Thematische Bibliographien / Cultural citizenship

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Cultural citizenship“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Januar 2023

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Zeitschriftenartikel zum Thema "Cultural citizenship"

Pawley, Laurence. „Cultural Citizenship“. Sociology Compass 2, Nr. 2 (26.02.2008): 594–608. http://dx.doi.org/10.1111/j.1751-9020.2008.00094.x.

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Miller, Toby. „Cultural Citizenship“. Television & New Media 2, Nr. 3 (August 2001): 183–86. http://dx.doi.org/10.1177/152747640100200301.

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Miller, Toby. „Cultural citizenship“. Matrizes 4, Nr. 2 (15.12.2011): 57. http://dx.doi.org/10.11606/issn.1982-8160.v4i2p57-74.

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Pakulski, Jan. „Cultural citizenship“. Citizenship Studies 1, Nr. 1 (Februar 1997): 73–86. http://dx.doi.org/10.1080/13621029708420648.

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Beaman, Jean. „Citizenship as cultural: Towards a theory of cultural citizenship“. Sociology Compass 10, Nr. 10 (Oktober 2016): 849–57. http://dx.doi.org/10.1111/soc4.12415.

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Miller, Toby. „Introducing... Cultural Citizenship“. Social Text 19, Nr. 4 (2001): 1–5. http://dx.doi.org/10.1215/01642472-19-4_69-1.

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Siu, Lok. „Diasporic Cultural Citizenship“. Social Text 19, Nr. 4 (2001): 7–28. http://dx.doi.org/10.1215/01642472-19-4_69-7.

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Delanty, Gerard. „Citizenship as a learning process: disciplinary citizenship versus cultural citizenship“. International Journal of Lifelong Education 22, Nr. 6 (November 2003): 597–605. http://dx.doi.org/10.1080/0260137032000138158.

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Matthews, Nathan. „Māori cultural citizenship education“. set: Research Information for Teachers, Nr. 3 (01.12.2016): 10–14. http://dx.doi.org/10.18296/set.0051.

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Briel, Holger. „Education and cultural citizenship“. Language and Intercultural Communication 12, Nr. 4 (November 2012): 386–87. http://dx.doi.org/10.1080/14708477.2012.722103.

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Dissertationen zum Thema "Cultural citizenship"

Lee, Toby Kim. „Public Culture and Cultural Citizenship at the Thessaloniki International Film Festival“. Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11165.

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This dissertation explores the relationship between state, citizen and public culture through an ethnographic and historical examination of the Thessaloniki International Film Festival in northern Greece. In the two-year period leading up to and following its fiftieth anniversary in 2009, the festival was caught up in the larger economic, political and social crises that have overtaken Greece in the last five years - a painful period of rapid transformation and neoliberalization for one of Europe's staunchest social-welfare states. As the Greek state faces bankruptcy - both economic and political - it is being forced to revisit the terms of its social contract with its citizens. In a country where "culture" was once touted as a national "heavy industry," the relationship between the state and cultural production is also being restructured. Public culture is one of the areas of social life in which people are now struggling with these changes and attempting to redefine what it means to be a citizen of the Greek state - utilizing and revising local, national and transnational identities in the process.
Anthropology

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Lopez, Pedersen Maria Erliza. „Beyond the Cultural Horizon- A study on Transnationalism, Cultural Citizenship, and Media“. Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21604.

