Dissertations / Theses on the topic 'Civic'
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Moraro, Piero. "Civil disobedience and civic virtues." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2886.
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This thesis examines the concept of civil disobedience, and the role the latter can play in a democratic society. It aims to offer a moral justification for civil disobedience that departs from consequentialist or deontological considerations, and focuses instead on virtue ethics. By drawing attention to the notion of civic virtues, the thesis suggests that, under some circumstances, an act of civil disobedience is the very act displaying a virtuous disposition in the citizen who disobeys. Such disposition is interpreted in light of a duty each individual has to respect her fellow citizens as autonomous agents. This grounds, in turn, a moral obligation to respect the law. The central claim of the thesis is that the obligation towards the law is fulfilled not only through acts of obedience but also, under different circumstances, through acts of disobedience. The status of non-violence as a necessary component of civil disobedience is questioned, and it is argued that a degree of force or violence may be permissible in civil disobedience, when it is compatible with the duty to respect others’ autonomy. Subsequently, the thesis offers an analysis of ‘reasonableness’ as a civic virtue, and by comparing three different approaches to the issue of reasonable disagreement among democratic citizens, it defends the deliberative approach as the most suited for treating fellow citizens as autonomous agents. The last two chapters focus on the importance, for an act of civil disobedience, of the agent’s willingness to accept the legal consequences of her law-breaking behaviour. It is argued that a civil disobedient has an obligation to face the prospect of being punished for the breach of the law. However, in considering the behaviour of a virtuous civil disobedient who appears at her criminal trial, it is also claimed that she should plead not guilty and aim to persuade her fellow citizens that she does not deserve to be punished, because what she did does not constitute a criminal wrong. In doing so, this thesis depicts civil disobedience not as a merely permissible form of behaviour, but as a morally praiseworthy conduct within a democratic community.
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Comber, Melissa Kovacs. "Civic skills and civic education an empirical assessment /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2418.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Public Affairs. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Maxson, Brian Jeffrey. "Civic Humanism." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2675.
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Vickers, Matthew. "Civic image and civic patriotism in Liverpool 1880-1914." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:e2896eed-ee1d-4a58-8c52-10e80ebe6219.
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The late Victorian and Edwardian period saw ritual become increasingly important in political life. Towns and cities were involved in conscious efforts to construct and project attractive images of themselves. These images were intended to encourage a sense of civic patriotism. Ceremonies, honorific titles, public events and civic architecture were essays in the invention of tradition. However, historians have applied the concept of the invention of tradition unevenly. Previous research has dwelt on the construction of images. Perceptions of official images and responses to them have been overlooked. This thesis employs a model which recognises images as processes with foundaitons in human relationships. It evaluates images in terms of intentionality, power, context and participation. The participative dimension is of particular importance, because images aimed to instil a sense of civic patriotism which would encourage citizens to make emotional and financial investments in their communities. Liverpool attained the status of a city in 1880. The civic ideology of the city was dominated by images of commerce and by notions of Imperial duty and public service which celebrated commercial virtues. Many aspects of urban life were shaped by civic image. This study does not confine itself to public events and pageantry, instead it explores such spheres as municipal art policy, Liverpool's public health record, the attempts to extend the city boundaries, civic hagiography, the foundation of the University, women and the ideal of citizenship and the influence of football on civic identity to demonstrate the importance of images in the city's social, political and institutional history. The purpose of the thesis is three-fold: to suggest that civic image opens new perspectives on Liverpudlian history, to discover why there were more conscious attempts to construct civic image and to restore participation to the study of civic image by unravelling the connections between image and patriotism.
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Huuskonen, S. (Susanna). "Teachers as civic actors: narratives on civic activity experiences." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201303121097.
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This thesis researches teachers as civic actors. The thesis begins with defining civic activity with the help of related terms. Next civic education is discussed first from a historical perspective and then in today’s context. The roles of socialization and schools in civic education will be contemplated in order to situate the teacher as a civic actor to a surrounding context. Teachers as civic actors are then studied from the critical pedagogy point of view and lastly from a practical perspective. In the end of the theoretical part civic activity’s role in teacher education is discussed and two examples of previous studies on teachers as civic actors are presented. The aim of the research is to study the characteristics of teachers as civic actors both from the theoretical point of view and through empirical research. The methodological choice is analysis of narratives and as data there are narratives written by teachers who have been active during their studies. It can be concluded that teachers who are civic actors promote civic activity through being a role model to their students and other people around them. These teachers are, as Giroux would define, transformative intellectuals, who are critical thinkers and active agents of change. They believe in themselves, want to influence decision-making and voice their opinions in wide societal debate. Teachers as civic actors emphasize action through their example, and encourage their students to participate as well. In practice they accomplish this by creating opportunities for being active by introducing or generating arenas for influencing. Open discussion is another important tool; these teachers inspire their students to think critically and use their voice by hosting debates and using real life references that the students can relate to. Both the theoretical and the empirical part demonstrate that civic activity is important for the growth of teachers as civic actors. The civic activity experiences of the participants have transformed them as people, but also as teachers and organizational experts. They narrate that they undeniably are better teachers today because of being active and argue that the skills they acquired through organizational activities are in use every day as teachers as well. Today civic activity still has only a tiny role in teacher education even though it should prepare teachers that will raise children and youth to become future-oriented active citizens. Based on the theory and the findings of the research it can be concluded that teacher education should have a bigger effect on the future teachers in regards to being active. Teacher education should provide for the needs of future generations by ensuring that future teachers are well equipped civic actors. Teacher students need to be introduced to various arenas of influencing in and outside the faculty by their