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Tytuł:
What Do Citizens Do? Immigrants, Acts of Citizenship and State Expectations in New York and Berlin
Autorzy:
Harper, Robin A.
Powiązania:
https://bibliotekanauki.pl/articles/2233808.pdf
Data publikacji:
2023
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
citizenship
civic engagement
integration
naturalisation
citizen-making
defensive citizenship
performative citizenship
Opis:
Governments make assumptions about immigrants and then craft policies based on those assumptions to yield what they hope will be effective naturalisation outcomes: state security and trustworthy citizens. This study examines the thoughts, experiences and opinions about citizenship and civic engagement, drawing on a dataset of 150 one-hour interviews with permanent residents and naturalised citizens in New York and Berlin in 2004–2010 and again 2016–2020. It includes those who have naturalised or hold immigration statuses necessary for naturalisation (i.e., those who can and will naturalise, those who can but will not naturalise and those rejected for naturalisation or who do not meet eligibility requirements). I explore how immigrants participate as citizens and privileged non-citizens. My findings include the fact that immigrants define civic engagement – what ‘citizen’ participation means and who participates – more broadly and narrowly than anticipated. Immigrant perceptions of naturalisation and what becoming a citizen meant to them, and how naturalisation personally affected modes of participation. Defensive citizenship stimulated naturalisation but was deemed insufficient in contemporary New York and Berlin to protect immigrants and their engagement. State-designed naturalisation processes ignore immigrants’ perspectives and performative modes of citizenship and, thus, ineffectively select the citizens states say they want.
Źródło:
Central and Eastern European Migration Review; 2023, 12, 1; 81-102
2300-1682
Pojawia się w:
Central and Eastern European Migration Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Громадянський патріотизм як нова модель патріотизму: теоретико-методологічне обгрунтування
Citizenship Patriotism as a New Model of Patriotism: Theoretical and Methodological Basis
Autorzy:
Семенець-Орлова (Semenets-Orlova), Інна (Inna) Андріївна
Михайлич (Mykhailych), Олександр (Oleksandr) Володимирович
Powiązania:
https://bibliotekanauki.pl/articles/2187909.pdf
Data publikacji:
2022-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
патріотизм
громадянство
громадянські компетенції
громадянський патріотизм
patriotism
citizenship
citizenship competences
citizenship patriotism
Opis:
Based on a sociological survey conducted within the framework of the Swiss-Ukrainian project, the article analyses the state of citizenship of Ukrainians through the prism of developing their patriotic attitudes. The authors make a theoretical attempt to combine the notions of «citizenship » and «patriotism» with a view to their mutual informative reinforcement in the new model of citizenship patriotism. It is determined that the most integrative potential for the successful completion of democratic transit in Ukraine is a model of citizenship patriotism, based on a high level of citizenship competence of individuals (which implies a well-grounded positive assessment of the national realities, the attitude of conscious fulfilment of civil duties and active position of citizens in the field of protection of public interest).
На основі соціологічного дослідження, про- веденого в рамках швейцарсько-українського проєкту, у статті аналізується стан громадянства українців через призму розвитку їх патріотичних настроїв. Зроблено теоретичну спробу поєднання понять «громадянство» та «патріотизм» з метою їх взаємного інформативного під- кріплення в новій моделі громадянського патріотизму. Визначено, що найбільш інтегративним потенціалом для успішного завершення демократичного транзиту в Україні є модель громадянського патріотизму, засно- вана на високому рівні громадянської компетентності особистості (що передбачає обґрунтовану позитивну оцінку національних реалій, свідомого виконання громадянських обов’язків та активної позиції громадян у сфері захисту суспільних інтересів).
Źródło:
Copernicus Political and Legal Studies; 2022, 1; 28-37
2720-6998
Pojawia się w:
Copernicus Political and Legal Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The implications of managerial and leadership styles, and organizational innovation on organizational citizenship behavior
Implikacje zmiennych zarządczych i przywódczych oraz innowacji organizacyjnych dla zachowań obywatelskich w orgnizacji
Autorzy:
Vargas-Hernández, J.G.
