Journal articles: 'Social citizenship'

1

Powell, Martin. "Reframing Social Citizenship." Health & Social Care in the Community 18, no. 3 (April 19, 2010): 331–32. http://dx.doi.org/10.1111/j.1365-2524.2010.00915_7.x.

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Lister, Ruth. "Citizenship on the margins: Citizenship, social work and social action." European Journal of Social Work 1, no. 1 (January 1998): 5–18. http://dx.doi.org/10.1080/13691459808414719.

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Pellissery, Sony, and Ivar Lødemel. "Property and Social Citizenship: Social Policy beyond the North." Social Policy and Society 19, no. 2 (March 2, 2020): 275–92. http://dx.doi.org/10.1017/s1474746419000575.

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This article examines how the property rights in land have come to be a constitutive element of social citizenship. Reviewing the theoretical developments on the idea of social citizenship since Marshall’s seminal essay on Citizenship and Social Class (1950), this introductory article identifies four processes which bring property rights to the centre stage of social rights. First, recognition of entitlement beyond ownership opens up different social functions of property. Social citizenship as a tool is able to demand contextually appropriate rights from the bundle of rights that property is constituted of. Second, the idea of social citizenship is global today, and has transcended nation-state boundaries. How trade and communications impact property in land shapes the realisation of social rights. Three, active citizens contribute to the creation of public spaces in emerging urban residential areas. Citizens make social claims on such spaces through radical forms of insurgent citizenship. Four, planning as a tool, which organises property for the realisation of citizens’ social rights, is able to meet the competing objectives of human rights and speculative profiteering by real estate owners. These four aspects become essential to understand how social citizenship is unfolding, particularly in the Global South.

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White, Vicky, and John Hams. "Social europe, social citizenship, and social services." European Journal of Social Work 2, no. 1 (January 1999): 3–13. http://dx.doi.org/10.1080/13691459908413801.

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van Ewijk, Hans. "Citizenship-based social work." International Social Work 52, no. 2 (March 2009): 167–79. http://dx.doi.org/10.1177/0020872808099728.

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English This article argues that modern citizenship is a highly fruitful concept for social work. Citizenship-based social work is defined as a field of action, knowledge and research, aiming at integration of all citizens and supporting and encouraging self responsibility, social responsibility and the implementation of social rights. French Cet article soutient que la citoyenneté moderne est un concept éminemment porteur pour le travail social. Le travail social fondé sur la citoyenneté se définit comme un champ d’action, de connaissance et de recherche visant l’intégration de tous les citoyens et faisant la promotion de la responsabilité personnelle, de la responsabilité sociale et de la promotion des droits sociaux. Spanish Este artículo argumenta que la ciudadanía moderna es un concepto altamente provechoso para el trabajo social. El trabajo social basado en la ciudadanía es definido como un campo de acción, conocimiento e investigación, apuntando a la integración de todos los ciudadanos, que apoya y alienta la responsabilidad propia, la responsabilidad social y la implementación de derechos sociales.

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Roche, Maurice. "Citizenship, social theory, and social change." Theory and Society 16, no. 3 (May 1987): 363–99. http://dx.doi.org/10.1007/bf00139487.

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Squire, Corinne, and Jamilson Bernardo de Lemos. "Narrating Resistant Citizenships through Two Pandemics." Social Sciences 11, no. 8 (August 10, 2022): 358. http://dx.doi.org/10.3390/socsci11080358.

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Covid has intensified inequalities in the UK, particularly for those already living with structural disadvantage, and despite community and popular resistance to those losses. Covid has also disproportionately affected people with HIV, especially those already living with multi-dimensional inequalities. However, many people with HIV have, as they have done before, made strong and often successful efforts to resist and to restore or reconstruct their citizenships, in opposition to dominant, dispossessing discourses during Covid times. A narrative approach offers a means of mapping these citizenly technologies. This article draws on a 2020 study conducted with 16 people living with HIV in the UK. The study explored, through telephone semi-structured interviews, the health, economic, and psychosocial resources with which these participants lived with HIV and how Covid has impacted those resources. Narrative analysis showed losses of HIV and other health resources, constituting reductions in health citizenship, resisted largely by reconstitutions of alternatives within the HIV sector; losses of economic citizenship, despite oppositional, anti-political attempts to retain it, and of psychosocial citizenship, in spite of family and friendship networks; resistant, ‘alter’ development of renewed HIV citizenships; and across fields, resistance by complaint. This study indicates that ‘de-citizening’ citizenship losses are likely to also affect other groups with long-term conditions, illnesses, and disabilities. Resistant ‘re-citizening’ technologies, while important, had limited effects. The study suggests potential future resistant effects of repeated ‘complaint’ about Covid-era citizenship losses, and the more general significance of histories of dissent for future effective resistance.