teacher educators. More importantly, they need to be encouraged to participate in action, think critically, and have belief in their ability to influence. Today’s active teacher students are tomorrow’s teachers as civic actorsTämän tutkielman aiheena ovat opettajat kansalaistoimijoina. Tutkimus alkaa kansalaisvaikuttamisen määrittelemisellä lähikäsitteiden avulla. Seuraavaksi tarkastellaan kasvatusta aktiiviseen kansalaisuuteen ensin historiallisesta ja sen jälkeen nykypäivän näkökulmasta. Sosiaalistamisen ja koulujen roolia aktiiviseen kansalaisuuteen kasvattamisessa pohditaan, jotta saadaan käsitys siitä asiayhteydestä, missä opettaja kansalaistoimijana toimii. Sen jälkeen aiheeseen otetaan kriittisen pedagogiikan ja käytännön näkökulmat. Teoreettisen osan lopussa tarkastellaan kansalaisvaikuttamisen roolia opettajankoulutuksessa ja esitellään kaksi esimerkkiä aikaisemmista tutkimuksista. Tutkielman tavoitteena on tarkastella sekä teorian että empirian avulla, mitä ominaisuuksia on opettajilla, jotka ovat kansalaisvaikuttajia. Tutkimusmenetelmänä on narratiivinen analyysi ja aineistona sellaisten opettajien narratiiveja, jotka ovat olleet aktiivisia kansalaisvaikuttajia opintojensa aikana. Yhteenvetona voi sanoa, että opettajat, jotka ovat kansalaisvaikuttajia, innostavat esimerkkinsä kautta oppilaitaan ja muita ihmisiä ympärillään kansalaisvaikuttamiseen. Nämä opettajat ovat, kuten Giroux kuvaa, transformatiivisia intellektuelleja, jotka ajattelevat kriittisesti ja ovat aktiivisia muutoksen edustajia. Opettajat, jotka ovat kansalaisvaikuttajia korostavat käytännön toiminnan merkitystä ja kannustavat oppilaitaan osallistumaan. Käytännössä he luovat mahdollisuuksia aktiivisuudelle esittelemällä ja järjestämällä erilaisia vaikuttamisen kanavia. Avoin keskustelu on myös tärkeä työkalu; nämä opettajat inspiroivat oppilaitaan järjestämiensä väittelyiden avulla ajattelemaan kriittisesti ja ilmaisemaan mielipiteitään. Sekä teoreettinen, että empiirinen osa tutkielmaa osoittavat, että kansalaisvaikuttaminen on tärkeä osa kasvussa aktiivisuutta kannustavaksi opettajaksi. Osallistujien kansalaisvaikuttamiskokemukset ovat muokanneet heitä ihmisinä, mutta myös opettajina ja järjestötoimijoina. He kertovat olevansa epäilemättä parempia opettajia nyt aktiivisuutensa takia. He perustelevat, että ne taidot mitä he oppivat kansalaisvaikuttamisen kautta ovat olleet hyödyksi opettajan ammatissa. Nykyään kansalaisvaikuttamiselle on vain pieni rooli opettajankoulutuksessa, vaikka sen kuuluisi kouluttaa opettajia, jotka kasvattavat tulevaisuuden aktiivisia kansalaisia. Teorian ja tutkielman tulosten perusteella voi todeta, että opettajankoulutuksella pitäisi olla suurempi osa tulevaisuuden kansalaisvaikuttajien valmentamisessa. Opettajankoulutuksen tulisi esitellä erilaisia vaikuttamisen mahdollisuuksia ja kanavia opiskelijoille tiedekunnan sisällä ja sen ulkopuolella. Tärkeintä olisi, että opettajaopiskelijoita kannustetaan osallistumiseen ja kriittiseen ajatteluun ja saadaan heidät uskomaan, että he pystyvät vaikuttamaan. Tämän hetken aktiiviset opettajaopiskelijat ovat tulevaisuuden kansalaisvaikuttajia
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Marcum, Ann Marie. "Multi-Scalar Perspective in Civic Architecture: Arlington Civic Center." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/51686.
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In the field of urban planning, environmental psychology studies human relationship to places
and settings, which are then categorized as the public's identities, attachments, and dependencies. Of interest to city planning, these findings can also be utilized in a design methodology. By giving particular attention to civic programs, this thesis presents a model for multi-scalar architecture and construction of place meanings. With urban, political, and historic networks contributing to place categories, ecological evolution provides developmental trajectories that can then be manifested through architectural design in civic and cultural institutions within city centers. From site selection through the design and execution of the project, the precedence is led by the people of past, present, and future, and the spaces they celebrate. The following is about the County of Arlington Civic Center, a multi-scalar perspective and design.Master of Architecture
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BENNETT, MATTHEW PAUL. "CIVIC CROSSROADS: A DEMOCRATIC CIVIC ARCHITECTURE FOR SUBURBAN AMERICA." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1053374599.
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Bennett, Matthew P. "Civic crossroads a democratic civic architecture for suburban America /." Cincinnati, Ohio : University of Cincinnati, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1053374599.
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Walkuski, Christy B. "Civic Narratives: Exploring the Civic Identity of Community College Students." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1488979292765753.
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Mace, William. "Resilient civic republicanism." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/849631/.
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Advanced liberal democracies today can be conceptualised ontologically as complex dynamic systems, characterised by increasing interconnectedness and interdependence. Neoliberal globalisation has been a key driving force behind this systemic evolution. This thesis claims that emerging global trends, such as climate change, illustrate the flaws in the dominant political philosophy of procedural liberalism. Freedom, understood as non-interference within this model, has permitted social fragmentation, atomisation and degradation of socio-political institutions. As a result, the latter are argued to rely on top-down impositions of the common good to facilitate adaption to new socio-political challenges, which undermine democracy. This calls for a need to find a political philosophy that can foster adaption to new circumstances, whilst maximising the democratic empowerment of individuals in the Western world. This thesis constructs a unique civic republican model based upon a revision of the scholarship of Michael Sandel, termed resilient civic republicanism (RCR). It contends that this is an appropriate political philosophy for the 21st century, in virtue of its capacity to underpin a resilient democratic socio-political institutional model in the face of contemporary challenges. This is due to being based on an alternative conception of liberty, freedom as self-government, which reinforces principles such as public deliberation, civic virtue, civic spaces, and federalism. These are subsequently argued to foster the self-reflection and adaption that resilience demands. By facilitating the acknowledgement of mutual self-realisation and collective responsibility, in that today one’s self-realisation is dependent on others, RCR can reconcile the imposition of new obligations (deemed necessary to attend to systemic challenges) with individual empowerment. Hence the claim that RCR would not result in socio-political institutions being corrupted by contemporary developments. The thesis therefore maintains that RCR can preserve liberty, and accommodate new constraints being imposed by emergent social and political changes within a democratic institutional model, in contradistinction to procedural liberalism.
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Qallaf, Saleh H. "Salmiya civic center." Thesis, Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53155.
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The richness of my culture is deeply rooted in its history. Its forms change and develop according to the needs of time and place...but its essence is always the same.
Its spaces are all defined and limited by boundaries that hold society together and allow development within sets of rules which maintain the general character and the cultural framework of the environment.Master of Architecture
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Strandberg, Evelina. "Gnesta Civic Hall." Thesis, KTH, Arkitektur, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-261369.
