Relevant bibliographies by topics / Citizenship – Baltic States

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  2. Dissertations / Theses
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Academic literature on the topic 'Citizenship – Baltic States'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "Citizenship – Baltic States"

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Ginsburgs, George. "The citizenship of the Baltic states." Journal of Baltic Studies 21, no. 1 (March 1990): 3–26. http://dx.doi.org/10.1080/01629778900000211.

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Driessen, Bart. "Slav non-citizens in the Baltics." International Journal on Minority and Group Rights 2, no. 2 (1994): 113–37. http://dx.doi.org/10.1163/157181194x00030.

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AbstractThis study argues that customary international law obliges the Baltic states to accept the Slav populations as an integral part of the Baltic peoples. The history and collapse of the Soviet Union has produced large groups of Slav immigrants to remain in the Baltic states. They are not automatically granted citizenship rights in Estonia and Latvia, as they have to prove to qualify for naturalisation. People descending from the inter-War citizenry do ipso facto qualify for citizenship. First the nature of the coming-to-independence of the Baltic states is analysed, after which the law on self-determination is investigated. The de facto recognition of the Soviet annexation by most of the international community is seen as the watershed as far as the status of the Baltic states is concerned; from then on they were for all practical purposes part of the Soviet Union. Following an analysis of the applicable norms of customary international law, a scrutiny of relevant Baltic legislation is presented.
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Brubaker, W. Rogers. "Citizenship Struggles in Soviet Successor States." International Migration Review 26, no. 2 (June 1992): 269–91. http://dx.doi.org/10.1177/019791839202600205.

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The breakup of the Soviet Union has transformed yesterday's internal migrants, secure in their Soviet citizenship, into today's international migrants of contested legitimacy and uncertain membership. This transformation has touched Russians in particular, of whom some 25 million live in non-Russian successor states. This article examines the politics of citizenship vis-a-vis Russian immigrants in the successor states, focusing on the Baltic states, where citizenship has been a matter of sustained and heated controversy.
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Alijeva, Lilija. "Left Behind? A Critical Study of the Russian-speaking Minority Rights to Citizenship and Language in the Post-Soviet Baltic States. Lessons from Nationalising Language Policies." International Journal on Minority and Group Rights 24, no. 4 (November 3, 2017): 484–536. http://dx.doi.org/10.1163/15718115-02404004.

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Minority rights protection is widely discussed in relation to diversity management stability within a state. Yet the case of Russian-speaking minorities in the post-Soviet Baltic States has been a challenging example to analyse because of the sensitivity of language issues. This article discusses Baltic States’ language policies that impact the Russian-speaking minority’s language rights, argued here to be the focal point for minority identity formation inclusion into society. While international law continues to be mostly silent regarding minority language rights, kin-states, in this case Russia, direct their interest towards its supposed kin-nationals abroad, which leads to rising levels of concerns for Baltic States’ governments because this interest has led to conflict in other post-Soviet states. This article argues that the situation in the Baltic States is unique, recommends amending domestic language policies to achieve effective minority integration, inclusion, accommodation, generating stable democratic rule.
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FEHERVARY, ANDRAS. "Citizenship, Statelessness and Human Rights: Recent Developments in the Baltic States." International Journal of Refugee Law 5, no. 3 (1993): 392–423. http://dx.doi.org/10.1093/ijrl/5.3.392.

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Carpinelli, Cristina. "The Citizenship Policies of the Baltic States within the EU Framework on Minority Rights." Polish Political Science Yearbook 48, no. 2 (June 30, 2019): 193–221. http://dx.doi.org/10.15804/ppsy2019201.

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Gorodzeisky, Anastasia, and Inna Leykin. "When Borders Migrate: Reconstructing the Category of ‘International Migrant’." Sociology 54, no. 1 (July 19, 2019): 142–58. http://dx.doi.org/10.1177/0038038519860403.

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Using the Baltic states as an empirical example of a wider social problem of categorization and naming, this article explores the statistical categories of ‘international migrant/foreign-born’ population used in three major cross-national data sources (Organisation for Economic Co-operation and Development (OECD), Eurostat and The World Bank Indicators (WBI)). We argue that these seemingly politically neutral categories ignore historical processes of state formation and migration, and privilege the current ethnonational definition of the state. We demonstrate how, in regions with recent geopolitical changes, the international migrant category’s spatial and temporal constraints produce distorted population parameters, by marking those who have never crossed sovereign states’ borders as international migrants. In certain social contexts, applying the international migrant category to those who have never crossed international borders shapes and legitimizes restrictive citizenship policies and new forms of social exclusion. We further argue that, when uncritically adopting this category, transnational institutions assert territorial imaginaries embedded in ethnonational political discourses and legitimize exclusionary citizenship policies.
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Bessudnov, D. A. "ALBRECHT VON BRANDENBURG´S SPEECH AT THE CORONATION OF SIGISMUND II AUGUST AND INTERNATIONAL RELATIONS IN THE BALTIC IN THE XVI CENTURY." Vestnik Bryanskogo gosudarstvennogo universiteta 02, no. 06 (June 28, 2021): 07–16. http://dx.doi.org/10.22281/2413-9912-2021-05-02-07-16.