Vargas-González, O.C.
Powiązania:
https://bibliotekanauki.pl/articles/31342203.pdf
Data publikacji:
2022
Wydawca:
Szkoła Główna Gospodarstwa Wiejskiego w Warszawie. Wydawnictwo Szkoły Głównej Gospodarstwa Wiejskiego w Warszawie
Tematy:
leadership style
organization management
organizational citizenship behaviour
citizenship
behaviour
motivation
Źródło:
Acta Scientiarum Polonorum. Oeconomia; 2022, 21, 1; 5-13
1644-0757
Pojawia się w:
Acta Scientiarum Polonorum. Oeconomia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
SAMORZĄD LOKALNY W LIECHTENSTEINIE
THE LOCAL GOVERNMENT IN LIECHTENSTEIN
Autorzy:
KOŹBIAŁ, KRZYSZTOF
Powiązania:
https://bibliotekanauki.pl/articles/513402.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
Tematy:
Liechtenstein
municipalities
autonomy
citizenship
Opis:
Article 1 of the Constitution of Liechtenstein mentioned 2 regions Oberland (Upper Country) and Unterland (Lower Country) and 11 municipalities. They play an important constitutional role in the Principality. The municipalities exercise considerable autonomy, encompasses responsibility such as the election of the municipal organs (the highest organ is the Municipal Assem-bly), organization, the determination of municipal taxes and the granting of citizenship. Financial management and municipal accounts are subject to supervision by the Government
Źródło:
Polityka i Społeczeństwo; 2013, 11, 2; 54-70 (17)
1732-9639
Pojawia się w:
Polityka i Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Educating for active citizenship and sustainable development
Autorzy:
Indellicato, Rosa
Powiązania:
https://bibliotekanauki.pl/articles/951100.pdf
Data publikacji:
2019
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
educating
citizenship
sustainable development
Opis:
In this essay the question of how to reconcile active citizenship and sustainable development will be addressed. In particular, it is a question of developing in the first part of the article a reflection on the education of the citizen, in the second part the necessary conditions for the school to be able to contribute to the formation of the citizen will be addressed and finally the third part will be dedicated to demonstrating how and why the citizen education must also be carried out outside of school, in social life, in acting for sustainable development.
Źródło:
Journal of Modern Science; 2019, 42, 3; 143-154
1734-2031
Pojawia się w:
Journal of Modern Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Contesting Regimes of Post-Communist Citizenship Restitution: Analysing UK Media Coverage of ‘Paupers’ Passports’
Autorzy:
Knott, Eleonor
Powiązania:
https://bibliotekanauki.pl/articles/498587.pdf
Data publikacji:
2017
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
citizenship
migration
restitution
Romania
Moldova
Opis:
This paper unpacks the legitimacy gap existing between post-communist policies of citizenship restitution, the experiences of these policies, and the media coverage of these policies. Considering citizenship restitution first as analogous to property restitution, theoretically citizenship restitution appears as compensatory, to right the wrongs of communist- and Soviet-era seizures and border changes, and appears to establish citizenship restitution as a right. Using UK media coverage of Romania’s policy of citizenship restitution vis-à-vis Moldova, the paper shows the extent to which this policy is framed as an illegitimate loophole propagated by a ‘Romanian Other’ which is ‘giving out’ EU passports, exploited by an impoverished and criminal ‘Moldovan Other’, and inflicted on a ‘UK Self’ that is powerless to stem the tide of migration and block routes to gaining access to the EU via such policies. However, the paper also contrasts, and challenges, this media framing by using interviews with those acquiring Romanian citizenship in Moldova to demonstrate the extent to which acquiring Romanian citizenship in Moldova is a costly and lengthy procedure. Overall, the paper shows the extent to which citizenship restitution is a contested procedure, constructed as a right by the state seeking to compensate former citizens, and as illegitimate by those who construct a logic resulting from feeling threatened by policies of citizenship restitution.