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The project is a civic hall in the center of Gnesta, a small municipality connected to Stockholm by the commuter rail.It treats the question of whether the civic hall is built for – or by the inhabitants.Medborgarnas hus i Gnesta är beläget precis vid pendeltågsstationen och fungerar därför som en representativ byggnad samtidigt som den ska vara en central mötesplats för invånarna. Projektet är en undersökning av begreppet medborgarhus. Är det någonting som byggs för medborgarna, eller av medborgarna?
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Börgö, Arvid. "Civic Hall "Passagen"." Thesis, KTH, Arkitektur, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-261586.
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Strängnäs är en stad med rötter långt tillbaka i historien, och som har ett vackert och blandat stadslandskap. Uppgiften i mitt kandidatprojekt har varit att utforma ett förslag på medborgarhus, beläget på en tomtyta bredvid ett bankhus i kanten till Västervikstorget. Närheten till vattnet, rörelsen på de offentliga ytorna och småskalighetens relation till det mer storskaliga, är teman som har varit viktiga i utformandet av förslaget. Ambitionen med mitt förslag är att skapa en plats som både ger Strängnäs nya offentliga rum och funktionella ytor, men som även binder ihop den närmsta miljön och inbjuder till rörelse. Genom att arbeta med de siktlinjer och offentliga förbindelser som byggnadens tomrum skapar, väcker projektet frågor om hur vår mänskliga nyfikenhet och förväntan kan användas som arkitektoniskt grepp. Förslagets gestaltning tar också upp frågor om hur det intima kan möta det offentliga, hur öppenhet kan förenas med slutenhet.Strängnäs is a city dating a long way back in Swedish history, and which has a beautiful and varying cityscape. The task in my Bachelor project was to design a proposal for a civic hall, located in a central area of Strängnäs next to the plaza "Västervikstorget". Three important factors that have been important in the design process is the closeness to the water, the movement across the public space and the relationship between the intimate and more large-scale local architecture. The ambition of my proposed civic hall is to create a building that while providing new public space and social functions in Strängnäs, also binds together its close surroundings and initiates movement. By working with the different lines of sight and public pathways that emerge in the space between the bodies of the building, the project raises questions about how human curiosity and the sense of anticipation can be utilised in (public) architecture. The project also gives rise to discussion about how spatial intimacy can be combined with public architecture, the latter traditionally being more exposed. How can the contrasts between an open and a closed design get closer to each other?
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Guitteny, Antoine. "Civil society and civic space. : The meaning of the closure of civic space for liberal and rights-based organisations in Serbia." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-397200.
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Chiang, Pui-yee, and 蔣佩儀. "The role of civic education in strengthening civic identity among HongKong adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27724074.
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Cowell, Gillian. "Curating places : civic action, civic learning, and the construction of public spaces." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/13062.
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This research involves understanding the civic learning that emerged from the ways individuals in two civic action groups, Greenhill Historical Society (GHS) in Bonnybridge, a deindustrialised location, and Cumbernauld Village Action for the Community (CVAC) in Cumbernauld Village, a Conservation Area, enacted their citizenship through the spatial (geographical) and temporal (historical) characteristics of their place. I use a citizenship-as-practice conceptualisation, where citizenship is not a status ‘given’ to individuals who have successfully displayed pre-requisite outcomes, but is a continuous and indeterminate practice through exposure to real challenges. To understand the learning occurring for, from and through their practices, I used Biesta’s theory of civic learning (Biesta, 2011). It involves a socialisation conception of civic learning as the adoption of existing civic identities, where individuals adapt to a given political order, and a subjectification conception which focuses on how political agency is achieved. The theory connects learning and action together, where Biesta argues socialisation involves the individual requiring to learn something in order to carry out the ‘correct’ actions in the future; however, subjectification involves action preceding learning, where learning comes second, if at all. I used a case study design and a psychogeographic mapping methodology involving secondary data analysis, psychogeographic mapping interviews and observations. Civic action emerged as a more central component than civic learning through my empirical analysis. The civic actions of GHS emerged as a case of reconsideration (redefining, re-meaning their location through interventions in public), and CVAC of reconfiguration (actions physically altering the landscape). These actions concerning space and time involved spatial shifts from mapreading to mapmaking, and temporal shifts from histories ‘of’ and ‘for’ the public, towards histories ‘by’ the public. Respondents became ‘curators’ of their places: from spectators to participants in making and representing spaces and histories that opened their locations to interruptions of the continuities of time. Attending to practices of citizens with space and time contains possibilities for public pedagogies that work ‘with’ context rather than just ‘in’, towards opening up opportunities for citizens to ‘become public’ as practices that trouble pre-existing arrangements and configurations.
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Dadas, Caroline E. "Writing Civic Spaces: A Theory of Civic Rhetorics in a Digital Age." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303936571.
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何少榮 and Siu-wing Stephen Ho. "Kowloon east civic centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982426.
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Donnelly, Patrick W. (Patrick William). "Building the civic realm." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/65685.
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Ho, Siu-wing Stephen. "Kowloon east civic centre." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25945762.
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Orebrand, Lovisa. "Civic center in Gottsunda." Thesis, KTH, Arkitektur, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-261281.
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Gottsunda medborgarcenter är en plats där medborgarna kan mötas och roa sig i grupp eller på egen hand. Byggnaden servar stadsdelen Gottsunda med bibliotek, aktivitets kontor, ateljéer för rörelse, lek och kreativt utforskande samt en blackbox med läktare för åskådare. Byggnadens gestaltning inspirerades av en exponerad bergvägg med tallar på som finns invid tomten. Byggnadselementen imiterar relationen mellan tallarna och stenen. En kompakt grund som vill minna om berget och en lättare, mer transparent del som landar på grunden och sträcker sig vidare med hjälp av grunden. Likt hur tallarna förhåller sig till berget.Gottsunda civic center is a place where citizens can meet and entertain themselves either in group or on their own. The building serves the distric of Gottsunda with library, activity based offices, studios for movement, play and creative exploration as well as a blackbox with a stand for spectators. The design of Gottsunda civic center was inspired by an exposed rock wall with pines on top, which is located next to the site. The buildings elements mimic the relationship between the pines and the rock. A compact ground that wants to reminisce about the rock and a lighter, more transparent part that lands on the foundation and extends further with help from the basis. Just as the pine trees relate to the rock.
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Icaza, Garza Rosalba Adriana. "Civil society and regionalisation : exploring the contours of Mexican transborder civic activism." Thesis, University of Warwick, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412890.