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The struggle for control over trade routes in the Baltic Sea, which began in the 16th century, has left a controversial mark in the history of the Baltic states. On the one hand, it launched the processes of the formation of new state models, and on the other hand, it led to an internal crisis and the decline of some Baltic states, one of which was the Old Livonia. This article presents a previously unpublished document reflecting an important stage in the actualization of the system of ties between the figure of the Polish-Lithuanian monarch and the archbishops of Riga. This political and legal concept was used by Sigismund II Augustus to expand political influence and substantiate the legitimacy of his actions in Livonia on the eve and at the initial stage of the Livonian War. The prerogative of patronage of the Jagiellons connected to the medieval tradition and had a seignorial-paternalistic basis, subsequently playing the role of a legal basis for the final registration of citizenship relations. The document can be used to reconstruct the features of political consciousness characteristic of the legal field in the 16th century, as well as to expand ideas about the dynamics of the development of state and legal systems in the earlier modern era.
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Zmiyenko, Oleksandra. "The EU: Power(less) in Statelessness? The Case of the Baltic States." Journal of Social Policy Studies 16, no. 4 (December 24, 2018): 677–90. http://dx.doi.org/10.17323/727-0634-2018-16-4-677-690.

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Oleksandra Zmiyenko – MA Law, European Interdisciplinary Studies – College of Europe; Academic Assistant at the College of Europe, EU International Relations Department, Bruges, Belgium. Email: Oleksandra.zmiyenko@coleurope.eu Despite still being an emergent research area, statelessness has come to attract growing attention both from academics and among policy-makers. So far, this legal vacuum, that represents a violation of the right to nationality, and has consistently been perceived through the prism of other human rights-related issues. To avoid oversight, statelessness needs to be perceived as a distinct phenomenon and to be addressed as such on the policy-making agenda. The European Union has two overt examples of statelessness among its Member States: Latvia and Estonia. In these post-Soviet countries, statelessness emerged in conjunction with debates over state continuity and state succession. The main question to be asked is to what extent does the EU have leverage when it comes to addressing the problem of statelessness? In its Member States, where questions of citizenship fall under the national competences, the EU influence in this regard seems limited, which is even more apparent outside of the EU. However, for the countries with 'European aspirations', there are different ways to have an impact: either before or after accession. Given its terminological ambiguities and that possible solutions to statelessness may be offered from a diverse range of academic fields, the research methodology of this study is interdisciplinary: from legal to historical analysis. While conditionality imposed on the aspiring members has a clear outcome in terms of legislation changes, once these states have acceded, the EU tends to have less influence. Conditionality might serve as a possibility to address statelessness among the countries with 'European aspirations', while increased pressure to fulfil international obligations may be crucial in dealing with Member States.
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von Post, Christina, Patrik Wikström, Helge Räihä, and Vilmantė Liubinienė. "Values and Attitudes of Nordic Language Teachers Towards Second Language Education." Sustainable Multilingualism 10, no. 1 (May 1, 2017): 194–212. http://dx.doi.org/10.1515/sm-2017-0010.

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Summary Issues in minority education in relation to citizenship have received more attention lately, because of new requirements for language testing in several countries (Bevelander, Fernandez & Hellström, 2011, p. 101). The acquisition of citizenship is more decisive for immigrant participation in society than the duration of stay in the country (Bevelander, Fernandez & Hellström, 2011). The second language is crucial for active citizenship and integration in this perspective. Most countries in the EU (except Ireland and Sweden) have language requirements for citizenship and the use of language testing becomes increasingly common among the countries that receive migrants. The rapid development highlights the need for new international studies on the relationship between citizenship and conditions for second language learning. The goal of the recent study is to compare premises, perspectives and scales of values of Danish, Norwegian and Swedish language educators, related to the requirements for immigrant citizenship. Previous studies (Björklund & Liubiniené, 2004) indicate that there are major differences in value systems even between the neighbouring countries. To reach the objective of the present study, interviews were conducted with language educators in Denmark, Norway and Sweden. The results have revealed two opposing patterns. The values of Swedish informants show a wide-ranging variation, while the Danish and Norwegian data on values are consistently similar. The results raise further questions about the effects caused by differences in values among language educators when comparing the countries and call for a further verification of the data in a more extended study, including Lithuania and other Baltic states.
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Dissertations / Theses on the topic "Citizenship – Baltic States"

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Viduss, Maria. "Integrationen av etniska minoriteter i de tre Baltiska staterna." Thesis, Örebro University, Department of Social and Political Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-559.