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In many cases, the need to survive has been the reason for many individuals to leave their country and to start anew in a foreign land. Indeed, migration has played its role as one of the solutions to struggle against poverty among many migrants. Nevertheless, migration can also be an excellent way to improve or develop one’s linguistic, professional and cultural competencies. And one way of doing this is to be part of the au pair cultural exchange program. The interest to be an au pair as well as the interest to have an au pair has been the subject of colorful debates in Denmark, and pushing politicians to make an action due to reports of abuse by many host families. Where the au pair program will end up is still a question hanging up in the air. This study is about the journey of many young and educated Filipino migrants who have decided to embark on the au pair expedition. The theme is anchored on deprofessionalization and deskilling. Transnationalism, civic culture and cultural citizenship, and media are the central theories of the study. Feedback from the participants indicates that there is a need to shift the discussion and focus. It is also important that the au pairs’ knowledge and skills are recognized. The study recommends further research on how participatory communication can be utilized or applied to engage all the stakeholders: au pairs, host family, social organizations, sending and receiving countries, and mass media, in finding long term solutions. The ‘cultural exchange or cheap labor’ argument must not be ignored; however, debates should not be limited to this alone. Most of the au pairs are educated. Recognition of such qualifications must be done to create a new arena for discussions. Oftentimes, many au pairs themselves do not see this side of their background as something valuable. From a communication for development perspective, behaviour change- the au pairs should not see themselves as domestic workers, but as educated migrants, and this must be promoted and advocated, so that au pairs and members of the host society can acknowledge this unknown aspect of these unsung migrants. They are education migrants; it is only right and logical that the au pairs are supported to enhance their qualifications. Deprofessionalization and deskilling must be avoided.

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Ajani, Malik. „Citizenship, the 'self' and the 'other' : perspectives of citizenship educators regarding citizenship, with, focus on religious and cultural difference“. Thesis, Royal Holloway, University of London, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604023.

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In recent decades, we have seen a resurrection of debates concerning what it means to be a citizen. Developments such as transnational migrations, rising socio-economic inequalities, the "War(s) on Terror", and political movements based on absolutist ideologies, continue to raise broader questions of justice, equality, quality of life and social cohesion. This research project aimed to study and critically examine perspectives of citizenship held by citizenship educators and the conceptions of citizenship that inform them. Because citizenship includes a number of dimensions. and given Britain's transformation into a multicultural . and multi-faith society with far-reaching implications for citizenship, this study concentrated on developing an understanding towards dealing with religious and cultural difference in the sphere of education. Additionally, qualitative interview data were collected and the q-methodology with thirty five citizenship educators across England. The research findings revealed that citizenship educators held one of three distinct shared perspectives (SPI. SP2, and SP3) on citizenship (as well as some areas of commonality). While there were overlaps among these perspectives, broadly, SP 1 gravitated towards the liberal conception of citizenship. SP2 placed great value on social-democratic citizenship and SP3 associated most strongly with multicultural citizenship. Moreover, all three viewpoints drew from features of cosmopolitan citizenship. In all. these teachers gleaned from beliefs, values and aims originating from a range of conceptions of citizenship to form their shared perspec tives. That said, it was contended that these conceptions of citizenship all entailed c ritic isms in perceiving and dealing with contemporary realities; therefore, a strategic approach with regard to the conceptualization and pedagogy of citizenship was proposed. This thesis argued that different conceptions of citizenship as well as visions of the 'Self' in relation to the 'Other' (exclusivist, inclusivist, pluralist) should be explicitly, openly and critically examined in the cultural. political and especially in the educational institutions of society.

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Gibson, Lisanne, und L. Gibson@mailbox gu edu au. „Art and Citizenship- Governmental Intersections“. Griffith University. School of Film, Media and Cultural Studies, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030226.085219.

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The thesis argues that the relations between culture and government are best viewed through an analysis of the programmatic and institutional contexts for the use of culture as an interface in the relations between citizenship and government. Discussion takes place through an analysis of the history of art programmes which, in seeking to target a 'general' population, have attempted to equip this population with various particular capacities. We aim to provide a history of rationalities of art administration. This will provide us with an approach through which we might understand some of the seemingly irreconcilable policy discourses which characterise contemporary discussion of government arts funding. Research for this thesis aims to make a contribution to historical research on arts institutions in Australia and provide a base from which to think about the role of government in culture in contemporary Australia. In order to reflect on the relations between government and culture the thesis discusses the key rationales for the conjunction of art, citizenship and government in post-World War Two (WWII) Australia to the present day. Thus, the thesis aims to contribute an overview of the discursive origins of the main contemporary rationales framing arts subvention in post-WWII Australia. The relations involved in the government of culture in late eighteenth-century France, nineteenth-century Britain, America in the 1930s and Britain during WWII are examined by way of arguing that the discursive influences on government cultural policy in Australia have been diverse. It is suggested in relation to present day Australian cultural policy that more effective terms of engagement with policy imperatives might be found in a history of the funding of culture which emphasises the plurality of relations between governmental programmes and the self-shaping activities of citizens. During this century there has been a shift in the political rationality which organises government in modern Western liberal democracies. The historical case studies which form section two of the thesis enable us to argue that, since WWII, cultural programmes have been increasingly deployed on the basis of a governmental rationality that can be described as advanced or neo-liberal. This is both in relation to the forms these programmes have taken and in relation to the character of the forms of conduct such programmes have sought to shape in the populations they act upon. Mechanisms characteristic of such neo-liberal forms of government are those associated with the welfare state and include cultural programmes. Analysis of governmental programmes using such conceptual tools allows us to interpret problems of modern social democratic government less in terms of oppositions between structure and agency and more in terms of the strategies and techniques of government which shape the activities of citizens. Thus, the thesis will approach the field of cultural management not as a field of monolithic decision making but as a domain in which there are a multiplicity of power effects, knowledges, and tactics, which react to, or are based upon, the management of the population through culture. The thesis consists of two sections. Section one serves primarily to establish a set of historical and theoretical co-ordinates on which the more detailed historical work of the thesis in section two will be based. We conclude by emphasising the necessity for the continuation of a mix of policy frameworks in the construction of the relations between art, government and citizenship which will encompass a focus on diverse and sometimes competing policy goals.