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Abrahamson, William H. (William Helge). "New civic landscapes : manifesting cultural sustainability and civic myth in urban public spaces." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/43846.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2008.Includes bibliographical references (leaf 32).
Civic spaces represent, constitute, and enhance the daily lives of citizens. As such, they hold an important role in constructing a communities social values regarding sustainable use of shared resources. This project investigates the thesis that constructive evolution and entropy of public space may be realized through architectures of landscape and gathering. The design project proposes a new city hall for New Orleans, LA, by exploiting latent connections between the city hall-as-site and larger city programs of development, recreation and street spectacle. The existing structure was retained and intersected by a immense sloped and vegetated ground plane. This primary element organized cross-axis circulation, created dynamic vistas across the downtown area, and increased transactional efficacy by organizing existing city services in closer relation to public access. Integrated strategies for daylighting and natural ventilation were maximized throughout.
by William H. Abrahamson.
M.Arch.
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Howe, Catherine. "Building civic architecture in cyberspace : digital civic spaces and the people who create them." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/50680/.
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At the same time as we are seeing ever increasing numbers of people actively using social networking sites, and growing evidence of increased participation in campaigning and digital activism, we are seeing a decline in democratic participation in the UK at both a national and local level. This thesis examines these two contrasting effects within the context of Local Government in the UK and explores what the impact might be at the neighbourhood level. The work discusses the influence of place based online activity on democratic decision-making Local Government and the ways in which traditional processes of decision-making, democratic participation and community engagement practice may need to change to reflect the upward pressure that is being exerted by citizen use of new technologies and adjust the way in which Local Government facilitates citizen participation in decision-making. The work develops the concept of Digital civic space as an alternative to eParticipation platforms and discusses how such spaces are being used to connect online activity with democratic processes at present and how present experience may be used to inform future developments. Employing an Action Research method, the research analyses three projects in order to examine the nature of the pre-existing participation online and the impact of creating online civic spaces to connect the participants both to each other and to local decision-makers. Design criteria are proposed which describe the necessary qualities of public-ness, openness, co-production, definition of place and identity and the thesis reaches conclusions as to how these criteria might better connect local resident with the democratic decision-making processes for their communities.
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Madondo, Kumbirai. "Online to Offline Civic Engagement: The Effects of Social Media on Offline Civic Engagement." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77871.
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The effects of traditional internet (e.g. email and web browsing) and social media (e.g. Facebook, Google +, Twitter etc.) remain a valuable area of study among scholars seeking to understand civic engagement (e.g. volunteering, attending political rallies, protesting about local issues etc.). Building off the work of previous researchers who sought to identify connections between traditional internet, social media and civic engagement, this study adds to that body of knowledge by examining whether social media has independent effects on offline civic engagement beyond those of traditional internet. In addition to this, because age is an important factor in the use of traditional internet or social media, this study also investigated whether social media use is reducing the traditional age effect in civic engagement. Lastly, the study also examined the relationship among several dimensions of social capital including group membership, discussion networks, trust and norms of reciprocity which have been linked to offline civic engagement by some scholars, although, some scholars have questioned how some of these social capital measures (e.g. trust, norms of reciprocity) affect online civic engagement.
I tested several hypotheses about these relationships using data collected from a 2012 survey of residents in the geographic area of Blacksburg and Montgomery County, VA. The statistical analyses entailed building a series of structural equation models and regression models to predict the civic engagement of these residents. The results provide evidence that: 1) social media has additional effects on offline civic engagement beyond those of traditional internet. 2) That social media was a strong mediator of the relationship between group membership and offline civic engagement; and 3) discussion networks and offline civic engagement. The study did not find any relationship between trust, social media and offline civic engagement. Nonetheless, compared to all other forms of engagement, the study was able to demonstrate that social media may represent a breakthrough in our understanding of how developments in information and technology are shaping and influencing young adults' civic engagement.Ph. D.
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Pagnotti, John Charles Jr. "The Effect of Civics-Based Video Games on Middle School Students' Civic Engagement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5366.
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Democratic theorists argue that democratic institutions thrive when the citizens of the society robustly participate in governance (Galston, 2004; Barber, 2001). A traditional indicator of democratic participation is voting in elections or referendums. However, democratic apologetics posit that humans need to be trained in democratic processes in order to be democratic citizens (Dewey, 1916; Gutmann, 1990; Sehr, 1997; Goodlad, 2001). Citizens need to know not only the protocol of participation, they also need to be trained in the processes of mind (Dewey, 1916; 1927). Educational systems in this country have been the traditional place where democratic training has been vested (Spring, 2001). It seems, though, that the methods that educators are using to train young people fail to meet this challenge as voting rates among the youngest citizens (under 30) have never been higher than slightly more than half of eligible voters in the age group. To remedy this situation, Congress and several private civic-education organizations have called for changing curricular approaches to engage more youth. One such method that may hold promise is the use of video game technology. The current generation of youth has grown up in a digital world where they have been labeled “Digital Natives” (Prensky, 2001a). They are “tech savvy” and comfortable with their lives being integrated with various forms of digital technology. Significantly, industry research suggests that over 90% of “Digital Natives” have played a video game in the last 30 days, and business is booming to the level that video games pulled in more money than the movie industry did in 2008 (ESA, 2009). As early as the 1970s, educational researchers have looked at the use of video game technology to engage student learning; however, this research has been limited at best. More recently, educational scholars such as James Gee (2003; 2007) and Kurt Squire (2002; 2003; 2006) have sought to make the academic conversation more mature with regard to using video games as a classroom supplement. This study continues that conversation by using quantitative methods to investigate whether or not different groups of middle school students self-report a greater propensity to be civically engaged as a result of civic-themed video gameplay. The investigator collected data from middle school students who were given access to civic-themed video games to see if there were statistically significant differences in self-reported civic-engagement scores as a result of gameplay. This investigation was conducted at a large, urban middle school in the Southeast region of the United States.ID: 031001528; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: William B. Russell III.; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 111-117).
Ph.D.
Doctorate
Education and Human Performance
Education; Social Science Education
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Yan, Ching-hung, and 殷正雄. "Sham Shui Po Civic Complex." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31984290.
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Wright, Alyssa Pamela. "Hero Reports : mapping civic courage." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/46592.
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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2008.Includes bibliographical references (leaves 89-96).
