Relevant bibliographies by topics / Citizenship – Spain – History

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Citizenship – Spain – History'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "Citizenship – Spain – History"

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Paige, Carol A. "Education for citizenship: Implications for Christian education in Spain." International Journal of Christianity & Education 24, no. 1 (November 5, 2019): 55–70. http://dx.doi.org/10.1177/2056997119879724.

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The concept of citizenship has changed and evolved over time. Spain, as part of the European Union, has been included in a paradigm shift from a focus on nationalism to the concept of global citizenship. This has spurred a national controversy over the way in which Spanish students should be educated about citizenship. This article provides a concise history of citizenship education in Spain. An overview of the Education for Citizenship and Human Rights (EfC) curriculum is also incorporated with a description of the controversy surrounding its implementation as a mandatory school subject. It concludes with an explanation of Kingdom citizenship and implications and recommendations for Christian schools.
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León, Pablo Sánchez. "Past Jihads, Citizenship and Regimes of Memory in Modern Spain." European Review 24, no. 4 (September 15, 2016): 535–57. http://dx.doi.org/10.1017/s1062798716000077.

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The involvement of Western citizens in jihadist activities bears important epistemological consequences: presented as a clash of civilizations, Islamic terrorism brings to the fore the issue of civil war. This article, after underlining that both terrorism and holy wars have a long pedigree in Western history, traces the interplay of religious and political tropes and semantics in the origin of terrorism, in the West in general and in Spain in particular. Highlighting the overlap of traditional faithful/unfaithful cleavages into modern friend/enemy political dichotomies, it summarizes the history of modern Spain as a sequence of civil wars in which political and meta-political discourses and practices of exclusion evolved towards extermination solutions in the twentieth century. This account allows for a reflection on the crisis of the regime of memory established after Franco’s dictatorship in Spain.
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Blasco Herranz, Inmaculada. "Citizenship and Female Catholic Militancy in 1920s Spain." Gender & History 19, no. 3 (November 2007): 441–66. http://dx.doi.org/10.1111/j.1468-0424.2007.00496.x.

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Votta, Mariano, Daniela Quaggia, Giulia Decarolis, Elena Moya, Josè Luis Baquero Ubeda, and Maira Cardillo. "Addressing the Life-Course Approach in Vaccination Policy across Europe: The Case History of Spain." Journal of Biomedical Research & Environmental Sciences 1, no. 7 (November 2020): 313–19. http://dx.doi.org/10.37871/jbres1161.

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In April 2019, the Italian NGO Cittadinanzattiva, through its international branch Active Citizenship Network (ACN) launched, during the European immunization week, a new project called “European Active Citizens for Vaccination”. The aim was to improve the awareness on the importance of vaccination across Europe: The scientific evidence is clear; vaccination is an essential public health tool and helps to guarantee our fundamental rights as European citizens. ACN realized a social media communication campaign supporting and spreading awareness on the topic of life-long vaccination, videos were made in all the national languages of the involved countries (Italy, Hungary, Poland, Ireland and Spain) and then produced, shared and customized for each country. Moreover, an informative leaflet in a different language was produced. Civic consultations on the National Immunization Plan were held in Poland, Hungary and Spain. This article describes the main results of the focus group held in Spain on the topic of vaccination and on its related policies. The full report has been published in the Report entitled “European Active Citizens for Vaccination: focus on Spain (2019 - 2020)” edited by Cittadinanzattiva APS.
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Guerrero, Andrés. "Echoes arising from two cases of the private administration of populations." Focaal 2012, no. 63 (June 1, 2012): 90–112. http://dx.doi.org/10.3167/fcl.2012.630109.