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Lawlor, Rachel A. „Citizenship and Identity“. Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/95.

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This thesis argues that pluralism and diversity pose a more fundamental challenge to liberal constitutionalism than is sometimes recognised by liberal political theorists. While the challenges presented by moral pluralism at the philosophical level, and by cultural diversity at the socio-cultural level, have received a great deal of attention in recent political thought, the background within which these themes become salient has not always been fully acknowledged. What is new in the modern world is not so much diversity of lifestyles, but the disintegration of frameworks that traditionally provided an unproblematic basis for political authority. What this modern challenge forces us to confront then, is the idea that ‘the people’ who are subject to law, are also, as citizens, the ultimate source of political authority. I consider in detail the work of two contemporary political theorists who have provided among the most sustained and far-reaching attempts to respond to this challenge, Charles Taylor and Jürgen Habermas. Both make a significant contribution to responding to the contemporary situation of pluralism by taking on board the ‘dialogical’ nature of identity, and the role of the ‘people’ as the ultimate source of political power. However each places a heavy reliance on a privileged standpoint that may shield political judgement from the full implications of modern pluralism: Habermas, by appealing to ‘post-conventional morality’ and Taylor, by appealing to an incipient teleology.

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Jiramonai, Chalermkwan. „Online Parody Videos and the Enactment of Cultural Citizenship“. Thesis, Uppsala universitet, Medier och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-175392.

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This thesis – Online Parody Videos and the Enactment of Cultural Citizenship – examines the enactment of the practice of cultural citizenship in new media contexts. Through a cultural study approach, it seeks to find how citizens enact the practices of cultural citizenship, participate in public deliberation, engage in politics and construct identities as citizens in an informal way through digital creativity. In this thesis, “JorKawTeun,” an online news parody program, is selected as a case study. The main research question is, “based on the case study of “JorKawTeun,” how are the practices of cultural citizenship and popularization of politics enacted through online parody videos in Thailand? Specifically, how is humor utilized in the videos, and what rhetorical strategies/tactics are used to make political points?” The theoretical framework is comprised of monitorial citizenship and cultural citizenship. In addition, the concept of “parody as genre” is also employed in order to be implemented in the analysis of the techniques used in the videos. The methodology is critical discourse analysis. The findings of the study reveal the complex and paradoxical dimensions of citizenship, the tendency towards individualized political participation, and the subversive potential of parody: a vernacular form of political communication that is remediated in a media convergence environment. Finally, the thesis aims at contributing to an understanding of the relationship between popular culture and politics in contemporary mediated contexts, as well as the rethinking of the notion of citizenship, political participation and civic engagement based on a culturally-oriented perspective.

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Naber, Nadine Christine. „Arab San Francisco : on gender, cultural citizenship, and belonging /“. For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.

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Jagger, Carla Beth. „Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation“. The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257.

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Gough, Michael John. „Rousseau, liberalism and the politics of multicultural citizenship“. Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390652.