Hero Reports extends the rationale of New York City's "See Something, Say Something" campaign-an alert public can be a good security measure. The current political climate within the United States translates the MTA's tactics into ones of fear. Instead of fostering collective security, these calls for vigilance create rifts between people and communities. An unhealthy impact of the "See Something, Say Something" campaign encourages people to look at each other with heightened and prejudicial suspicion. Although other projects have sought to interrogate the tactics of such citizen-detective campaigns, they do not provide productive alternatives. Because of this, projects seeking to deflect fear, only serve to reify and preserve its power. An alternative technology is needed to effectively destabilize the message of fear inherent in the MTA campaign. Hero Reports counterbalances the vigilance associated with suspicion and Othering with measures of positive and contextual alertness. It is a technology that builds communities that are truly, and collectively, empowering. Hero Reports provides this alternative first by aggregating stories of everyday heroism, and then by thematically, geographically and temporally mapping them. By linking and contextualizing discrete moments of heroism, Hero Reports promotes a public discourse about how we create, enforce and value social norms. Balancing the empirical ways we measure crime, Hero Reports provides the groundwork for determining the empirical parameters for heroism.
Alyssa Pamela Wright.
S.M.
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Berkland, Adam. "Religious Congregations and Civic Resources." Thesis, Boston College, 2009. http://hdl.handle.net/2345/684.
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Thesis advisor: Kay SchlozmanMuch has been said recently about the decline in both political and non-political civic participation in the United States. Many American religious congregations, however, continue to stand strong as voluntary associations connecting people with the political and civic life in our country. This paper explains the role that religious congregations can play as promoters of civic engagement. Specifically, it describes the mechanisms by which religious congregations can provide what I call civic resources to their members, resources members utilize to participate in other forms of civic activity outside of their congregation. These resources can be broken down into three main categories. Civic skills are the communication and organizational abilities that an individual can draw upon to make participation more effective. Congregations provide opportunities for members to gain experience using such skills when becoming involved in church governance or in organizing church committees to take on special tasks or put on special events. Social infrastructure captures the value of the social networks and organizational resources available to members of a congregation. The tight-knit social community within a church serves as an effective network to spread relevant information or recruit volunteers for any collective activity. Finally, there are a number of psychological resources a congregation can bring to bear on an individual. Oftentimes the religious teachings of congregations encourage members to adopt civic-minded values and attitudes that serve as a strong motivation to participate
Thesis (BA) — Boston College, 2009
Submitted to: Boston College. College of Arts and Sciences
Discipline: Political Science Honors Program
Discipline: College Honors Program
Discipline: Political Science
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Holzbaur, Ulrich D. "Civic engagement and project learning." Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/467.
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Published ArticleExperiential learning gives students the chance to discover the course subject and to develop their skills in the context of practical activities. This can be achieved by social learning but also within projects and planning games. In the following, we start with a focus mainly on projects in cooperation with community government, but we show that action oriented learning can take place in the wider focus of civic engagement and community projects. University and community can learn from each other. Civic projects on one side help the government to gain insight and knowledge or to directly influence the community; and on the other side these projects give students the chance to gain practical experience and social competence by means of real-life projects. Usually, community based research and social learning is restricted to students in the social sciences. We give examples that show, that also students in economics and even in engineering can participate in civic projects with a mutual benefit for community, government and universities
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Yossiffon, Raquel. "Woman, voice, and civic society." Thesis, Pacifica Graduate Institute, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10138206.
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The male Athenian aristocracy erected an exemplary polis. The city-state reflected aesthetic perfection, civility, grace, and philosophical clarity of mind. As the “school of Hellas,” in the words of Thucydides, Athens has proved to be fundamental for all Western cultures. It was also an originator of “civilized dominance,” which meant sequestering, and it was suppressing its “non-phallic” population. This study explores the institutionalized subordinating of women, the muting of their ability to be heard, in an attempt to unearth the deeply entrenched precedents of abuse from phallic dominance within society.
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Yan, Ching-hung. "Sham Shui Po Civic Complex." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25956085.
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Taylor, Teresa Brooks. "Service-Learning/Civic Engagement Track." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3632.
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Hase, Natalie. "The civic center in Gottsunda." Thesis, KTH, Arkitektur, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-261271.
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Gottsunda is a suburb to the city of Uppsala. A new plan has been made for the area around the center of Gottsunda, where new apartment houses and a sports centre will take place. My proposal of a civic centre in Gottsunda wants to connect the current, strong identity of Gottsunda with the newly planned neighborhood. Both through the chosen materials but also by creating an open public ground floor which refers to the yards around Gottsunda where most of the social life takes place.I ett grönt område i närheten av Linnés botaniska expeditionsstråk, Herbatio Gottsundensis, växte Gottsunda fram under 1960- och 1970-talet som en miljonprogramsförort till Uppsala. Den sociala gemenskapen i Gottsunda äger primärt rum på gårdarna mellan husen. Men centrum, som idag består av komplexet Gottsunda Centrum, är en sluten byggnad med ett ödsligt inre. Gottsunda kommer snart börja förtätas och området kring Gottsunda Centrum bli en stadsdel i stadsdelen, med nya höga hus. Mitt förslag är en låg byggnad i två plan, med tanken om att varje sida av byggnaden ska relatera till sin omgivning. Framförallt har det varit viktigt att bottenplanet ska bilda öppna publika rum som kopplar till de omkringliggande ytorna runt byggnaden. Jag valt att bearbeta de omkringliggande ytorna med tydliga funktioner - en park, ett torg, en station och en baksida med odling omger nu medborgarhuset och knyter an till de inre publika rummen i byggnaden. På bottenplanet står betongvolymer som inrymmer byggnadens inre funktioner – bibliotek, blackbox och utställning. Man rör sig över de öppna publika ytorna på bottenplanet, mellan bärande betongvolymer. På så sätt accentueras de massiva volymerna på bottenplanet och det bildas en rörelse mellan massa och tomrum, från publik yta till byggnadens inre funktioner. Det övre planet hänger tungt över bottenplanet, och gör sig påmint om aktiviteterna som äger rum där. Genom att ta sig in i de massiva betongvolymerna kommer man upp till det övre planet där bibliotek och ateljé finns. Här är tanken är att skapandet (i ateljéerna) och berättandet (biblioteket) fritt ska kunna ta plats och mötas i de öppna ytorna.
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Burker, Matthias <1979>. "Three essays in civic capital." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2011. http://amsdottorato.unibo.it/4134/1/Thesisall.pdf.
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Burker, Matthias <1979>. "Three essays in civic capital." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2011. http://amsdottorato.unibo.it/4134/.
