Dissertations / Theses on the topic 'Rhetoric of civic engagement'
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Olejnik, Mandy Rhae. "Rhetoric, Civic Engagement, and the Writing Major." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531918970120753.
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Jackson, Brian David. "John Dewey and Teaching Rhetoric for Civic Engagement." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/196153.
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In this dissertation I argue for using John Dewey's scholarship in ethics, progressive education, and public discourse as a framework for teaching rhetoric for civic engagement. By "civic engagement" I mean working to discover, address, or confront issues of public importance through discourse. In the first part I establish Dewey as a point of reference for progressive revisions of curriculum in rhetoric at the undergraduate level. Using data gathered from a sample of undergraduate institutions, I argue for an increase in courses that reflect classical interests in performance of argument and critical analysis of text as essential skills for civic engagement. In the second part I describe what such revisions may look like as we consider teaching argument as a back and forth process, deliberation as a key component of rhetorical literacy, and critical analysis of literature as an aid to civic imagination. This dissertation contributes to the continuing interest in the way rhetorical education can help students develop transferable skills, attitudes, and interests that will make them effective and ethical agents in their professional and civic lives.
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Coffey, Kathleen M. "Mobile Technology and Civic Engagement: Heuristics and Practices for Developing Mobile Applications for Social and Civic Change." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1408123367.
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Kowalewski, Scott Jacob. "Specialized Online Publics and Rhetorical Ecologies: A Study of Civic Engagement in Natural Resource Management." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50931.
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This dissertation examines the public writing and civic engagement of an online community of a sportsmen forum, as the writing and engagement relate to natural resources management. Drawing from theories of public discourse and public rhetoric, this dissertation argues the sportsmen forum represents a specialized online public"publics that are constituted in digital spaces around shared interests and the circulation of texts and (vernacular) discourses, while existing in rhetorical ecologies. This dissertation argues sportsmen and sportswomen are an overlooked public within the field of Rhetoric and Writing. Not only are sportspersons stakeholders in natural resources issues, but they also represent primary reader-users of natural resource policy, making them a public of interest for rhetoric and writing scholars in areas such as public rhetoric, digital rhetoric, and technical communication. Beginning in the digital archives of the sportsmen forum, the dissertation isolates two case studies, each focusing on a current natural resource issue: deer management and feral swine management. The deer management case study represents the ways in which specialized online publics operate within rhetorical ecologies, while also exposing a space where these publics might make a greater impact in management practices through the formation of hybrid publics. Illustrating how hybrid publics might operate, the feral swine case study, examines collaboration between wildlife managers and sportspersons in the digital space of an online forum. Following the case studies, the dissertation concludes with a discussion of the scholarly and pedagogical implications of specialized online publics.Ph. D.
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Tulloch, Scott. "Mapping U.S. Civic Engagement Discourse: A Geo-Critical Rhetorical Wandering." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/TullochS2008.pdf.
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Erickson, Benjamin M. "A Rhetorical Criticism: Bill Clinton's A Man from Hope; Bringing Together Myth, Identification and Civic Engagement." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/EricksonBM2006.pdf.
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Stock, David M. "Educating for Democracy: Reviving Rhetoric in the General Education Curriculum." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd985.pdf.
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Brock, Erin Lynn. "Please Type Here: Digital Petitions and the Intersections of the Web and Democracy." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1408023321.
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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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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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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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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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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
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Jarrett, Jayson K. "Civic engagement in Middletown : yesterday and today." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318618.
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This study has presented a comprehensive narrative and overview of the nature of and changes in civic engagement in the city of Muncie over the last 75 years. The evidence suggests that the people of Muncie today are just as involved with their community and with their fellow Munsonians as they were in the 1920s and 1930s. However, the expression of this engagement has changed in the intervening years as people have moved away from direct participation in voluntary societies and clubs such as the Elks and Masons and toward indirect participation in professionally run organizations such as the United Way and various sports leagues. Participation in the past meant attending weekly meetings and taking part in elected leadership of these groups while today's participation usually takes the form of one-time donations to and attendance at events hosted by, professionally managed organizations.Department of Political Science
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Mielke, Jennifer J. "Civic engagement : a fundamental principle of planning." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217394.