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The article simultaneously explores three lines of reflection and analysis woven around the comparative reverberations (in space and time) between citizenship and the administration of populations (states of exception) in the Republic of Ecuador during the nineteenth century and the Kingdom of Spain in the twenty century. The first thread tries to answer the question whether it is possible for concepts generated in a country of the Global South to be used usefully in analyzing a different Northern reality, inverting the usual direction in the flows of transfer and importation of “theory.“ The second theme of comparative reverberation explores a network of concepts concerning the citizenship of common sense and the administration of populations, that is the “back-patio“ aspect of citizenship, particularly its historical formation in the domination of populations in the Republic of Ecuador during the nineteenth century. It is centered on the process of identification in the daily exchanges between interpares citizens and extrapares non-citizens. The last section involves testing concepts forged in the author's studies of Ecuadorian history for their utility in analyzing the current situation of modern sub-Saharan immigrants in Spain (using concrete examples), and their reclusion to the private sphere in spaces of exception and abandonment. Here, the article concentrates on the difference between the public administration of populations and the private administration of citizens. The article uses documentary material relating to nineteenth-century Ecuador and twentieth-century Spain and Senegal.
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Romero Morante, Jesús, and María Louzao Suárez. "Intercultural Citizenship Education and Accountability. An Insight from the History of School Subjects." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 121. http://dx.doi.org/10.14516/ete.179.

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The international organizations that set the agenda for educational policies have incorporated among their principles the desirability of intercultural education. The current Spanish legislation (LOMCE) has accordingly done so, at least as a mere formality. At the same time, however, it has instituted an accountability regime based on standards and external standardized assessments. We wonder if such a «regime» actually encourages or deters intercultural citizenship education. Since this law is not yet fully operational in Spain, this article seeks evidence through an original historical analysis of two British curriculum projects, interrupted by the implementation of a similar institutional arrangement in England after the approval of the Education Reform Act in 1988.
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De-Alba-Fernández, Nicolás, Elisa Navarro-Medina, and Noelia Pérez-Rodríguez. "School Inquiry in Secondary Education: The Experience of the Fiesta de la Historia Youth Congress in Seville." Social Sciences 10, no. 5 (May 8, 2021): 165. http://dx.doi.org/10.3390/socsci10050165.

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In secondary education, the focus of history teaching must be on the development of global citizenship. The present research was a study contextualized in the Fiesta de la Historia Youth Congress in Seville (Spain). A documentary analysis with a descriptive and interpretive design was made of 63 projects of inquiry that pupils carried out. The main objectives were to assess the incidence of the proposal in terms of participation, and to determine whether the pupils’ projects followed a logic of inquiry about socially relevant problems which favors the construction of global citizenship. The results point to a low incidence of schools participating in this initiative. The projects of inquiry analyzed present, for the most part, themes related to the historical and social heritage of the locality. The proposals are approached as problems of a specific discipline and are worked on through a method based on a pseudoscientific research process. The findings indicate the need to continue implementing initiatives based on school inquiry that allow the teaching of history to be articulated around relevant social problems, with the objective being to develop citizenship skills.
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Tilly, Charles. "The Emergence of Citizenship in France and Elsewhere." International Review of Social History 40, S3 (December 1995): 223–36. http://dx.doi.org/10.1017/s0020859000113653.

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In April 1793, France was waging war both inside and outside its borders. Over the previous year, the French government had taken up arms against Austria, Sardinia, Prussia, Great Britain, Holland and Spain. In its first seizure of new territory since the Revolution began in 1789, it had recently annexed the previously Austrian region we now call Belgium. Revolutionaries had dissolved the French monarchy in September 1792, then guillotined former king Louis XVI in January 1793. If France spawned violence in victory, it redoubled domestic bloodshed in defeat; a major French loss to Austrian forces at Neerwinden on 18 March 1793, followed by the defection of General Dumouriez, precipitated both a call for expanded military recruitment and a great struggle for control of the revolutionary state. April saw the formation of the Committee of Public Safety, fearsome instrument of organizational combat. France's domestic battle was to culminate in a Jacobin seizure of power.
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McDonald, Charles A. "Rancor: Sephardi Jews, Spanish Citizenship, and the Politics of Sentiment." Comparative Studies in Society and History 63, no. 3 (June 29, 2021): 722–51. http://dx.doi.org/10.1017/s0010417521000190.