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Bietau, Lisa Artman. "Measuring civic knowledge: using the Delphi method to construct a civic knowledge inventory for elementary teachers." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13113.
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Doctor of PhilosophyCurriculum and Instruction
Margaret Gail Shroyer
Thomas S. Vontz
A foundational mission of our public schools is dedicated to preserving a democratic republic dependent on a literate and actively engaged citizenry. Civic literacy is essential to supporting the rights and responsibilities of all citizens in a democratic society. Civic knowledge is the foundation of our citizens’ civic literacy. National Standards for Civics and Government (Center for Civic Education,1994) promote civic literacy for all students including elementary children. Therefore, understanding important civic concepts is essential knowledge for elementary educators. Civic knowledge has not been required or monitored in teacher preparation or licensure. At the time of this study, there were no comprehensive measures of elementary teachers’ civic knowledge. The purpose of this study was to investigate a project funded by the Center for Civic Education that developed a Civic Knowledge Inventory (CKI) for elementary teachers using a Delphi technique. Specifically, this study analyzed the use of a Delphi process to identify major civic constructs elementary teachers should know and to create a valid and reliable measure of elementary teachers’ knowledge of these selected civic constructs. The Delphi technique engaged eight anonymous civic scholars to work together via the Internet. Through rounds of input and feedback they identified important civic knowledge that elementary teachers should know and created a multiple-choice measurement tool aligned to these constructs. In final analysis, the Delphi panelists collectively created a map of civic concepts that included: Constitutionalism, Representative Democracy, Citizenship, Human Rights, Civic Society, Market Economy and Examples of Non-Democracy as essential constructs accompanied by an outline of related sub-concepts and elements. This outline was then used to design, improve, and ultimately select the best test items for each construct. An item analysis was completed on data produced by 89 volunteer pre-service elementary teachers to identify high performing items to be included in the CKI. Therefore, the CKI could be used to examine the extent to which teacher preparation programs adequately prepare elementary teachers to be civic educators and thus guide teacher preparation as well as related professional development initiatives.
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Aragón, Pablo. "Characterizing online participation in civic technologies." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/668042.
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This thesis constitutes one of the first investigations focused on characterizing online participation in civic technologies, a type of platform increasingly popular on the Internet that allows citizens new forms, on a larger scale, of political participation. Given the opportunities of civic technologies in democratic governance, it should be noted that their design, like that of any online platform, is not neutral. The ways in which information is presented or interaction between users is allowed can greatly alter the results of participation. For this reason, we analyze the impact of different interventions in civic technologies in relation to online conversation views, ordering criteria for ranking petitions, and deliberative interfaces. Since these interventions were carried out by the corresponding development teams, the analyses have required to develop novel computational and statistical methods, while also extending generative models of discussion threads to better characterise the dynamics of online conversations. Results of the different case studies highlight the social and political impact of these interventions, suggesting new directions for future research and the need to develop a paradigm of citizen experimentation for democracy.Esta tesis constituye una de las primeras investigaciones en caracterizar la participación online en tecnologías cívicas, un tipo de plataforma cada vez más popular en Internet que permite a la ciudadanía nuevas formas, a una mayor escala, de participación política. Dadas las oportunidades de las tecnologías cívicas para la gobernanza democrática, cabe señalar que su diseño, al igual que el de cualquier plataforma online, no es neutral. La forma en que se presenta la información o se permite la interacción entre las usuarias puede alterar en gran medida los resultados de la participación. Por este motivo, analizamos el impacto de diferentes intervenciones en tecnologías cívicas en relación a las vistas de las conversaciones online, los criterios de ordenación en rankings de peticiones e interfaces deliberativas. Dado que estas intervenciones fueron llevadas a cabo por los propios equipos de desarrollo, los análisis han requerido desarrollar nuevos métodos computacionales y estadísticos, a la vez que se han ampliado modelos generativos de hilos de discusión para caracterizar mejor la dinámica de las conversaciones online. Los resultados de los diferentes estudios de caso destacan el impacto social y político de estas intervenciones, sugiriendo nuevas líneas de investigación en el futuro y la necesidad de desarrollar un paradigma de experimentación ciudadana para la democracia.
Aquesta tesi és una de les primeres investigacions que té per objecte la caracterització de la participació en línia en tecnologies cíviques, un tipus de plataforma cada vegada més popular a Internet que permet a la ciutadania noves formes, a major escala, de participació política. Donades les oportunitats de les tecnologies cíviques per a la governança democràtica, cal assenyalar que el seu disseny, com el de qualsevol plataforma en línia, no és neutral. La forma en què com es presenta la informació o es permet la interacció entre les usuàries pot alterar en gran mesura els resultats de la participació. Per aquest motiu, analitzem l'impacte de diferents intervencions en tecnologies cíviques en relació amb les vistes de conversa en línia, els criteris d'ordenació en rànquings de peticions i amb interfícies deliberatives. Atès que aquestes intervencions van ser dutes a terme pels propis equips de desenvolupament, les anàlisis han requerit desenvolupar nous mètodes computacionals i estadístics, alhora que s'han ampliat models generatius de fils de discussió per caracteritzar millor la dinàmica de les converses en línia. Els resultats dels diferents estudis de cas destaquen l'impacte social i polític d'aquestes intervencions, suggerint noves línies d'investigació en el futur i la necessitat de desenvolupar un paradigma d'experimentació ciutadana per a la democràcia.
Cette thèse constitue l'une des premières recherches sur la caractérisation de la participation en ligne à des technologies civiques, un type de plateforme de plus en plus populaire sur Internet qui permet aux citoyens de nouvelles formes, à plus grande échelle, de participation politique. Compte tenu des opportunités offertes par les technologies civiques dans la gouvernance démocratique, il convient de noter que leur design, comme celui de toute plateforme en ligne, n'est pas neutre. La façon dont l'information est présentée ou l'interaction entre les utilisateurs est permise peut grandement modifier les résultats de la participation. Pour cette raison, nous analysons l'impact de différentes interventions dans le domaine des technologies civiques par rapport à l’agencementaux des conversations en ligne, aux critères d'ordre de classement des pétitions et aux interfaces délibératives. Comme ces interventions ont été réalisées par les équipes de développement correspondantes, les analyses ont nécessité de développer nouvelles méthodes informatiques et statistiques, tout en élargissant les modèles génératifs de fils de discussion afin de mieux caractériser la dynamique des conversations en ligne. Les résultats des différentes études de cas mettent en évidence l'impact social et politique de ces interventions, suggérant de nouveaux axes de recherches futures et la nécessité de développer un paradigme d'expérimentation citoyenne pour la démocratie.