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Madsen, Richard, and Morris Janowitz. "Social Science and Citizenship." Contemporary Sociology 14, no. 1 (January 1985): 20. http://dx.doi.org/10.2307/2070402.

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Nivala, Elina. "Citizenship and Social Pedagogy." Sosiaalipedagoginen aikakauskirja 6 (November 30, 2005): 115–24. http://dx.doi.org/10.30675/sa.119623.

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Joppke, Christian, Thomas Faist, David Jacobson, and Marco Martiniello. "Social Citizenship for Whom?" Contemporary Sociology 26, no. 1 (January 1997): 65. http://dx.doi.org/10.2307/2076606.

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Taylor, David. "Citizenship and social power." Critical Social Policy 9, no. 26 (September 1989): 19–31. http://dx.doi.org/10.1177/026101838900902602.

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Thomas, Deborah A. "Citizenship and Social Exclusion." Caribbean Quarterly 58, no. 2-3 (June 2012): 129–32. http://dx.doi.org/10.1080/00086495.2012.11672447.

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Wade, Rahima. "Citizenship for Social Justice." Kappa Delta Pi Record 40, no. 2 (January 2004): 64–68. http://dx.doi.org/10.1080/00228958.2004.10517290.

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Bernts, Ton, Leo d'Anjou, and Dick Houtman. "Citizenship and social justice." Social Justice Research 5, no. 2 (June 1992): 195–212. http://dx.doi.org/10.1007/bf01048707.

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Yalçın-Heckmann, Lale. "Introduction: claiming social citizenship." Citizenship Studies 15, no. 3-4 (June 2011): 433–39. http://dx.doi.org/10.1080/13621025.2011.564806.

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Plant, Raymond. "Citizenship and Social Security." Fiscal Studies 24, no. 2 (February 2, 2005): 153–66. http://dx.doi.org/10.1111/j.1475-5890.2003.tb00081.x.

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Stevenson, Clifford, John Dixon, Nick Hopkins, and Russell Luyt. "The Social Psychology of Citizenship, Participation and Social Exclusion: Introduction to the Special Thematic Section." Journal of Social and Political Psychology 3, no. 2 (October 26, 2015): 1–19. http://dx.doi.org/10.5964/jspp.v3i2.579.

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The aim of this special thematic section is to bring together recent social psychological research on the topic of citizenship with a view to discerning the emerging trends within the field and its potential contributions to the broader interdisciplinary area of citizenship studies. Eight papers spanning diverse theoretical traditions (including social identity, social representations and discursive approaches) apply an array of methods to consider different aspects of citizenship across a variety of cultural and national contexts. Some focus on individuals’ perceptions and discussions of citizenship, others examine the group dynamics which flow from these understandings, and the rest examine the potential for citizenship to exclude as well as include marginalised communities. While diverse, the contributions share some core commonalities: all share a concern in trying to understand citizenship from the perspective of the citizen; all conceptualise citizenship as an active and reflective process occurring between members of a community; and all highlight the irreducibly social and collective nature of the experience and practice of citizenship in everyday life. We propose that these elements of convergence have the potential to give the social psychology of citizenship a solid basis and recognisable profile in order to contribute to the broader arena of citizenship studies.

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Law, Wing-Wah, and Ho Ming Ng. "Globalization and Multileveled Citizenship Education: A Tale of Two Chinese Cities, Hong Kong and Shanghai." Teachers College Record: The Voice of Scholarship in Education 111, no. 4 (April 2009): 851–92. http://dx.doi.org/10.1177/016146810911100406.