Źródło:
Central and Eastern European Migration Review; 2017, 6, 1; 75-97
2300-1682
Pojawia się w:
Central and Eastern European Migration Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dyskurs obywatelstwa w podręcznikach do kształcenia literaturowego w gimnazjum. Krytyczna analiza dyskursu
The Discourse of Citizenship in Literature Text Books in High Schools. A Critical Analysis of the Discourse
Autorzy:
Popow, Monika
Powiązania:
https://bibliotekanauki.pl/articles/644846.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
citizenship
textbooks
critical discourse analysis
Opis:
The paper gives an ironic and short, both empirical and normative analysis of current Polish home education intertwined with a metaanalysis of the role of metaphors in the language of the educational sciences. Entomological metaphor of subimago helps here in revealing the social status quo of the mentioned „home education” in Poland. One can describe socioeducational reality using different forms of expression. Metaphorization is one of them, not always adequate, but indispensable as well as cognitively pleasant. 
The paper gives an ironic and short, both empirical and normative analysis of current Polish home education intertwined with a metaanalysis of the role of metaphors in the language of the educational sciences. Entomological metaphor of subimago helps here in revealing the social status quo of the mentioned „home education” in Poland. One can describe socioeducational reality using different forms of expression. Metaphorization is one of them, not always adequate, but indispensable as well as cognitively pleasant.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2012, 2; 151-171
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Odmowa teraźniejszości, czyli o odobywatelnianiu dzieci i udziecinnianiu obywateli
Denial of the Present. On Treating Children as Non-Citizens and Adult Citizens as Children
Autorzy:
Starego, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/2140710.pdf
Data publikacji:
2016-09-30
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
edukacja obywatelska
kompetencje obywatelskie
pedagogizacja
rozwój
obywatelskość
citizenship education
citizenship
civil society
educationalization
development
Opis:
Celem artykułu jest analiza i krytyka kompetencyjnego modelu edukacji obywatelskiej i społeczeństwa obywatelskiego, w świetle szerszej dekonstrukcji i krytyki paradygmatu rozwojowego, w której model kompetencyjny jest ulokowany. Pokazuję, w jaki sposób i z jakimi konsekwencjami wiąże się przyjmowane w naukowym i potocznym dyskursie założenie, że do życia w społeczeństwie demokratycznym wymagane jest specjalne przygotowanie obywateli. Jednym z jego efektów jest zjawisko, które w oparciu o literaturę przedmiotu nazywam „odmową teraźniejszości”. Oznacza ono odmowę uznania podmiotowości politycznej aktorom społecznym, a więc uznania ich zdolności do aktualnej politycznej partycypacji. Za G. Biestą i J. Rancière’em, pokazuję, że zjawisko to wiąże się z rodzajem pedagogicznej fikcji myślenia rozwojowego, w ramach którego obywatelskość rozumiana jest jako stan lokowany w przyszłości, a więc jako rezultat odpowiedniej i odpowiednio sterowanej ścieżki edukacyjnej. Przy czym zjawisko to odnoszone jest nie tylko do jednostek, które poddane są, z racji wieku, formalnej i obligatoryjnej edukacji obywatelskiej, ale również do szerszego społeczeństwa, które zgodnie z charakterystyczną dla paradygmatu rozwojowego logiką pedagogizacji, podlega znaczeniowemu przemieszczeniu, a tym samym zamieniane jest w rodzaj szkoły, z właściwym jej hierarchicznym podziałem: na uczniów i nauczycieli. W tak ustrukturowanej, symbolicznej konstrukcji paradygmatu rozwojowego dzieci podlegają mechanizmowi odobywatelniania, dorośli natomiast udziecinnianiu i infantylizacji. Charakterystyczne dla perspektywy rozwojowej myślenie o demokracji i społeczeństwie obywatelskim staje się tym samym odmianą elitarystycznej i genetycznie antydemokratycznej racjonalności oraz kolejną formą wytwarzania hierarchicznej społecznej stratyfikacji.