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Stockden, Eric W. A. "Democracy, civic virtue and liberal education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0032/NQ38509.pdf.
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許秀玲 and Sau-ling Emilie Hui. "Civic centre in Ma On Shan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983340.
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O'Brien, Shellee. "A Madisonian framework for civic involvement." Thesis, University of Houston, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663755.
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Popular government in the United States requires an American citizenry capable to confront the difficult questions of a self-governing people. As political science deepens our understanding of the political behavior of the American people, it also narrows our understanding of the citizen's role to election cycles and policy outcomes. The Madisonian Framework for Civic Involvement represents an understanding of the citizen's role as complex and varied as the proposition of popular government itself. The Framework traces three themes (interaction, input and integration) that recur in James Madison's writing as a political theorist and his work as a political actor.
Rather than a prescription of specific behaviors required from each individual, Madison's work provides a framework for understanding the patterns, perspectives and principles giving shape to an American citizenry capable of countering the worst tendencies of popular government and their own nature. The work presented here revisits an understanding of the citizen's role as Madison imagined it, embedded in his commitments about the proper role of government, the institutional scheme of an extensive republic and the lessons of America's past.
The Framework demonstrates how the study of American Political Behavior has worked to shrink our ideas about the citizen's role while promoting studies constrained by specific commitments about the relationship between citizens and government. The Madisonian Framework for Civic Involvement makes it possible to suspend debate over Madison's liberal, democratic or civic republican commitments in order to extend our own understanding of civic involvement as it aligns with the more complex understanding of the nature of humankind and government that guided the original design of the American system of government. Finally, the author demonstrates how the Framework has potential to help us understand the political debates (Lincoln-Douglas Debates), social programs (President Johnson's Community Action Programs) and policy initiatives (President Obama's online petition) of the past and future where the understanding of the citizen's role makes all the difference.
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Ravert, Brian P. "Protecting America Through Better Civic Education." Thesis, Monterey California. Naval Postgraduate School, 2013. http://hdl.handle.net/10945/37698.
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CHDS State/LocalHow does civic education affect homeland security? A civic education curriculum that provides for the foundations of our youths individual and collective identity may significantly contribute to the preservation of our democracy and enhance homeland security. Through a civic education, students can enhance their grasp of the concepts of our American representative democracy and learn the tenets of good citizenship, critical thinking, and the ability to self-govern. Presidential Directive Number Eight (8) clearly indicates the need for national preparedness using a whole of nation approach. The plan requires robust citizen engagement. To have an informed engaged citizenry and for a democracy to thrive, the populace must be educated. But there is no guidance or mention of the education of American youth or how such education may play a role in achieving the goals of national preparedness. The National Assessment of Educational Progress (NAEP) reported in 2010 that only 27 percent of the nations fourth-grade students were proficient in civics. Only 22 percent and 24 percent of eighth-grade and twelfth-grade students, respectively, were proficient in the area. Civic education must provide youth with a personal and collective identity.
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Wei, Shiyu M. Arch Massachusetts Institute of Technology. "Let's meet at the Civic Center!" Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/97370.
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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, 2015.Cataloged from PDF version of thesis.
Includes bibliographical references (page 129).
The town halt as a type of architecture has become so prevalent that the term has been used to describe the activities that go on inside - namely, social gatherings of the public for purposes of discussion, question, and feedback to the governing body. The archetypes of the town hall, in the 12th century Italy, or 17th century New England, functioned not only as the municipal headquarters with offices and courts, but also in some cases included markets, church, warehouse, museum, pub, etc. Most importantly, it functioned as a meeting place for the public. However, as an architecture typology, the town hall does not scale as the municipality expands. The administrative parts of the town hall can grow or multiply proportionally with the population, but the public functions that were originally embedded in the architecture were either pushed out into the large plaza outside of the city hall, or disappeared entirely. This thesis project seeks to re-establish the ideologies of democracy manifested through the architectural typology of the town hall in New York City's Civic Center through creating small spaces for social discourse.
by Shiyu Wei.
M. Arch.
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Tolar, Mary Hale. "Exploring women’s pathways to civic leadership." Diss., Kansas State University, 2009. http://hdl.handle.net/2097/1369.
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Doctor of EducationDepartment of Educational Leadership
Robert J. Shoop
Women leaders today have many sources to draw on for inspiration, motivation, and sustenance in their civic participation. Their participation is possible, in large part, because of generations of women who opened doors and broke down barriers. Women also face persistent barriers and challenges to leadership. What factors have influenced women, allowing them to move beyond historical limitations of participation to the exercise of leadership in the field of public service? This study employed qualitative research methods to explore women's pathways to civic leadership, focusing on women’s narratives using a collective case study design. The pathways explored in this study involve experiences and relationships that have led the subjects to, through, and away from service in the public sector. Cultural capital and social reproduction theory, with its focus on the individual’s dispositions and interactions with social institutions, was the framework used to explore the kinds of support, inputs or advantages women acknowledge as having an impact in their civic leadership. Female Truman Scholars, selected during their college years for their potential leadership in public service, formed the research population of the study. Respondents in this study, female Truman Scholars selected from 1977-1998, had at least ten years of education, career, and life experience from the time of selection. Themes that emerged from analysis of the data describe the impact of personal and family relationships, the role of mentoring, financial challenges and commitment to public service as critical experiences and relationships that both drive and impede respondents’ pathways. Respondents described personal and family relationships as inspirations and barriers; the presence of mentors as both a help and a hindrance, and the absence of mentors also as both benefit and deficit; meeting or succumbing to the financial challenges of public service careers; and finding their commitment to public service slip into disillusionment, or reinforced as a source that sustains. Findings related to the additive nature of gender roles to other challenges faced in public service leadership, the shadow-side of mentoring, and perseverance and disaffection related to one’s commitment to public service were informed by theory yet also highlight the complexity of women’s pathways.
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Shah-Gordon, Ruta. "Intercultural Competence Development through Civic Engagement." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1468846309.
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Tolar, Mary Hale. "Exploring women's pathways to civic leadership." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1369.
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Hui, Sau-ling Emilie. "Civic centre in Ma On Shan." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25955469.
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Mahoney, Smith Melissa. "Civic Dignity and Meaningful Political Participation." Scholarship @ Claremont, 2017. https://scholarship.claremont.edu/cgu_etd/111.