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Background/Context For centuries, the notions of citizenship and citizenship education have been associated with the nation-state and civic elements. However, since the late 20th century, these traditional notions have been challenged by globalization. In the discourse of globalization, citizenship, and citizenship education, some scholars suggest a simplistic replacement or shift from national citizenship to global citizenship, regional citizenship, or local and group identities. Against these simplistic, single-leveled approaches is the argument for both the continuing importance of nation-specific characteristics of citizenship and the strong need to diversify the nation-state-oriented and civic-specific framework to form multileveled and multidimensional ones. They accommodate individuals’ engagement in the various domains of human activities and their memberships at various levels, ranging from individual to community, local, national, and international or global ones. Some scholars have advocated a multidimensional model of citizenship education by regrouping human relationships and activities into four major dimensions—personal, social, spatial, and temporal—which can intersect with various levels in the multilevel polity. However, these general, static frameworks are not backed by strong empirical evidence and do not explain the complexity of interplay among different actors at the same level and/or between levels. Purpose The purpose of the article is twofold. First, it aims to provide empirical evidence for the general framework of multileveled and multidimensional citizenship education by assessing students’ views of citizenship in a multileveled polity with reference to Hong Kong and Shanghai in China. Second, with the help of the comparative study, the article is intended to supplement the general framework by proposing a theoretical framework that explains the complex interplay of different actors in their choices of citizenship elements from a multileveled polity. Setting The study took place in three public junior secondary schools in Shanghai and three aided secondary schools in Hong Kong and assessed their students’ views of the global, national, local, and personal-social domains of multiple identities in a multileveled polity. Research Design The study adopted a mixed methodology of observations, questionnaires, and interview surveys to collect data. Data Collection and Analysis Data are drawn from questionnaires completed by 1,402 students attending Grades 7–9, and 38 interviews with principals, teachers, and students from both societies between 2002 and 2003. Conclusions/Recommendations The study shows that although students of Hong Kong and Shanghai were aware of having multiple citizenships, some of their views of the relative importance of, and the interrelationships among, four dimensions of citizenship differed. The patterns of their perceptions of multiple citizenships reflect similarities and differences in the organization of citizenship education between schools in Hong Kong and Shanghai, the nation-state's influences on local citizenship curricula, and local governments’ development considerations in remaking collective identity. With the help of the comparative study, the article supplements the general framework by proposing a theoretical framework for interpreting citizenship and citizenship education as dynamic, context-bounded, and multi-leveled social constructions reinvented through the intertwined interactions of different actors in response to social changes, including globalization.

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Yuval-Davis, Nira. "Women, Citizenship and Difference." Feminist Review 57, no. 1 (September 1997): 4–27. http://dx.doi.org/10.1080/014177897339632.

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The article discusses some of the major issues which need to be examined in a gendered reading of citizenship. However, its basic claim is that a comparative study of citizenship should consider the issue of women's citizenship not only by contrast to that of men, but also in relation to women's affiliation to dominant or subordinate groups, their ethnicity, origin and urban or rural residence. It should also take into consideration global and transnational positionings of these citizenships. The article challenges the gender-blind and Westocentric character of many of the most hegemonic theorizations of citizenship, focusing in particular on the questions of membership in ‘the community’, group rights and social difference and the ways binaries of public/private and active/passive have been constructed to differentiate between different kinds of citizenships. The article argues that in order to be able to analyse adequately people's citizenship, especially in this era of ethnicization on the one hand and globalization on the other hand, and with the rapid pace at which relationships between states and their civil societies are changing, citizenship should best be analysed as a multi-tiered construct which applies, at the same time to people's membership in sub-, cross- and supra-national collectivities as well as in states.

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King, Desmond S., and Jeremy Waldron. "Citizenship, Social Citizenship and the Defence of Welfare Provision." British Journal of Political Science 18, no. 4 (October 1988): 415–43. http://dx.doi.org/10.1017/s0007123400005202.

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This article analyses the normative status of claims to the social rights of citizenship in the light of New Right criticisms of the welfare state. The article assesses whether there is any normative justification for treating welfare provision and citizenship as intrinsically linked. After outlining T. H. Marshall's conception of citizenship the article reviews its status in relation to: traditional arguments about citizenship of the polity; relativist arguments about the embedded place of citizenship within current societies; and, drawing upon Rawlsian analysis, absolutist arguments about what being a member of a modern society implies. Each argument has some strengths and together they indicate the importance of retaining the idea of citizenship at the centre of modern political debates about social and economic arrangements.