The main purpose of this paper is to analyze and criticize the competence-based model of civil socjety and citizenship education. The critique also deals with the developmental paradigm on which the competence model is based. Thinking about civil society and citizenship using the logic of the developmental paradigm is common in the scientific and popular discourses. In the paper I will describe this logic and explain the consequences of a presupposition, that people in democratic countries must possess certain skills and attitudes to be considered “true” citizens. One of the consequences is a phenomenon which I call “the denial of the present”. It is a denial to recognize social actors’ political subjectivity and, in effect, a refusal to treat them, here and now, as citizens able to participate in the political life. I would like to show, using the ideas of G. Biesta and J. Rancière, how the “denial of the present” is a part of the pedagogical fiction of the developmental paradigm, in which citizenship is seen as a future identity, and an outcome of an education. I will describe how this logic has an impact on obligatory citizenship education of children but also how it is reflected in a wider process of educationalization of society. A socjety that is educationalized is described using the language of school, with its hierarchical division between teachers and pupils. The use of the discourse of the developmental paradigm enables treating the children as non-citizens and adult citizens as children. I argue that the mode of thinking about civil society and democracy characteristic for the developmental paradigm has at its core a rationality that is both elitist and antidemocratic, legitimizing the hierarchical social stratification of society.
Źródło:
Teraźniejszość – Człowiek – Edukacja; 2016, 19, 3(75); 41-65
1505-8808
2450-3428
Pojawia się w:
Teraźniejszość – Człowiek – Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Introduction: Citizenship in Post-Communist Eastern Europe
Autorzy:
Dumbrava, Costica
Powiązania:
https://bibliotekanauki.pl/articles/498563.pdf
Data publikacji:
2017
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
citizenship
Central and Eastern Europe
Opis:
Citizenship has been rediscovered in Eastern Europe after the collapse of the communist regimes and the breakdown of multi-national states. This rediscovery revealed not only great opportunities with regard to democratic inclusion, national redefinition and the remedying of past wrongs but also important risks, such as legal and political exclusion, ethnic engineering and discrimination. The broader revival of citizenship in recent decades has triggered a renewed academic interest in issues of citizenship, albeit this research had remained biased towards Western experiences, such as long-term immigration and social integration. Although it would be ill-advised to talk of Eastern European models of citizenship, the region does present a number of empirical and theoretical puzzles that can enrich the existing literature by challenging conventional approaches and stimulating more-balanced and contextual theoretical perspectives.
Źródło:
Central and Eastern European Migration Review; 2017, 6, 1; 5-13
2300-1682
Pojawia się w:
Central and Eastern European Migration Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dimitry Kochenov, Citizenship, Cambridge, MA, 2019, 321 pages – review article on the monograph
Autorzy:
Uhma, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/1595899.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
Tematy:
citizenship
Nottebohm
protection of nationals.
Opis:
The article reviews the newest monograph of Professor D. Kochenov on the critical analysis of the institution of citizenship. The main argument of the book consists in the injustice reinforced globally by the institution of citizenship from the perspective of the rights of an individual. The review refers to the issues discussed in the monograph concerning citizenship as a legal relation between an individual and the state, civil rights and obligations in a critical perspective. The author of the review underlines the significance of critical depiction rarely found in the Polish subject literature, however, he indicates possible areas for polemics with the reviewed monograph, in particular from the perspective of the consular law. Polemic notes do not shatter the significance of this work as an important voice in the analysis of international law from the perspective of the rights of an individual.
Źródło:
Acta Iuris Stetinensis; 2020, 32, 4; 131-139
2083-4373
2545-3181
Pojawia się w:
Acta Iuris Stetinensis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Book review of: Klaudia Śledzińska (ed.). Responsibility – Participation - Conscious Citizenship – The Dilemmas of Global Education. Warszawskie Wydawnictwo Sociologiczne. Warszawa 2017.