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AbstractIn 2015, Spain approved a law that offered citizenship to the descendants of Sephardi Jews expelled in 1492. Drawing on archival, ethnographic, and historical sources, I show that this law belongs to a political genealogy of philosephardism in which the “return” of Sephardi Jews has been imagined as a way to usher in a deferred Spanish modernity. Borrowing from anthropological theories of “racial fusion,” philosephardic thinkers at the turn of the twentieth century saw Sephardi Jews as inheritors of a racial mixture that made them living repositories of an earlier moment of national greatness. The senator Ángel Pulido, trained as an anthropologist, channeled these intellectual currents into an international campaign advocating the repatriation of Sephardi Jews. Linking this racial logic to an affective one, Pulido asserted that Sephardi Jews did not “harbor rancor” for the Expulsion, but instead felt love and nostalgia toward Spain, and could thus be trusted as loyal subjects who would help resurrect its empire. Today, affective criteria continue to be enmeshed in debates about who qualifies for inclusion and are inextricable from the histories of racial thought that made earlier exclusions possible. Like its precursors, the 2015 Sephardic citizenship law rhetorically fashioned Sephardi Jews as fundamentally Spanish, not only making claims about Sephardi Jews, but also making claims on them. Reckoning with how rancor and other sentiments have helped buttress such claims exposes the recalcitrant hold that philosephardic thought has on Spain's present, even those “progressive” political projects that promise to “return” what has been lost.
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Millán, Jesús, and María Cruz Romeo. "Was the liberal revolution important to modern Spain? Political cultures and citizenship in Spanish history." Social History 29, no. 3 (August 2004): 284–300. http://dx.doi.org/10.1080/0307102042000257593.

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Dissertations / Theses on the topic "Citizenship – Spain – History"

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Paternotte, David. "Sociologie politique comparée de l'ouverture du mariage civil aux couples de même sexe en Belgique, en France et en Espagne: des spécificités nationales aux convergences transnationales." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210404.

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Cette thèse de doctorat étudie les mouvements LGBT en Belgique, en France et en Espagne à travers une double comparaison (entre les cas et à travers le temps) qui intègre également les échanges et influences transnationaux et internationaux. Elle examine l’émergence et le développement de la revendication d’ouverture du mariage civil aux couples de même sexe dans ces pays, analysant les convergences en termes de contenu des demandes et de timing des mobilisations. Par conséquent, elle porte sur des convergences au niveau des mouvements sociaux, à l’inverse de la majeure partie de la littérature, qui se concentre sur les convergences de politiques publiques. Cette situation impose de construire une grille d’analyse basée sur la littérature sur les mouvements sociaux, les politiques publiques et les relations internationales (influence des normes internationales). Le développement des revendications relatives au droit au mariage a été retracé de manière généalogique depuis la fin des années 1980. La comparaison repose sur la méthode du most different systems design et un travail empirique important combinant analyse documentaire et entretiens a été réalisé. Cette thèse confirme l’importance de l’étude des échanges et des influences internationaux et transnationaux pour comprendre la politique domestique et insiste sur l’influence cruciale du réseautage transnational sur les revendications des mouvements sociaux. Elle révèle aussi quelques cas de diffusion entre mouvements sociaux et montre comment des caractéristiques et des contraintes communes peuvent inciter les mouvements sociaux à formuler des revendications similaires. Par ailleurs, les discours en faveur du droit au mariage ont été analysés avec soin. L’émergence de cette revendication a aussi été mise en perspective sur le plan historique, ce qui implique de réfléchir aux modalités de transformation des mouvements LGBT au cours des trente dernières années. Pour terminer, la notion de citoyenneté sexuelle a été interrogée et la manière dont l’accès à la citoyenneté a été posé a été examinée à partir du concept de resignification proposé par Judith Butler.