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Sardoč, Mitja. "Citizenship, Social Change, and Education." Center for Educational Policy Studies Journal 11, no. 2 (June 23, 2021): 97–109. http://dx.doi.org/10.26529/cepsj.1093.

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In recent decades, discussions regarding citizenship and citizenship education have evolved from a marginal issue in political philosophy and the philosophy of education to one of the most pressing topics in contemporary discussions about the civic aims of public schooling. The place and contribution of citizenship education in public schools have become central points of discussion and debate in terms of theory, research, policy, and practice. Yet, existing conceptions of citizenship education differ considerably over various issues, including the basic motivational impulses associated with the civic aims of public education. In particular, the recent upsurge of phenomena as diverse as hate speech, populism, the shrinking civic space, radicalisation, and violent extremism have shifted the main justificatory impulse from consequentialist to urgency-based arguments. This shift of emphasis has had some unreflected consequences related to the justification for citizenship education in public schools. The central purpose of this article is to expound on the two main impulses associated with the civic aims of public schools and their interrelationship with social changes. The main part contrasts these two opposing motivational impulses associated with the justification of citizenship education. Each of the two impulses is presented and then clarified with an example to shed light on the basic justificatory procedure associated with it. The concluding part of this paper sketches the most distinctive challenges of the alternative conception of justifying citizenship education and its interplay with social change.

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Chotim, Erna Ermawati, and Ichmi Yani Arinda Rohmah. "Social Citizenship And Urban Community Participation." Eduvest - Journal of Universal Studies 4, no. 8 (August 20, 2024): 6767–81. http://dx.doi.org/10.59188/eduvest.v4i8.1729.

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Jakarta City as a representation of major city in Indonesia with the highest positive patients infected with covid 19. Various attempts were made by the central and regional governments to break the spread of pandemic covid 19, one of which was to impose Large Scale Social Restrictions (PSBB). However, efforts to overcome government efforts do not seem to be balanced with public awareness to be involved in implementing regulations and to be part of efforts to cope with the spread pandemic covid 19 and recovery. Based on these facts, this study tries to identify the presence or absence of citizenship, the types of citizenship that exist in the people of DKI Jakarta and what efforts can be made to activate citizenship in Jakarta. In the PSBB situation the research method is carried out using a mixed method (quantitative and qualitative) using a questionnaire and in-depth interviews through digital media. The results showed that the type of citizenship that exists in the people of DKI Jakarta at the moment is passive citizenship. However, the results of this study also indicate the potential for community participation that show great potential to build or strengthen social solidarity and capital. It is therefore important to encourage the transformation of activation from passive citizenship into active citizenship including institutional strengthening, so that citizens not only have citizenship rights, but at the same must be obliged to engage in various efforts to overcome the pandemic and recovery after the pandemic occurred.

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Xu, Shun, Harrison Hao Yang, Jason MacLeod, and Sha Zhu. "Social media competence and digital citizenship among college students." Convergence: The International Journal of Research into New Media Technologies 25, no. 4 (January 9, 2018): 735–52. http://dx.doi.org/10.1177/1354856517751390.

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The global emergence of new media and social change have drawn attention to the topic of digital citizenship. Previous literature has examined individuals’ digital citizenship with some determinants of technology use. However, individuals’ level of social media competence (SMC) has not yet been examined in relation to digital citizenship. To increase knowledge of the ingredients that may be important for education programs to improve individuals’ digital citizenship, this study examined SMC and digital citizenship among 772 college students. The results identified that five of the six social media competencies examined were predictors of individuals’ digital citizenship. These findings provided empirical evidence of a relationship between SMC and digital citizenship, which should be considered by researchers and practitioners when formalizing educational programs, developing curricula, and designing pedagogy for improving individuals’ digital citizenship.

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AlMaamari, Saif N., and Ian Menter. "Citizenship Education: The Perceptions of Social Studies Omani Student Teachers." Journal of Educational and Psychological Studies [JEPS] 7, no. 4 (December 1, 2013): 446. http://dx.doi.org/10.24200/jeps.vol7iss4pp446-461.