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Civic engagement is a critical function of a democratic society. Citizens have a civic duty to participate in processes- simple and complex- that contribute to a healthy and successful quality of life. Planning provides the necessary structure for citizens to prioritize the issues that need to be addressed by government. Without planning, policies and programs cannot be created and implemented that enhance the quality of life of citizens. The Neighborhood Partnership Center Program and the Neighborhood Resources and Technical Services Corporation were created by the City of South Bend, Indiana as opportunities for residents to affect change in neighborhoods. This study examined the theory and practice of civic engagement and planning, and then applied them to the NPC Program and NRTSC in the Rum Village Neighborhood in South Bend, Indiana to determine if they were models for fostering civic engagement. The selected criteria were inconclusive in proving the NPC Program and NRTSC fostered the degree of civic engagement activity that the City of South Bend intended the programs to produce.Department of Urban Planning
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Ernst, Michael. "RELATIONSHIP BETWEEN ADOLESCENT BEHAVIOR AND CIVIC ENGAGEMENT." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4317.
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Citizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Tobari, Eime. "Does 'civic engagement' work? : civic engagement of older people and their 'embeddedness' in a society in the United Kingdom." Thesis, University of Greenwich, 2011. http://gala.gre.ac.uk/7141/.
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This study investigates how UK policies and initiatives promoting civic engagement of older people impact their ‘embeddedness.’ ‘Embeddedness,’ which has been my research theme continuously for the past ten years, describes intricate dynamic relationships between an individual and his/her physical and socio-cultural environments. The four research objectives were: 1) to define the concept of civic engagement in relation to ‘embeddedness’; 2) to review and analyse UK policies and initiatives promoting civic engagement of older people; 3) to analyse older people’s perceptions and experiences of civic engagement in civic engagement practices; 4) to examine the effectiveness of UK civic engagement initiatives on older people’s perceptions and experiences of civic engagement and their 'embeddedness’ by discussing differences and overlaps between the concept, policies and initiatives and perceptions and experiences of civic engagement. I also discuss how this study links Sociology and Architecture around the theme of the ‘embeddedness.’ By means of literature reviews, semi-structured informant interviews and participant observation, the subject is tackled both theoretically and empirically. The study analyses the reality of civic engagement focusing on the London Borough of Greenwich as a case study using ‘civic engagement’ as a multi-dimensional and multi-layered concept involving civil, political, social and cultural rights and responsibilities. The study suggests key values for civic engagement and ‘embeddedness’ and discusses them to speculate on the future of civic engagement and the ‘embeddedness’ of older people. The study argues that although in reality classic bureaucratic tendencies may undermine an organisation’s own policies promoting civic engagement, as happened in Greenwich, this is not inevitable if all the parties can understand the dynamic and transactional interaction mechanisms as and when individuals build up social networks within and beyond such organisations.
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Richardson, Gretta. "Individual Bodies, Informed Consent, and Self-Determination: A Rhetorical Analysis of the Vaccine Refusal Movement." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1380.
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This project sought to explore the narratives and rhetorical themes that permeate the anti-vaccination movement. Mass media has portrayed vaccine refusal groups as stupid, as conspiracy theorists, and as radically selfish. However, the data I analyzed from vaccine refusal nonprofits and advocacy groups supports that although these themes may appear to be radical, in reality, each is congruent with already present societal frameworks, particularly neoliberal social discourse and a preoccupation with the individualistic and self-determined health care rather than utilitarian or collective action.
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Van, Der Stad Sarah Gratia. "Museums and civic engagement in the Pacific Northwest /." Connect to title online (Scholars' Bank), 2007. http://hdl.handle.net/1794/5354.
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Fernandez-Ortiz, Claudia. "Student preparation for civic engagement in young adulthood." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Fernandez-Ortiz_CMITthesis2009.pdf.
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Hong, Maggie Ngar Dik. "Public Environmental Rhetoric: The Rhetorical Fashioning of Civic Responsibility." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2823.pdf.
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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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Ekman, Joakim, and Erik Amnå. "Political participation and civic engagement : towards a new typology." Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-22607.