This dissertation looks at LGBT movements in Belgium, France and Spain through a double comparison (between cases and through time), which also takes into account transnational and international exchanges and influences. It investigates the simultaneous emergence and development of same-sex marriage claims in these countries, examining convergences in the content of the claims and the timing of protest. Therefore, it looks at convergences at the level of social movements, unlike most of the literature, which focuses on convergences in public policies. This specific research interests implies building an analytical model based on the literature on social movements, public policies and international relations (influence of international norms). It has also required a genealogical account of the development of same-sex marriage claims in each country from the end of the eighties until now. The comparison is based on the most different systems design method, and an extensive field work combining archives analysis and interviews has been carried out. This dissertation confirms the importance of taking into account international and transnational exchanges and influences to understand domestic politics, and insists on the crucial influence of transnational networking on social movements claims. It also discloses some cases of diffusion between social movements and shows how common characteristics and constraints may induce social movements to make similar but independent decisions. Discourses in favour of same-sex marriage have been carefully analysed, and the emergence of this claim has been put into a historical perspective. This implies a reflection on the transformations of the LGBT movement over the last thirty years. Finally, this dissertation interrogates the notion of sexual citizenship and examines the specific mechanisms through which access to citizenship has been proposed, discussing Judith Butler’s concept of resignification.


Doctorat en Sciences politiques et sociales
info:eu-repo/semantics/nonPublished

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OBRADORS, Carolina. "Immigration and integration in a Mediterranean city : the making of the citizen in fifteenth-century Barcelona." Doctoral thesis, 2015. http://hdl.handle.net/1814/36487.

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Defence date: 8 July 2015
Examining Board: Prof. Luca Molà, (EUI, Supervisor); Prof. Regina Grafe, (EUI, Second Reader); Dr. Roser Salicrú i Lluch (Institució Milà i Fontanals -CSIC, External Supervisor); Prof. Bartolomé Yun-Casalilla (EUI, Universidad Pablo de Olavide, Seville); Prof. James Amelang (Universidad Autónoma de Madrid).
This thesis explores the norms, practices, and experiences that conditioned urban belonging in Late Medieval Barcelona. A combination of institutional, legal, intellectual and cultural analysis, the dissertation investigates how citizenship evolved and functioned on the Barcelonese stage. To this end, the thesis is structured into two parts. Part 1 includes four chapters, within which I establish the legal and institutional background of the Barcelonese citizen. Citizenship as a fiscal and individual privilege is contextualised within the negotiations that shaped the limits and prerogatives of monarchical and municipal power from the thirteenth to the late fourteenth centuries. This analysis brings out the dialogical nature of citizenship. I study how the evolution of citizenship came to include the whole citizenry of Barcelona as a major actor in the constant definition and perception of the rights and duties of the citizen. In an attempt to mirror the considerable literature on Italian jurists, the last chapter of part 1 contrasts the legal intricacies of Barcelonese citizenship with the thought developed by major contemporary Catalan jurists. From the analyses conducted in these first chapters, I argue that reputation was the basis of citizenship in fifteenth-century Barcelona. Thus, the three chapters that constitute part 2 are devoted to a cultural analysis of citizenship and unravel the social mechanisms that determined the creation of citizen reputation. The making of the citizen is therefore placed at the core of Barcelonese daily life in an attempt to elaborate on the social imagination and experience of citizenship in the Catalan city. Throughout the whole dissertation, Barcelona and the Barcelonese remain at the core of the analysis. The richness of the material conserved for this city allows me to employ micro-analytical lenses in the study of the citizenry and its citizens, exploring, in the words of Pietro Costa, the ‘exasperation of differences’ that characterised the experience of medieval citizenship. Nonetheless, Barcelona also emerges in this study as a methodological reference point that can help to reframe medieval citizenship in broader terms, shedding new light on the meaning of civic life in the Late Medieval Mediterranean.
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Books on the topic "Citizenship – Spain – History"

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Order and chivalry: Knighthood and citizenship in late medieval Castile. Philadelphia: University of Pennsylvania Press, 2010.

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Floate, Sharon. Transportation and deportation: The explusion of the gypsies of England, Spain and Portugal. Hatfield: University of Hertfordshire Press, 2000.

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Rodríguez-Velasco, Jesús D., and Eunice Rodríguez Ferguson. Order and Chivalry: Knighthood and Citizenship in Late Medieval Castile. University of Pennsylvania Press, 2016.

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Herzog, Tamar. Defining Nations: Immigrants and Citizens in Early Modern Spain and Spanish America. Yale University Press, 2010.

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Herzog, Tamar. Defining Nations: Immigrants and Citizens in Early Modern Spain and Spanish America. Yale University Press, 2011.