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This essay is a comparative empirical study of ethnic integration mainly of the Russian-speaking minorities in the three Baltic states (Estonia, Latvia and Lithuania) in a post-communism setting. As Lithuania has a Polish minority that is as large as the Russian-speaking, they too shall be included in the study but not as thoroughly as the Russian-speaking minority. Thus the problem is: to what degree are the ethnic minorities integrated with the titular nations in Estonia, Latvia and Lithuania? In order to study ethnic integration I have set up a theoretical framework largely based on Weiner’s theory of integration. The theoretical framework focuses on three dimensions: Citizenship, Identity and Segregation. The method used is Most Similar System Design (MSSD). The aim of MSSD is to identify differences in the dimensions which can explain differences in the factor investigated. This particular essay aims to identify the differences in citizenship, identity and segregation which can explain differences in integration between Estonia, Latvia and Lithuania. Opinion data and statistics as well as relevant literature on the subjects of attitudes and minority situation in the Baltic States will hopefully give a fair picture of the circumstances regarding integration. My conclusions are that the minorities in Lithuania are the ones most integrated with the titular society; due to a legislation that enabled all permanent residents with automatic citizenship and a much smaller minority population. Minorities (save the Polish) do not live in self-contained enclaves where they employ each other, speak the same language and insulate themselves from the titular society in Lithuania. Estonia on the other hand has a legislation that did only give full citizenship to inter-war citizens leaving the majority of the Russian-speaking migrants stateless. Estonia consists of two different ethnic societies living side by side with few interactions between the two which enables the minority to insulate itself. The minority in Estonia is the least integrated minority in the Baltic states. Latvia gave automatic citizenship only to inter-war citizens leaving the majority of the russian-speakers without citizenship. Although Latvia has the largest minority population the minority does not live in self-contained enclaves insulated from the titular society (save some areas in eastern Latvia) which makes them more integrated than the minority in Estonia but less integrated than the minorities in Lithuania.

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GELAZIS, Nida M. "Qualified commitment : acceding to international standards on citizenship and minority rights by the Baltic States." Doctoral thesis, 1999. http://hdl.handle.net/1814/5557.

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Books on the topic "Citizenship – Baltic States"

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Opalski, Magdalena. Ethnic conflict in the Baltic states--the case of Latvia. Kingston, Ont: Kashtan Press, 1994.

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Migration, International Organization for, ed. Legislative acts of the CIS and the Baltic states on citizenship, migration, and related matters. Moscow: International Organization for Migration (IOM), 1996.

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Ziemele, Ineta. State continuity and nationality: The Baltic States and Russia : past present and future as defined by international law. Leiden: M. Nijhoff, 2005.

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Gelazis, Nida M. The effects of EU conditionality on citizenship policies and protection of national minorities in the Baltic states. Badia Fiesolana, San Domenico (FI): European University Institute, 2000.

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Gelazis, Nida M. The effects of EU conditionality on citizenship policies and protection of national minorities in the Baltic States. San Domenico di Fiesole, Italy: European University Institute, Robert Schuman Centre, 2000.

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Ziemele, Ineta. State Continuity And Nationality: Baltic States And Russia. Brill Academic Pub, 2005.

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Legislative acts of the lis and the baltic states on citizenship, migration, and related matters. Moscow, Helsinki, 1996.

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Book chapters on the topic "Citizenship – Baltic States"

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Smith, Graham, Aadne Aasland, and Richard Mole. "Statehood, Ethnic Relations and Citizenship." In The Baltic States, 181–205. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-14150-0_9.

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Smith, Graham, Aadne Aasland, and Richard Mole. "Statehood, Ethnic Relations and Citizenship." In The Baltic States, 181–205. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-23492-9_9.

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Pata, Kai, Irina Maslo, and Larissa Jõgi. "Transforming Adult Education from Neo-liberal to Holistically Inclusive Adult Education in Baltic States." In Young Adults and Active Citizenship, 139–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_8.

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AbstractAfter regaining the independence and entering the market economy the Baltic states went through the neo-liberal changes resulting in some new developments in adult education taking the main direction in mobilizing people for transforming learning into a desirable consumer commodity. Active citizenship has been operationalized in adult education largely through developing citizens’ entrepreneurial attitudes and ability to be less dependent upon the state. The recent trend in adult education is promoting educational opportunities for developing job skills and work-embedded learning, non-formal and informal education as the means to proactively advance competences through project work, voluntary activities, self-employment and enabling the validation of competences learnt at job situations in formal adult education institutions. As a new direction, adult educators in the Baltic states have started to practice sustainable and holistic approaches in adult education practices that highlight personal self-development besides their employability goals. In this chapter, we explore how changes in adult education in the Baltic states appear at micro level, focusing on three dimensions of active participatory citizenship in the observed educational programmes and among the programme stakeholders’ reflections. We posit that holistic approaches in adult education may be illustrated through three dimensions of active participatory citizenship concept – politico-legal, socio-cultural and socio-economic.
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BARRINGTON, LOWELL W. "Understanding Citizenship Policy in the Baltic States." In From Migrants to Citizens, 253–301. Brookings Institution Press, 2013. http://dx.doi.org/10.2307/j.ctt1mtz673.13.