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Reviewing the literature on political participation and civic engagement, the articleoffers a critical examination of different conceptual frameworks. Drawing on previousdefinitions and operationalisations, a new typology for political participation and civicengagement is developed, highlighting the multidimensionality of both concepts. Inparticular, it makes a clear distinction between manifest 'political participation'(including formal political behaviour as well as protest or extra-parliamentary politicalaction) and less direct or 'latent' forms of participation, conceptualized here as 'civicengagement' and 'social involvement'. The article argues that the notion of 'latent'forms of participation is crucial to understand new forms of political behaviour and theprospects for political participation in different countries. Due to these innovations itcontributes to a much-needed theoretical development within the literature on politicalparticipation and citizen engagement.
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Gerholz, Karl-Heinz, Holger Backhaus-Maul, and Paul Rameder. "Editorial: Civic Engagement in Higher Education Institutions in Europe." zfhe, 2018. http://dx.doi.org/10.3217/zfhe-13-02/01.
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Reynolds, Kristen Lee. "THE LIFE-CYCLE EFFECT ON CIVIC ENGAGEMENT ACROSS TIME." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/192972.
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Ybarra, Marcos A. "E-GOVERNMENT AND CIVIC ENGAGEMENT IN SAN DIEGO COUNTY." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/579.
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Due to technological advances, local city governments are relying heavily on websites and the Internet to connect with citizens. This project will discuss the relationship between e-government and civic engagement in San Diego county and its effectiveness. E-government is defined as the delivery of a city government’s information and services to its citizens through its website. Civic engagement involves active participation from the citizens and is defined as the interaction between the city government and its citizens. This project will analyze the 18 city websites of San Diego county to determine the effectiveness of each city’s website in providing e-government and civic engagement services. Each website will be rated and ranked, and a detailed recommendation on how the 5 lowest ranking cities can revise their websites to increase civic engagement will be provided. It will be shown that novel approaches such as online civic engagement, financial transparency, and personalized mobile apps not only enhance civic engagement in several city government websites but also receive positive user feedback and high resident satisfaction ratings.
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Rehm, Sebastian. "DoGood: A gamified mobile app to promote civic engagement." Thesis, Ludwig-Maximilians-Universitat Munchen, 2015. https://eprints.qut.edu.au/84809/1/thesis_final-opt.pdf.
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The rise of the mobile Internet enables the creation of applications that provide new and easier ways for people to organise themselves, raise issues, take action and interact with their city. However, a lack of motivation or knowledge often prevents many citizens from regularly contributing to the common good.
Therefore, this thesis presents DoGood, a smartphone app, that aims at motivating citizens to carry out civic activities. The thesis asks what kinds of activities citizens consider to be civic and to what extent gamification can motivate users in this context. The DoGood app uses gamified elements to encourage citizens to submit and promote their civic activities as well as to join the activities of others. Gamification is sometimes criticized for simply adding a limited number of game elements, such as leaderboards, on top of an existing experience. However, in the case of the DoGood app, the process of game design was an integral part of the development, and the gamified elements target the user’s intrinsic motivations instead of providing them with an external reward. DoGood was implemented as hybrid mobile app and deployed to citizens of Brisbane in a five weeks long user study. The app successfully motivated most of its users to do more civic activities and its gamified elements were well received. Based on the results of the user study, civic activities can be defined as activities that give citizens the opportunity to become involved and improve life in their local community.
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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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Goldsberry, Kimberlie Lynn. "Engaged Citizens: Connections Between Collegiate Engagement And Alumni Civic Involvement." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178311155.
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Reno, Deborah L. "Exploring the Process of Civic Engagement: A Phenomenological Case Study." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-11032003-090341/.
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Research expresses the need for society to develop ways that encourage civic responsibility. As the need to educate and encourage citizens to be more civic-minded increases, higher education, communities and agencies need to learn more meaningful ways to engage constituencies in the process that will result in greater civic responsibility. The purpose of this phenomenological case study was to describe how collaborative experiences influence civic engagement. Utilizing collaborative learning methods, while emphasizing specific learned skills (attributes) within small groups, both youth and adult experiences within the process tended to be enhanced and meaning was found within the experience. Although the study did not set out to develop a model for engaging citizens in decision-making, elements described within participant experiences contributed to developing a civic engagement model that fosters a sense of voice, empowerment, and meaning resulting in the likelihood of enhancing civic responsibility for those involved in the process.