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Herzog, Tamar. Defining Nations: Immigrants and Citizens in Early Modern Spain and Spanish America. Yale University Press, 2008.

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Defining Nations: Immigrants and Citizens in Early Modern Spain and Spanish America. Yale University Press, 2003.

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(Foreword), Colin Holmes, ed. Transportation and Deportation: The Expulsion of the Gypsies of England, Spain and Portugal (The Interface Collection). Univ of Hertfordshire Pr, 2005.

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Crandall, Maurice S. These People Have Always Been a Republic. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469652665.001.0001.

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Spanning three hundred years and the colonial regimes of Spain, Mexico, and the United States, Maurice S. Crandall’s sweeping history of Native American political rights in what is now New Mexico, Arizona, and Sonora demonstrates how Indigenous communities implemented, subverted, rejected, and indigenized colonial ideologies of democracy, both to accommodate and to oppose colonial power. Focusing on four groups--Pueblos in New Mexico, Hopis in northern Arizona, and Tohono O'odhams and Yaquis in Arizona/Sonora--Crandall reveals the ways Indigenous peoples absorbed and adapted colonially imposed forms of politics to exercise sovereignty based on localized political, economic, and social needs. Using sources that include oral histories and multinational archives, this book allows us to compare Spanish, Mexican, and American conceptions of Indian citizenship, and adds to our understanding of the centuries-long struggle of Indigenous groups to assert their sovereignty in the face of settler colonial rule.
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Curtis IV, Edward E. The Bloomsbury Reader on Islam in the West. Bloomsbury Publishing Plc, 2015. http://dx.doi.org/10.5040/9781474245401.

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For more than a millennium, Islam has been a vital part of Western civilization. Today, however, it is sometimes assumed that Islam is a foreign element inside the West, and even that Islam and the West are doomed to be in perpetual conflict. The need for accurate, reliable scholarship on this topic has never been more urgent. The Bloomsbury Reader on Islam in the West brings together some of the most important, up-to-date scholarly writings published on this subject. The Reader explores not only the presence of Muslim religious practitioners in Europe and the Americas but also the impact of Islamic ideas and Muslims on Western politics, societies, and cultures. It is ideal for use in the university classroom, with an extensive introduction by Edward E. Curtis IV and a timeline of key events in the history of Islam in the West. A brief introduction to the author and the topic is provided at the start of each excerpt. Part 1, on the history of Islam in the West, probes the role of Muslims and the significance of Islam in medieval, early modern, and modern settings such as Islamic Spain, colonial-era Latin America, sixteenth-century France, nineteenth-century Crimea, interwar Albania, the post-World War II United States, and late twentieth-century Germany. Part 2 focuses on the contemporary West, examining debates over Muslim citizenship, the war on terrorism, anti-Muslim prejudice, and Islam and gender, while also providing readers with a concrete sense of how Muslims practise and live out Islamic ideals in their private and public lives.
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Book chapters on the topic "Citizenship – Spain – History"

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Escribano-Miralles, Ainoa, Pedro Miralles Martínez, and Francisca-José Serrano-Pastor. "Heritage and Museums as Objects of Education for Citizenship in the Teaching of History." In Handbook of Research on Citizenship and Heritage Education, 103–26. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1978-3.ch006.

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Over the last few decades, heritage education in Spain has shifted from being just another area of knowledge to a scientific discipline in its own right. Heritage and heritage education actions have been demonstrated to contribute to the development of critical and active citizenship. From school onwards, heritage is an important resource in education for citizenship and teaching history. This chapter aims to provide the theoretical premise for working in the classroom with archaeological heritage to contribute to the learning of social sciences. The focus on education with heritage is laid out, the Spanish educational curriculum is analyzed, and the necessary tools will be provided for work in the classroom with archaeological heritage. In conclusion, it presents how field trips can be integrated into the teaching program.
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Carrasco, Cosme Jesús Gómez, Ramón López Facal, and Belen María Castro Fernandez. "Trainee Teachers' Perceptions of History Teaching and the Critical Education of Citizenship." In Handbook of Research on Citizenship and Heritage Education, 239–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1978-3.ch012.