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Zhang, Chong. „Cultural citizenship and its implications for citizenship education : Chinese university students' civic experience in relation to mass media and the university citizenship curriculum“. Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7387/.

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A growing body of research has argued that university citizenship curricula are inefficient in promoting civic participation, while there is a tendency towards a broader citizenship understanding and new forms of civic engagements and citizenship learning in everyday life. The notion of cultural citizenship in this thesis concentrates on media practices’ relation to civic expression and civic engagement. This research thus argues that not enough attention has been paid to the effects of citizenship education policy on students and students’ active citizenship learning in China. This thesis examines the civic experience of university students in China in the parallel contexts of widespread adoption of mass media and of university citizenship education courses, which have been explicitly mandatory for promoting civic morality education in Chinese universities since 2007. This research project raises significant questions about the meditating influences of these two contexts on students’ perceptions of civic knowledge and civic participation, with particular interest to examine whether and how the notion of cultural citizenship could be applied in the Chinese context and whether it could provide certain implications for citizenship education in China. University students in one university in Beijing contributed to this research by providing both quantitative and qualitative data collected from mixed-methods research. 212 participants contributed to the questionnaire data collection and 12 students took part in interviews. Guided by the theoretical framework of cultural citizenship, a central focus of this study is to explore whether new forms of civic engagement and civic learning and a new direction of citizenship understanding can be identified among university students’ mass media use. The study examines the patterns of students’ mass media use and its relationship to civic participation, and also explores the ways in which mass media shape students and how they interact and perform through the media use. In addition, this study discusses questions about how national context, citizenship tradition and civic education curricula relate to students’ civic perceptions, civic participation and civic motivation in their enactment of cultural citizenship. It thus tries to provide insights and identify problems associated with citizenship courses in Chinese universities. The research finds that Chinese university students can also identify civic issues and engage in civic participation through the influence of mass media, thus indicating the application of cultural citizenship in the wider higher education arena in China. In particular, the findings demonstrate that students’ citizenship knowledge has been influenced by their entertainment experiences with TV programs, social networks and movies. However, the study argues that the full enactment of cultural citizenship in China is conditional with regards to characteristics related to two prerequisites: the quality of participation and the influence of the public sphere in the Chinese context. Most students in the study are found to be inactive civic participants in their everyday lives, especially in political participation. Students express their willingness to take part in civic activities, but they feel constrained by both the current citizenship education curriculum in universities and the strict national policy framework. They mainly choose to accept ideological and political education for the sake of personal development rather than to actively resist it, however, they employ creative ways online to express civic opinions and conduct civic discussion. This can be conceptualised as the cultural dimension of citizenship observed from students who are not passively prescribed by traditional citizenship but who have opportunities to build their own civic understanding in everyday life. These findings lead to the conclusion that the notion of cultural citizenship not only provides a new mode of civic learning for Chinese students but also offers a new direction for configuring citizenship in China. This study enriches the existing global literature on cultural citizenship by providing contemporary evidence from China which is a developing democratic country, as well as offering useful information for Chinese university practitioners, policy makers and citizenship researchers on possible directions for citizenship understanding and citizenship education. In particular, it indicates that it is important for efforts to be made to generate a culture of authentic civic participation for students in the university as well as to promote the development of the public sphere in the community and the country generally.

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Bücher zum Thema "Cultural citizenship"

Cultural citizenship: Cosmopolitan questions. Maidenhead, Berkshire: Open University Press, 2003.

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Mitra, Subrata K., Hrsg. Citizenship as Cultural Flow. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-34568-5.

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Faulks, Keith. Citizenship. New York: Routledge, 2000.

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Cultural citizenship: Civil society and cultural policy in Europe. Amsterdam: Boekmanstudies., 2001.

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Mercer, Colin. Towards cultural citizenship: Tools for cultural policy and development. Hedemora: The Bank of Sweden Tercentenary Foundation & Gidlunds, 2003.

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Towards cultural citizenship: Tools for cultural policy and development. Stockholm: Bank of Sweden Tercentenary Foundation, 2002.

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Dumbrava, Costica. Nationality, Citizenship and Ethno-Cultural Belonging. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137382085.

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Susan, Watson. Respecting cultural differences. Mankato, Minn: Smart Apple Media, 2003.

