning. These case studies help to clarify what our visions of citizenship (education) may look and sound like in actual practice so that we can deliberate about the choices thus highlighted. [source]


Patriotism, nationalism and modernity: the patriotic societies in the Danish conglomerate state, 1769,1814

NATIONS AND NATIONALISM, Issue 2 2007
JULIANE ENGELHARDT
ABSTRACT. This article investigates sixty-three patriotic societies established in the Danish conglomerate state during the Age of Enlightenment, since they can throw light on the pre-national collective identities. It explains how the patriotic societies had both an external function in regard to society and an internal function among their members. It analyses how the members comprehended patriotism and how they propagated ideas of solidarity and good citizenship to a wider audience. The patriotism of the eighteenth century is also compared with the nationalism of the nineteenth century, and the way they reflect two different understandings of core concepts such as state, language and folk culture is explained. However, both ideologies correlate to modernity, since they reflect the same dialectic tension in the relationship between the individual, the social community and the modern state. [source]


Dynamic Patterns of Time Use in Adolescence

CHILD DEVELOPMENT, Issue 2 2001
Michael J. Shanahan
Patterns of time use are tangible representations of individual identity and the meaning of age groups in the life course. How do young people allocate their time to multiple domains of involvement, including the school, workplace, family, and peer group? Drawing on longitudinal data from the Youth Development Study (N= 1,010), a person-centered analytic strategy was used to describe configurations of time use through the high school years. Over half of the students were engaged in many domains, although a substantial percentage of students focused their time on one or two domains outside the school. Students who were highly engaged in multiple domains tended to remain so across grade levels, whereas students focused on one or two domains frequently changed their commitments. Plans for school, grade point average, future orientations that emphasize marriage and good citizenship, and gender significantly predicted time-use patterns. These findings elucidate connections among school, work, and other contexts through the high school years. [source]