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This chapter presents the results of a study carried out at the Universities of Murcia and Santiago de Compostela in Spain regarding the perceptions of trainee primary education teachers about educational knowledge of history education. The decision was taken to employ a quantitative non-experimental design via a Likert-type questionnaire (values from 1 to 5). Significant data have been obtained making it possible to carry out a diagnosis of their professional competencies. The results show that the majority of trainee primary education teachers identify with a critical model of teacher, one who must use active teaching methods and promote ethical values related with social justice. However, this idea contrasts with an implicit model which is much more traditional in its theoretical and methodological conceptions. In the conclusions, its propose the need to improve teacher training linking it more directly with the carrying out of teaching practice.
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Navarro-Medina, Elisa, and Nicolás De Alba-Fernández. "The Construction of a Citizenship Model Through the Teaching of History." In Handbook of Research on Education for Participative Citizenship and Global Prosperity, 500–516. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7110-0.ch022.

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References to education today necessarily encompass the type of citizens we are forming in the classrooms. Curricular proposals, regardless of their educational stage, reiterate that the basic purpose of education is to make people aware of their reality, foster their critical thinking, and ensure they participate in the political, social, and cultural system of which they are part. However, this declaration of intentions, which is widely legislated but rarely subject to empirical verification, is even more evident in certain subjects such as the History of Spain. In order to explore whether the curricular proposals put forward by History are truly educating citizens, the authors interviewed 50 first-year university students representing various areas of knowledge from seven Spanish universities. The results have identified a citizen profile that does not align with the social and civic model described by legislation, which has prompted us to suggest certain improvements pursuant to the purposes of History as a subject taught at school.
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Sarker, Sonita. "Victoria Ocampo." In Women Writing Race, Nation, and History, 139–65. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192849960.003.0006.

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Ocampo has primarily been read as a modernist cosmopolitan (literally, a citizen of the world), and as quintessentially Argentinian at the same time; she claimed citizenship in “America” as a continent. This chapter explores how her lineage, relationship to land, learning, and labor form the foundation of her “native-ness.” With the advantage of an education in English and French provided to her at home, and with the cultural capital of being from a prominent family, Ocampo undertook a literary career that spanned continents and brought about an international meeting of the minds across the USA, France, Spain, Argentina, and India. Belonging, for Ocampo, was about thinking beyond national borders to a human solidarity against oppression and discrimination.
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Honeck, Mischa. "The White Boy’s Burden." In Our Frontier Is the World, 1–18. Cornell University Press, 2018. http://dx.doi.org/10.7591/cornell/9781501716188.003.0001.

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Waging war in Afghanistan and Iraq, U.S. Secretary of Defense Robert M. Gates rarely got a chance to relive the lighter days of his youth. One such moment came on July 28, 2010—a day of celebration at Fort A.P. Hill in Virginia. The year marked the one-hundredth birthday of the Boy Scouts of America (BSA), and Gates’s keynote address set the tone for a big patriotic show featuring flags, paratroopers, antiaircraft cannons firing blank shots, and a flyover of F-16 jets. Despite the jubilant occasion, the Pentagon chief had not come to spin campfire yarn. Amid the cheers of almost fifty thousand Scouts gathered at the army installation, Gates, an Eagle Scout from 1958, reaffirmed the movement’s intergenerational contract that promised a relationship of mutual allegiance between boys and men. “I believe that today, as for the past 100 years, there is no finer program for preparing American boys for citizenship and leadership than the Boy Scouts of America.” Reciting the themes of crisis, anxiety, and salvation that supporters of the nation’s foremost youth organization had evoked since its founding, Gates extolled scouting as the best remedy for an America “where the young are increasingly physically unfit and society as a whole languishes in ignoble moral ease.” While many youths had degenerated into “couch potatoes,” the BSA continued to make men and leaders, men of “integrity and decency … ​moral courage” and “strong character—the kind of person who built this country and made it into the greatest democracy and the greatest economic powerhouse in the history of the world.” More was at stake than the fate of the nation. “The future of the world itself,” said Gates, depended on the “kind of citizens our young people” would become. Only with the ...
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