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Wenche, Ommundsen, Leach Michael und Vandenberg Andrew 1960-, Hrsg. Cultural citizenship and the challenges of globalization. Cresskill, N.J: Hampton Press, 2010.

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Experiencing Puerto Rican citizenship and cultural nationalism. New York, NY: Palgrave Macmillan, 2015.

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Buchteile zum Thema "Cultural citizenship"

Stevenson, Nick. „Cultural Citizenship“. In Citizenship and Political Education Today, 24–40. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230522879_2.

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Gohain, Swargajyoti. „Cultural Citizenship“. In The Routledge Companion to Northeast India, 98–103. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003285540-16.

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Thomson, Pat, und Christine Hall. „Cultural Citizenship“. In Schools and Cultural Citizenship, 135–55. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003093084-9.

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Dirke, Sabine von. „Claiming Cultural Citizenship“. In East Asian-German Cinema, 282–98. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003157540-17.

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Espinosa, Shirlita Africa. „Writing a Cultural History“. In Sexualised Citizenship, 29–46. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4744-2_3.

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Ditta, Leslie. „Citizenship“. In Encyclopedia of Cross-Cultural School Psychology, 220–22. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_71.

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Dumbrava, Costica. „Birthright Citizenship“. In Nationality, Citizenship and Ethno-Cultural Belonging, 17–31. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137382085_2.

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Sarkowsky, Katja. „Cultural Citizenship and Beyond“. In Narrating Citizenship and Belonging in Anglophone Canadian Literature, 181–209. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96935-0_6.

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Wood, Meena Kumari, und Nick Haddon. „Cultural capital and citizenship“. In Secondary Curriculum Transformed, 133–41. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-17.

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Yi, Lin. „Cultural citizenship as relational“. In The Routledge Handbook of Chinese Citizenship, 427–39. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003225843-38.

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Konferenzberichte zum Thema "Cultural citizenship"

Ferraro, Andres, Gustavo Ferreira, Fernando Diaz und Georgina Born. „Measuring Commonality in Recommendation of Cultural Content: Recommender Systems to Enhance Cultural Citizenship“. In RecSys '22: Sixteenth ACM Conference on Recommender Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3523227.3551476.

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Guo, Xiao-wei, und Bo Xu. „Cultural values and citizenship performance: effects of individualism-collectivism“. In 2009 International Conference on Management Science and Engineering (ICMSE). IEEE, 2009. http://dx.doi.org/10.1109/icmse.2009.5317603.

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„HCI Architecture for Deaf Communities Cultural Inclusion and Citizenship“. In 15th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004451201260133.

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Kurniawan, Iwan, und Dadang Sundawa. „“Penyadapan” as Local Cultural Values in Citizenship Education Learning“. In 2nd Annual Civic Education Conference (ACEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.029.

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Wang, Shanshan, und Dengchao Zhou. „Practice and Introspection of Cross-cultural Citizenship Education in Chinese English Education“. In 2015 International Conference on Education Technology and Economic Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icetem-15.2015.56.

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Helmsing, Mark. „Learning the Cultural Curriculum of Soap Operas as Lessons in Intimate Citizenship“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894176.

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Sialana, Fatimah. „Socio Cultural Phenomenon and Citizenship Rights of Indigenous Communities in Remote Island Buru“. In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.21.

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Sujastika, Ismi, und Aim Abdulkarim. „Civic Education Textbook Presentation of Seventh Grade Based on Cultural Literacy and Citizenship“. In Annual Civic Education Conference (ACEC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.032.

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Abdillah, Fauzi, Solihin Ichas Hamid und Tuti Istianti. „Ethnic Idiom Articulation and Civic Education Material for Elementary School - Development of Cultural Citizenship Literacy“. In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007038602250229.

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Aydin, Hasan. „The Perceptions of American High School Students of Global Citizenship: Appreciating Differences in Cultural Diversity“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431354.

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Berichte der Organisationen zum Thema "Cultural citizenship"

Reiter, Lauren, und Mary Embry. Study Abroad in Guatemala: Self-Assessment, Cultural Empathy, and Global Citizenship. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1376.

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Fullan, Michael, und Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, Dezember 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.

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