Autorzy:
Katarzyna, Rychlicka-Maraszek,
Powiązania:
https://bibliotekanauki.pl/articles/893038.pdf
Data publikacji:
2018-09-04
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
participation
education
citizenship
social pedagogy
Opis:
In the contemporary world, modernising at an incredible pace, an increasing importance is being placed on education, which is supposed to prepare communities for this acceleration. A few areas can be separated during discussions on education: among the others it is the issue of competencies indispensable on the labour market of the future as well as values and global education. Such issues are also a starting point for the authors of the publication issued in English “Responsibility – Participation - Conscious Citizenship – The Dilemmas of Global Education. Global education – as it is the main subject matter of the publication - was implemented into Polish system of education in the school year 2009/2010 (it was placed in the core curriculum of general education). Prior to this, in 2002 in Maastricht European politicians developed Declaration of Global Education which put forward systemic solutions in this area. The significance of education in the world of multiculturalism and globalization was stressed out long before by researchers indicating the need to focus on such issues and prepare communities for the challenges of postmodernity. It emerges that after more than a dozen years of implementing and practicing global education there is still a need to intellectually deal with this difficult and complex notion. Real practice has revealed a number of areas which still are and will long continue to remain a challenge both for researchers and practitioners. The aim of the publication, edited by Klaudia Śledzińska, is to provide an answer to the question not so much about the essence of global education in Polish educational practice but rather about its axionormative dimension and values implemented in various social dimensions. The axis for deliberations undertaken by the authors is based on such values like responsibility, committed participation and social engagement. It is education – as observed by the editor in the introduction – that is supposed to “enhance the awareness and reflexive cognition of phenomena, social processes, interrelations between people and places, as well as to foster stronger social engagement” [s.8], It should also contribute to better understanding of mutual interrelations and the permeation of cultural, environmental, economic, social, political and technological systems. This, however requires a basic consensus regarding the understanding and interpretations of the values essential in education as well as their transmission methods. The publication is composed of three parts: the first two make an attempt to put in order the notions and conceptualize the categories of responsibility as well civic participation and civic society and akin ideas of a social bond and social capital. Part three deals with selected concepts of social life and experience, wherein we can discern the very essence of responsibility, participation and process towards conscious citizenship. Thus, presented are those aspects through which “we can appreciate the significance of educational actions towards the formation of responsible civic attitudes, notably work according to a corporational model, employee - volunteering, insurance reciprocity, horizontal and vertical gender segregation in scientific milieu as well as lifelong learning and activation of older people” [s.11]. It worth emphasizing several significant issues emphasized by the Authors and related to the notions related to global education, especially in the context of transformations of contemporary societies. One of them is a crucial issue present in public and academic discourse and dealing with the division of the world into global North and South, the impact of which is mostly “felt” by the countries of a global South. Global education which was supposed to increase sensitivity to the problems of inequality and bring closer or tame “the Other” has become an element of a specific symbolic violence and imposing on poor countries the civilizational and economic model incorporated in the countries of the North. Klaudia Śledzińska in her chapter focuses on a “hidden programme” of global education, thus a Europocentric, stereotyping model of creating a global awareness, taking no consideration of the specificity and local conditions, which the countries of the North “offer” to the global South. Another manifestation of organizing the world according to old post-colonial principles is “educational disease”, that is “forcing by the rich North the only vision of the development of the deprived regions, in both individual and group dimensions, by means of formal education towards achieving a high social status” [s.43]. Thus, paradoxically the present task of global education is to deconstruct itself and include/ take into consideration other perspectives and discourses, including the ones put forward by minorities. It is teaching responsibility, creating a strong personal subjectivity, stressing out respect to subjectivity of “the Other”, learning “out of Others and from Others [s.47]. Only such attitude where “personal subjectivity of “you” appears through “I” (and vice versa) (…) and thereby secures relationships which no longer carry the features of exploitation, injustice or dominance” [s.47]. In their publication, the Authors indicate and emphasize the significance of numerous citizen-making mechanisms, practices and