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"Minority Environmentalism and Eco-nationalism in the Baltics: Green Citizenship in the Making?" In Contemporary Environmentalism in the Baltic States, 103–22. Routledge, 2013. http://dx.doi.org/10.4324/9781315868172-10.

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"Geopolitics Language Education and Citizenship in the Baltic States: Estonia, Latvia and Lithuania: David Coulby." In World Yearbook of Education 1997, 150–57. Routledge, 2012. http://dx.doi.org/10.4324/9780203080276-20.

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Stenius, Henrik. "State, Citizenship and Civil Society." In Civil Society in the Baltic Sea Region, 17–25. Routledge, 2017. http://dx.doi.org/10.4324/9781315199610-2.

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Conference papers on the topic "Citizenship – Baltic States"

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Tripses, Jenny S., Ilze Ivanova, Jūratė Valuckienė, Milda Damkuvienė, and Karmen Trasberg. "Baltic Social Justice School Leaders." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.33.

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Social justice school leadership as a concept, while familiar in the United Kingdom, Australia, New Zealand, Canada, and the United States school leadership literature, is not widely recognized in other parts of the world. Social justice school leadership appropriately differs from one culture to another and is always context-specific to a particular school setting, great organization structure or country. However, social justice is a necessary and fundamental assumption for all educators committed to combating ignorance and the promotion of student global citizenship as a central theme of school practices. The purpose of this study was to provide understandings of ways that selected social justice school leaders from three countries; Lithuania, Latvia, and Estonia conceive of and practice social justice in leading their schools. The manuscript describes how six Baltic directors, identified by local educators on the basis of research conducted by the International School Leaders Development Network (ISLDN) as social justice school leaders, responded to interview questions related to their practice. Four directors were Latvian and one each from Lithuania and Estonia. Limitations to the study include basing conclusions upon a single (or in one case, several) interview(s) per subject and limitations on generalizability of qualitative exploratory case study. By definition, every case study is unique, limiting generalizability. Interviews were thematically analyzed using the following definition: A social justice school leader is one who sees injustice in ways that others do not, and has the moral purpose, skills, and necessary relationships to combat injustice for the benefit of all students. Findings reveal strong application of values to identify problems based on well-being of all students and their families and to work collaboratively with other educators to find solution processes to complex issues related to social justice inequities. As social justice pioneers in their countries, these principals personify social justice school leadership in countries where the term social justice is not part of scholarly discourse.
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Kampmane, Kristine, Andrejs Geske, and Antra Ozola. "The Influence of Family Socioeconomic Status on Students’ Self-Beliefs in Large Scale Studies." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.63.

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The prolonged pandemic situation that left its damaging footprints not only in global economy but in many families, struggling with options to maintain their pre-pandemic income levels and social status, has raised the issue about the impact of family socioeconomic status (SES) on child’s personality, especially self-beliefs. It has been previously studied that SES has a significant impact on child’s academic achievement. Inherited social status has been the subject of studies for many years, and some researchers argue that it is rooted in the child’s self-beliefs. The aim of this article is to examine the impact of family SES factors. The research question for this study is as follows: does family SES impact significantly primary school students’ academic self-beliefs? To evaluate the significance of factor impact, the authors used linear regression models where the dependent variable was students’ self-beliefs, but family SES and students’ achievement were the independent variables. The authors analysed the students’ questionnaire data collected from such studies as the International Association’s for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS) 2016, Trends in International Mathematics and Science Study (TIMSS) 2019, International Civic and Citizenship Education Study (ICCS) 2016 and OECD Programme for International Student Assessment (PISA) 2018. In particular, the students’ questionnaire data from countries around the Baltic Sea were explored. The results of this study demonstrated a small but significant impact of family SES on the child’s self-perception. If SES was analysed in linear regression models together with achievement, the models explained variations from 16–25% for academic self-concept in reading, 14–27% for academic self-concept in Mathematics, 3–13% for academic self-concept in Science of Grade 4 students, and 1–7% of variation for Grade 8 students’ self-efficacy in citizenship, 10–18% of variation for 15 year old students’ academic self-concept in reading, 2–7% for academic self-concept in finance, and 6–12% of 15 year old students’ global self-efficacy.
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