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Simpson, Dava L. "Stormtroopers Among Us: Star Wars Costuming, Connection, and Civic Engagement." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001569.
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Goldsberry, Kimberlie L. "Engaged citizens connections between collegiate engagement and alumni civic involvement /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178311155.
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Yeung, Ho-yan, and 楊可欣. "Civic engagement in the redevelopment of Kwun Tong town centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46782515.
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Ball, Charlene L. "Intercultural dialogue for civic engagement: Perspectives from the multicultural community." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/236.
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Since the 1980s, intercultural dialogue has become increasingly recognized as a way to reduce prejudice, improve relationships, increase intercultural understanding, manage diversity, and contribute to democratic processes. Similarly, civic engagement has emerged as a key priority of municipalities to effectively serve and meet the needs of a culturally diverse public. I conducted an exploratory qualitative research study using focus groups with 13 ethnocultural community leaders in Edmonton, Alberta. The main goals were to understand from their lived experiences and perspectives how intercultural dialogue could contribute to meaningful and culturally appropriate civic engagement for ethnocultural communities. The findings indicated that ethnocultural community leaders are passionate about and committed to improving the lives of their communities, identify strongly with Canada and Edmonton as their home, and appreciate being meaningfully involved in civic affairs. The findings indicated that intercultural dialogue is meaningful if it takes place in a larger framework of civic engagement practices. This framework of meaningful practices is presented along with recommendations that can be adapted and implemented by municipalities, institutions, and organizations that wish to engage meaningfully with and respond effectively to diverse ethnocultural communities.
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Suhonen, Riikka. "Youth civic engagement in Bhutan: Obedient citizens or social activists?" Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23721.
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People’s participation in their own development is at the core of Communication forDevelopment. This study explores the potential and barriers for youth civic engagementespecially among the urban youth in Bhutan, a newly democratised country in theEastern Himalayas. Youth Initiative (YI), a project begun in the fall of 2013 by a groupof local youth and mentored by a local civil society organisation, the Bhutan Centre forMedia and Democracy, was chosen as the case study.The study analyses how and in which arenas youth enact their citizenship inBhutan; how young people themselves see their opportunities to participate indemocratic processes, analysing social, cultural and political factors influencing theirparticipation; whether their civic participation is critical or conforming to the existingsocial structures; how could Facebook foster democratic culture and youth civicengagement; and what is the link between youth civic engagement and social capital.Data were collected through three (3) focus group discussions with youth andnine (9) qualitative interviews with founders or steering committee members of the YI.The 19 young participants of the focus group discussions were between 17 to 28 yearsold, two of the groups consisting of YI representatives and one of unemployed youth.The interview data together with relevant textual sources were analysed through theconceptual framework of participatory democracy and social capital. Three distinctthemes could be identified through the qualitative thematic analysis: 1. Youth agency inthe public sphere; 2. Inequality and corruption; and 3. Cultural change. Particularlyinformal cultural barriers, such as respecting authorities and the lack of democraticculture to have an equal, critical dialogue in the public sphere were seen as mainobstacles for youth civic engagement in Bhutan.The findings indicate that youth civic engagement is a crucial component instrengthening social capital, particularly mutual trust across different groups andgenerations of people. The study argues that it is possible to create a space for intergenerational dialogue that encompasses and respects the diverse, but overlappingspheres of youth agency, democratic communication and social harmony.
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Opoku-Agyeman, Chris. "Civic Engagement and Ghana's Fourth Republic: Implications for Public Policy." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1375996964.
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Mukuria, Valentine Wangui. "Civic Engagement In Kenya: Developing Student Leadership Through Service Learning." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218647818.
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Boakye-Agyei, Kwame. "Fostering civic engagement stakeholder participation in rural projects in Ghana /." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4543.
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Thesis (Ph.D.)--George Mason University, 2009.Vita: p. 233. Thesis director: Susan Crate. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Environmental Science and Public Policy. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 216-232). Also issued in print.
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Montgomery, Sarah E. "iDemocracy citical literacy, civic engagement, and podcasting in an elementary classroom /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380116.