strategies, which they place in the context of education, making it possible to disseminate and enhance them. Both the employee participation in companies, employee volunteering, pro-social activity on community portals but also more increasingly a common activity of women, the elderly not only on the labour market but also in the social sphere contributes to building a mature civic society. Nonetheless, it will not be lasting unless education provides substantial foundations based on commonly developed values. The proposal of the model of education offered in the publication means “focusing on teaching a pupil/student – not as an uprooted citizen of the world , but as a citizen endowed with his own unique identity, socially enrooted in concrete local contexts and capable of making rational choices”[s.52]. This statement - though perhaps controversial - gives the publication Authors- proprietary feature. It reveals that the recently depreciated locality and identity, built around universal values such as responsible partnership still remains valid. In the first chapters of the publication a certain nostalgia for the return of the “culture of character” instead of the currently functioning culture of personality is clearly seen (from the perspective of one of the authors, a crucial moment for an axio-normative shift and understanding responsibility took place in the early 20th century). It “was a shift from the culture of character to the culture of personality, from internal to external values” . “The culture of character was associated with the notions of, e.g.: citizenship, obligation, democracy, labour, honour, reputation, morality. The culture of personality, in other words, the culture of “making a good impression on others” and “standing out from the crowd” refers rather to the categories of: fascination, attractiveness, bewilderment, creativity, domination, strength, power or determination” [s.20]. Even though the publication is not easy to read and requires an attentive and careful reader, it is a great contribution to the discussion on the essence and directions of global education development, especially in its axionormative character. It is recommended not only for researchers but also non-academics who are committed to the idea of the world continuously improving but also learning from its own mistakes.
Źródło:
Papers of Social Pedagogy; 2018, 9(2); 67-70
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Threats Related to Patriotic Education. An Analysis of the Primary School Textbooks
Autorzy:
Gruntkowska, Dominika
Powiązania:
https://bibliotekanauki.pl/articles/2159106.pdf
Data publikacji:
2022-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
textbooks
learning
citizenship
patriotism
school
Opis:
The article presents the issue of patriotic discourse in school textbooks for teaching Polish for grades 4–8 of primary schools. At the same time, this issue is placed in the aspect of recent changes in education made and announced by the minister of science and education. The analysis of the textbooks carried out using the KAD method shows that, although we constantly deal with a romantic vision of patriotism due to the canon of reading, it is sometimes broken through reflection on historical events and the past. The martyrdom tendency, formed in the period of Romanticism, is still the dominant one, the presence of which is part of the paradigm of the long duration of Romanticism. The article also addresses what patriotic education at school should be today. Not only today, but for a long time now, we have been dealing with a tendency to produce and reproduce a conservative discourse and be closed within a martyrological narrative. This way of understanding patriotism today may lead young people to consider any form of patriotism as anachronistic and inadequate to our times.
Źródło:
Kultura i Edukacja; 2022, 4(138); 216-233
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Obywatelstwo UE: element tożsamości narodowej, europejskiej, czy jedynie dodatkowy status obywateli państw członkowskich?
EU CITIZENSHIP: AN ELEMENT OF NATIONAL, EUROPEAN IDENTITY OR ONLY AN ADDITIONAL STATUS OF MEMBER STATES’ CITIZENS?
Autorzy:
Harasimiuk, Dominika
Powiązania:
https://bibliotekanauki.pl/articles/1390443.pdf
Data publikacji:
2017-09-30
Wydawca:
Uczelnia Łazarskiego. Oficyna Wydawnicza
Tematy:
citizenship
EU citizenship
national identity
European identity
obywatelstwo
obywatelstwo UE
tożsamość narodowa
tożsamość europejska
Opis:
The European Union citizenship is a concept on the borderline between the EU law and domestic laws. The Member States’ regulations decide about its subjective scope. The EU citizenship was originally supposed to be the source of integration processes legitimisation as well as a basic factor in the process of developing the citizens’ feeling of belonging to the European Union and possessing a real European identity. Therefore, it is a legal institution with multi-level construction and is based on the co-existence of national states’ identities (which are expressed, inter alia, in national citizenships) and the European identity. Respecting a national identity in case of Member States’ entitlement to naturalise or deprive a citizen of their national citizenship has limits indicated by the Member States’ obligation to respect the EU law. However, considerable weakening of the European citizenship as a carrier of the European identity has been observed recently. It can be especially well seen now, at the time of the European values crisis, which resulted in the negative outcome of the Brexit referendum.