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This dissertation looks at how enhanced political participation opportunities can increase individual liberty and improve public-sector reform efforts. It blends political theory with contemporary concerns for individual well-being and government accountability. To do this, several research methodologies are used, including normative, qualitative process-tracing, and quantitative analysis.
First, the dissertation draws insights from ancient and modern political philosophy and the political thought and example of Jane Addams in 19th Century Chicago. It begins with Josiah Ober’s work on civic dignity, which he defines as “equal high standing” among citizens, marked by “non-infantilization and non-humiliation.” This definition is a useful starting point but somehow seems thin for a concept of such import. In exploring the wisdom of Tocqueville’s “schools” of democracy and Jane Addams’ notion of fellowship, I expand the definition of civic dignity to include “having a sense of ownership.” In other words, being dignified as a citizen in a self-governing political community should include having a seat at the proverbial table where one can speak and be heard. This means that political participation opportunities would ideally carry low transaction costs while maximizing the substance that can be contributed. Through Addams’ experience at Hull House, the settlement house she co-founded, I highlight how these opportunities for
meaningful political participation are indispensable to individual civic dignity, and by extension, individual liberty and well-being.
Second, civic dignity is viewed through a different lens, namely the role it can play when incorporated successfully into policy design and implementation. Arguably, a self- governing political community’s greatest asset is the collective knowledge and lived experience of its citizens. But current political participation mechanisms and policy designs do not do a good job leveraging that resource, and many individuals may find themselves unofficially shut out. Using process-tracing methodology, a case study explores resettlement projects targeting the urban poor in Mandaue City, the Philippines. The case study results demonstrate that deepening democracy (by incorporating civic dignity into the policy design and implementation) not only benefits individual liberty, but can also produce better outcomes and contribute to anti-corruption efforts. Taking civic dignity into account during policy design and implementation is not merely a “feel good” option; it is a strategic option that allows the political community to leverage local knowledge by enlisting the participation of those individuals or groups closest to the problem or challenge at hand. While this finding is not entirely novel, it is far from standard practice. Domestically and internationally, the coercive force of government and/or the “tyranny of experts” is too often the default approach for policy design and implementation.
Third, the theoretical and practical explorations of civic dignity are used to construct a measure for civic dignity. In a data driven world, reliable and valid measurement is key, and if the concept of civic dignity is going to gain currency, then validating a scale to capture it is essential. Through Exploratory Factor Analysis (EFA), survey items are examined to determine which items map onto the latent factors that
comprise civic dignity. A 22-item four-factor solution that maps onto the four components of civic dignity is presented. The newly minted Civic Dignity Scale is then compared against measures from political science and psychology literature that are theoretically related but distinct from civic dignity, such as political efficacy and self-determination, to test for construct validity. Spearman correlations yield reassuring results, showing statistically significant strong positive correlations as hypothesized. Finally, the relationship between the Civic Dignity Scale and political participation is analyzed for further construct validity. A Poisson regression model shows that for every one unit increase in an individual’s civic dignity, the likelihood that one would participate in political activities also increases. While a confirmation factor analysis is needed for further scale validation, the EFA and subsequent analyses do codify and deepen our understanding of civic dignity. In the future, a fully validated Civic Dignity Scale would enable reformers like Addams and those in Mandaue City to legitimize and track their efforts empirically.
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O'Donnell, Nicholas. "Narrative gamification of online civic interactions." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213590/1/Nicholas_O%27Donnell_Thesis.pdf.
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This thesis presents a conceptual framework for the meaningful gamification of online civic interactions and demonstrates how narrative gamification can be incorporated into these interactions to make them more valuable and more meaningful experiences for citizens. The thesis reports the results of three online quantitative studies that identified the impact narrative gamification has on a range of measures for the user experience of motivation and meaningfulness. These studies ascertained that different doses of narrative gamification do have different effects on the user experience; and determined that the effects of narrative gamification are different for autonomously motivated and extrinsically motivated participants.
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Shephard, Landon P. "Civic Engagement of Community College Students: A Qualitative Research Study On Community College Curriculum and Civic Engagement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5493.
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Social scientists claim young United States (U.S.) citizens have become disengaged in civic life which jeopardizes democracy (White et al., 2007; CIRCLE & Carnegie, 2003, p.8). As a nation, the U.S. has failed to teach students the skills, knowledge, and abilities necessary for democratic life (White et l., 2007). Social scientists claim young U.S. citizens have become disengaged in civic life since the 1980s (Colby, 2007; CIRCLE & Carnegie, 2003, p.4). Compared to past generations, young citizens in the United States are less engaged in political life and lack an understanding of what it means to be an active and engaged citizen (Colby, 2007; White et al., 2007; CIRCLE & Carnegie, 2003, p.4). The idea of engaged citizenship has become narrowly defined as the simple act of voting, limiting the possibilities of citizens in improving society through community involvement (White et al., 2007). However, social scientists and social science educators have witnessed an increase in volunteerism of young U.S. citizens since about 2000. Along with this increase in volunteerism, other empirical evidence has painted a more positive picture of young Americans' civic engagement (Zukin et al., 2006). While researchers admit that young U.S. citizens are less politically engaged, young citizens demonstrate an interest in civic engagement (e.g., volunteering and participating in social campaigns) (Zukin et al., 2006). Historically, kindergarten through twelfth-grade (K-12) social-studies education has responded, through a civic-focused curriculum, to the needs of the United States. The nation's colleges and universities have also traditionally focused on the education of the country's future civic leaders, paying particular attention to teaching citizenship for the common good while promoting civic duty and responsibility. In comparison, little attention has been focused on the civic education of the community college student. The primary focus of community colleges has been to stimulate local economies and provide training for workforce development. In addition to workforce development, community colleges have provided access to under-prepared students who are interested in completing a four-year degree at a university, where civic leadership has been integrated into the curriculum. This research study followed a qualitative phenomenological approach that investigated the attitudes and perceptions of community college students and their civic and political engagement. The researcher collected data pertaining to civic engagement from three sources: open-ended qualitative questionnaires, student focus-groups, and a drawing activity completed by students. This research study was conducted in a large urban community college located in the southeastern region of the United States. Wilson Community College is a pseudonym used to conceal the identity of the college that was used in this research study.ID: 031001433; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: William B. Russell.; Title from PDF title page (viewed June 24, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 167-171).
Ph.D.
Doctorate
Education and Human Performance
Education; Social Science Education