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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum & Instruction of the School of Education, 2009.Title from PDF t.p. (viewed on Jul 14, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4563. Adviser: Jesse Goodman.
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Zhou, Yue. "Internet civic engagement a case study of online forums in Macao." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2162043.
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Gioioso, Richard N. "Placing Immigrant Incorporation: Identity, Trust, and Civic Engagement in Little Havana." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/263.
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Immigrant incorporation in the United States has been a topic of concern and debate since the founding of the nation. Scholars have studied many aspects of the phenomenon, including economic, political, social, and spatial. The most influential paradigm of immigrant incorporation in the US has been, and continues to be, assimilation, and the most important place in and scale at which incorporation occurs is the neighborhood. This dissertation captures both of these integral aspects of immigrant incorporation through its consideration of three dimensions of assimilation – identity, trust, and civic engagement – among Latin American immigrants and American-born Latinos in Little Havana, a predominantly immigrant neighborhood in Miami, Florida. Data discussed in the dissertation were gathered through surveys and interviews as part of a National Science Foundation-funded study carried out in 2005-2006. The combination of quantitative and qualitative data allows for a nuanced understanding of how immigrant incorporation is occurring locally during the first decade of the twentieth century. Findings reveal that overall Latin American immigrants and their American-born offspring appear to be becoming American with regard to their ethnic and racial identities quickly, evidenced through the salience and active employment of panethnic labels, while at the same time they are actively reshaping the identificational structure. The Latino population, however, is not monolithic and is cleaved by diversity within the group, including country of origin and socioeconomic status. These same factors impede group cohesion in terms of trust and its correlate, community. Nevertheless, the historically dominant ancestry group in Little Havana – Cubans – has been able to reach notable levels of trust and build and conserve a more solid sense of community than non-Cuban residents. With respect to civic engagement, neighborhood residents generally participate at rates lower than the overall US population and ethnic subpopulations. This is not the case for political engagement, however, where self-reported voting registration and turnout in Little Havana surpasses that of most benchmarked populations. The empirical evidence presented in this dissertation on the case of Latinos in Little Havana challenges the ways that identity, trust, and civic engagement are conceptualized and theorized, especially among immigrants to the US.
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Schmitt, Carina. "Does civic engagement matter? : soziale Beteiligung und Public policy in Ecuador /." Marburg : Tectum-Verl, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2996148&prov=M&dok_var=1&dok_ext=htm.
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M'fundisi, Naar. "Pentecostal and charismatic spiritualities and civic engagement in Zambia (1964-2012)." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5515/.
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The current study contributes to the development of a discourse surrounding the ways in which Pentecostal and Charismatic attitudes have been shaped and reshaped by issues at the core of Zambia’s civic concerns. Tracing the historical development of Pentecostalism in Zambia and exploring the nation's history of civic engagement, the primary areas of examination will include both political activism and various attempts at addressing the HIV/AIDS pandemic. Attempts at Pentecostal civic engagement are traced in post-colonial Zambia, from independence in 1964 during the Kaunda era, until 2012. Between June 2009 and September 2013, the author engaged inter alia on both intensive and extensive ethnographic research in Lusaka, conducted over 50 interviews with major church leaders, distributed 300 questionnaires (with a response of 265), attended 20 gatherings of her focus group, and visited 3 HIV/AIDS clinics in Lusaka over a 4 year period. This research focused on leaders and members of mainly Pentecostal and Charismatic churches, and also on workers in integrated health care centres as well as in other institutions set up by some of these churches. To date, no comprehensive research has been conducted in the area of Pentecostal and Charismatic civic engagement in the Republic of Zambia.
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Graeff, Erhardt (Erhardt Charles). "Action path : a location-based tool for civic reflection and engagement." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/95604.
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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2014.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 77-80).