Obywatelstwo UE jest instytucją pozostającą na styku prawa unijnego i prawa krajowego. O jej zakresie podmiotowym decydują przepisy państw członkowskich. Obywatelstwo unijne w pierwotnym założeniu miało być źródłem legitymacji procesów integracyjnych, a także podstawowym czynnikiem w procesie kształtowania wśród obywateli poczucia przynależności do Unii Europejskiej i posiadania prawdziwej tożsamości europejskiej. Jest to zatem instytucja prawna, która skonstruowana jest wielopoziomowo i opiera się na współistnieniu tożsamości narodowych państw (których wyrazem jest m.in. obywatelstwo krajowe) oraz tożsamości europejskiej. Poszanowanie tożsamości narodowej w przypadku uprawnień państw członkowskich dotyczących nadawania lub pozbawiania obywatelstwa krajowego ma granice wyznaczone przez obowiązek poszanowania przez państwa członkowskie prawa unijnego. Z kolei w ostatnim czasie można zaobserwować istotne osłabienie obywatelstwa unijnego jako nośnika tożsamości europejskiej, co szczególnie widoczne jest w dobie kryzysu wartości europejskich a czego wyrazem był negatywny wynik referendum brytyjskiego.
Źródło:
Ius Novum; 2017, 11, 3; 122-142
1897-5577
Pojawia się w:
Ius Novum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Multiculturalism and Liberal Democracy
Autorzy:
Szahaj, Andrzej
Powiązania:
https://bibliotekanauki.pl/articles/2010309.pdf
Data publikacji:
2016-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
multiculturalism
democracy
citizenship
liberalism
culture
community
Opis:
The main goal of the article is to show the possible ways of thinking about the relation between multiculturalism and liberal democracy. Author of the article tries to present some troubles with reconciliation of such political culture and elements of multicultural ideology which supports rights of member of foreign (nonwestern) communities to manifest their cultural convictions freely. In his opinion that would be a little bit naïve to think that all elements of political culture connected with liberal democracy can be accepted by members of the communities in questions. That is why he articulates the thesis that some conflicts between them and people faithful to the ideas of liberal democracy are inevitable and that it cannot be found possible solution of these conflicts which can be gladly accepted by all sides. Someone will have to give up some parts of cultural heritage of a given community if we are supposed to live in peace together. Although the author of the article believes that this resignation should not be limited to only one side of the potential conflict he argues that a political culture of liberal democracy is so precious that its defenders should not abandon it for the sake of ideas of multicultural society even if this brings about some pain on the side of their interlocutors.
Źródło:
Kultura i Edukacja; 2016, 2(112); 209-220
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing Democracy in Ukrainian Teacher Education: Current Challenges and Trends
Autorzy:
Kolesnyk, Larysa
Matusevych, Tetiana
Powiązania:
https://bibliotekanauki.pl/articles/1964321.pdf
Data publikacji:
2021-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teacher education
educational reform
democracy
citizenship
Opis:
This article is devoted to the presentation and analysis of the „Democracy in Education” all-Ukrainian study results aimed at highlighting the challenges arising in Ukrainian teacher education on the way to its democratic transformation. The analysis revealed the following challenges: The ambivalence of the definitions of democracy and its reduction to a „thin” understanding, the presence of rudiments of the Soviet system, distinguishing between active citizenship and political participation, lack of knowledge of the methods of integrative learning and cross-cutting skills among teacher educators. The research findings are significant for educational policy-making at the institutional and state levels.
Źródło:
The New Educational Review; 2021, 65; 40-50
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
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