Many platforms for civic engagement, whether online or offline, require that citizens leave the places they normally inhabit physically or virtually and commit to a separate space and set of processes. Examples include town hall meetings, occurring during specific times and in specific places, and online forums, where deliberation occurs within profile-based websites for which you need to sign up and to regularly return. This thesis responds to the design challenge and research question: How do you address barriers to minimum effective engagement in community projects, and ensure that all citizens can contribute their input on how to improve their local communities? In order to raise levels of participation in community projects and expand the range of voices heard in governmental decision-making, there is a need for a civic engagement platform that is lightweight and compelling enough to enjoy continued use. To this end, I have developed a theoretical basis for effective citizenship through monitorial actions aided by mobile computing, finding connections between various theories of citizenship and learning to fill a gap in the literature and in terms of civic technology design. My argument and design goals for such a system are reinforced by findings from a needs assessment of Boston-area municipalities that confirmed a desire to use new technologies to elicit feedback on community issues from a more diverse demographic than those who currently attend public meetings. Based my analysis of the literature and the distilled design goals, I built and completed early-stage user testing of a prototype smartphone app-based civic engagement platform called Action Path, which uses location-awareness in the form of geo-fences along with push notifications to prompt users to respond to one-item surveys dotting their urban landscape. Interviews with users suggest Action Path might help people see their communities as filled with opportunities for civic intervention, and might increase their sense of efficacy. Additionally, workshops about geo-fence design and curricular design with potential stakeholders showed how Action Path might be effectively deployed through civic technologists and in schools.
by Erhardt Graeff.
S.M.
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Hentschel, Valerie. "Empowering Civic Engagement in Energy Concepts : Design Implications for Citizen Participation." Thesis, Södertörns högskola, Medieteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41587.
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The threat of global warming calls for a major transformation of the energy system in the coming century. A positive and effective outcome of the development and implementation of municipal energy concepts relies heavily on public participation. Based on user research through qualitative interviews and an online questionnaire in Germany, this paper presents design implications regarding digital participatory technology for municipal energy concepts. The findings include reduction of barriers to enable participation, encouragement of discussion and debate, monitoring the progress and providing feedback. The proposed implications aim to increase public participation for municipal energy concepts and motivate citizens towards a more sustainable lifestyle. Further work is needed to validate if the design implications entirely fulfill their purpose.Självständigt Examensarbete (Forskningsartikel)
Independent Master's Thesis (Research article)
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Schoon, Danielle van Dobben. "Becoming Roma: Gypsy Identity, Civic Engagement, and Urban Renewal in Turkey." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/579020.
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This dissertation is a study of economic, political, and social reforms in contemporary Turkey and how they are experienced by the country's Romani ("Gypsy") population. By focusing on urban renewal projects, the pluralization of cultural identities, and the proliferation of civil society organizations, this dissertation analyzes these changes in urban Romani communities, examining how state and civil society initiatives impact identity and civic engagement. This research contributes broadly to work in anthropology studying the relationship between culture and power, specifically investigating how local cultural identities and practices intersect and interact with transnational political-economic processes. While the meaning and application of the concept of 'culture' has been much debated in the social sciences, this analysis is situated within studies that consider culture a site of governance. Many modern forms of governance work less through force than by subjecting culture to the political logic of empowerment and improvement. This study interrogates this process via ethnographic research with dislocated Roma and Romani rights civic actors in three Turkish cities, focusing in particular on one dislocated Romani community from a neighborhood in Istanbul known as Sulukule. The project is unique in that it addresses Romani identity, culture, and citizenship where they intersect with current politics around urban development in Turkey. While 'urban renewal' projects are incorporating the land of the urban poor into new plans for Istanbul as a global city, Romani residents find themselves increasingly dispossessed. More than interventions that aim to improve the conditions of Turkey's Roma, urban development has renewed the politicization of urban Romani communities, particularly the youth, who have begun participating in social movements and Romani rights activism. The study finds that, while the changes resulting from liberalization and democratization in Turkey are typically posed by scholars, politicians, and civil society actors as either positive or negative, the advantages and disadvantages for marginalized populations like the Roma are actually simultaneously produced and mutually constituted. While Turkey's Roma are being integrated into discourses, practices, and institutions of Turkish national belonging and transnational Romani rights solidarity, they are also facing the dissolution of their local communities, traditional occupations, and cultural life. This dissertation suggests broader repercussions for anthropological understandings of the impact of free-market liberalization and democratization in so-called 'developing countries,' and particularly interrogates the politics of 'openness', the relationship between civil society and 'political society', and the role of transnational networks in urban politics.
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Martin, Sarah Ruth. "Community Connections: Exploring the Constructive Potential of Facebook for Civic Engagement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1987.
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Recognizing the importance of civic engagement to the health of local communities and the overall success of a democracy, this research sought to better understand the relationship between online media use and civic engagement. Specifically, the constructive potential of the social networking site Facebook was explored using the theoretical framework of communication infrastructure theory (CIT; Ball-Rokeach, Kim, & Matei, 2001). Results of a cross-sectional survey with a national sample of 375 participants indicated that Facebook does hold potential for civic engagement. The two most important findings of the research were that Facebook facilitated connection to neighborhood storytelling and that connection to storytelling was positively associated with civic engagement. As such, results indicated that Facebook holds potential for civic engagement insofar as the site facilitates connection to neighborhood storytelling. Additionally, Facebook was a regular part of participants’ daily routines, a means to maintain social capital, and a forum for occasional civic participation. Cumulatively, these results highlight a number of strengths that citizens and communities can build upon to improve social capital and increase civic engagement.
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Flores, Jennifer. "A Service-Learning Project and Civic Engagement for At-Risk Elementary Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6202.
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An urban elementary school in the city of Phoenix showed little evidence of using active learning even though active learning is a best practice to create engaged citizens. The purpose of this study was to investigate whether participating in a 3-week service-learning project improved civic engagement among at-risk elementary students. The theoretical foundation for this study was the constructivist learning theory, which states that students learn and create meaning by being active participants in their own learning. The research questions asked if completing a 3-week service-learning project showed a statistically significant difference in civic engagement for at-risk tutorial students at the school and whether there was a statistically significant grade level interaction effect. The Civic Responsibility Survey for K-12 Students Engaged in Service was used to gather quantitative data for this quasi-experimental design. The sample consisted of 162 students and was limited to the number of students enrolled in first through fourth grades in the 2016-2017 school year. Descriptive statistics and an analysis of covariance was conducted to determine the effect of participation in a service-learning project on reported civic engagement outcomes. There was no statistically significant difference in civic engagement after students participated in a service-learning project compared to students who did not participate. There was, however, a statistically significant difference in civic engagement scores between Grade 3 and Grade 1 and Grade 3 and Grade 4. A 3-day professional development was created for teachers as a result of this study. This may influence positive social change by creating active learning experiences for students at the school, which may lead to greater civic engagement, improved teacher-student relationships, and higher academic achievement.
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Gismondi, Adam. "#CivicEngagement: An Exploratory Study of Social Media Use and Civic Engagement Among Undergraduates." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104157.
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Thesis advisor: Ana Martinez-AlemanCivic engagement is an activity that supports communities at local and national levels (Colby et al., 2000; Putnam, 1993; 2000). Within higher education, there has long been a desire to produce civically engaged graduates that will serve as leaders in addressing current and future societal problems. The task of developing young Americans that become socially aware, community-minded, and publicly involved requires a full understanding of the college learning environment for today's students. In recent years, the undergraduate environment has changed rapidly, with various digital social media presenting a new social and technological context for college students. Scholars have begun to explore the ways in which these social media have impacted the college environment, yet many areas for research have yet to be addressed. This exploratory qualitative study draws upon this growing literature base and social capital theory to ask: How do students understand the connection between social media use and their civic engagement while in college? This study presents data from six focus groups (n=35) and seven individual interviews conducted with students from campus organizations engaged in one of three pre-selected areas of civic engagement (Adler & Goggin, 2005). This study found that the students derived a great deal of civic value from their use of social media. These new media provide students with a constant stream of information that promotes both knowledge acquisition and the organization of others around common interests. However, findings from this study also indicate a number of challenges associated with the use of social media for civic learning and engagement, including the need to continuously filter an overwhelming amount of information and the intimidating nature of public civic debate online. The added value of social media in the development of civic behaviors speaks to a new way of thinking about ways to cultivate civic engagement. As colleges and universities continue to explore means to promote civic engagement as a learning outcome, the digital environments of students must be considered. A broad understanding of social technologies, along with a working knowledge of platform-specific features will help practitioners and scholars to better plan developmentally beneficial interventions
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Ohene-Larbi, Stephen. "Teaching of Civic Education in the Classroom-A Model for Reading and Writing." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1450181615.
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