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The purpose of this study was to investigate the perceptions of Omani student-teachers of social studies major about citizenship and citizenship education. Interviews were used to achieve this purpose. Ten students participated in the study: 5 females and 5 males. Data were analyzed qualitatively using analytic induction and interpretive analytic framework. Qualitative results show a wide range of interesting views on citizenship that highlighted the influence of the social, cultural and political context in shaping the meaning of citizenship and citizenship education. The results from interviews can be classified into five categories: (a) Citizenship is a multi-faceted concept; (b) Citizenship education is a crucial area in the school curriculum; (c) social studies is still the main approach of introducing citizenship education; (d) citizenship education is an area which is missing in teacher preparation programs and (e) Citizenship education is practiced to an extent in practical training programs.

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Trifonov, S. G., and R. A. Lubsky. "CONCILIATION PROCEDURES AS ALTERNATIVE CONSTITUTIONAL AND LEGAL GUARANTEES FOR THE IMPLEMENTATION OF THE PRINCIPLES OF JUDICIAL POWER." Scientific Notes of V. I. Vernadsky Crimean Federal University. Juridical science 7 (73), no. 3 (1) (2022): 108–16. http://dx.doi.org/10.37279/2413-1733-2021-7-3(1)-108-116.

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In this article, the author examines the features of the constitutional and legal subinstitution of multiple citizenship, analyzes the social, political, legal prerequisites for the emergence of this phenomenon, the features of the regulation of multiple citizenship in individual states. Examples of successful, coordinated settlement of cases of multiple citizenship are considered and ways of possible overcoming of collisions arising in the presence of several citizenships of an individual are analyzed. In conclusion, the authors point out that the principle of effective citizenship is a universal means of preventing and eliminating cases of multiple citizenship. Its criteria are permanent residence or most frequent stay; place of work, military or public service; the place where the person actually enjoys his civil or political rights; sometimes — the location of real estate. It is rightly noted that the prevention of multiple citizenship and the elimination of such cases is carried out using both domestic and international legal means.

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Del Castillo, Adelaida R. "Illegal Status and Social Citizenship." Aztlán: A Journal of Chicano Studies 27, no. 2 (2002): 11–32. http://dx.doi.org/10.1525/azt.2002.27.2.11.

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The unauthorized status of undocumented Mexican immigrants removes them from the polity, but it does not preclude the practice of social citizenship within the welfare state. Undocumented immigrant communities access social rights as they live their lives and create community through their use of goods, services, and opportunities provided by the benefits of the welfare state. Tarascans in southern lllinois reproduce social and cultural citizenship through their use of survival and adaptive strategies; women are vital to the mobilization of these strategies and to the creation of community. This enactment of social citizenship without consent questions the fixity of the nationstate as well as traditional notions of citizenship, and invites a postnational approach to the challenges posed by illegal immigrants in the state. Importantly, a universal human rights discourse allows for the reconceptualization of unauthorized immigrants as human persons and individual rights-holders, both in the political community and before international bodies.

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Gorham, Eric. "Social Citizenship and Its Fetters." Polity 28, no. 1 (September 1995): 25–47. http://dx.doi.org/10.2307/3235183.

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Livezey, Lois Gehr. "Citizenship, Integrity, and Social Change." Annual of the Society of Christian Ethics 9 (1989): 263–65. http://dx.doi.org/10.5840/asce1989917.

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Konovsky, Mary A., and S. Douglas Pugh. "Citizenship Behavior and Social Exchange." Academy of Management Journal 37, no. 3 (June 1994): 656–69. http://dx.doi.org/10.5465/256704.

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김경래. "Globalization, Social Capital , and Citizenship." Studies in Humanities and Social Sciences ll, no. 27 (May 2010): 87–109. http://dx.doi.org/10.17939/hushss.2010..27.004.

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Sevriukov, D. H. "SOCIAL CITIZENSHIP IN MODERN EUROPE." SOCIOLOGY OF LAW, no. 2 (2021): 48–53. http://dx.doi.org/10.37687/2413-6433.2021-2.6.

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Mantu, Sandra, and Paul Minderhoud. "EU citizenship and social solidarity." Maastricht Journal of European and Comparative Law 24, no. 5 (October 2017): 703–20. http://dx.doi.org/10.1177/1023263x17741271.

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In this article, we seek to place the CJEU’s recent case law on social rights for economically inactive EU citizens within the larger political context of the last couple of years that has been characterized by the increased contestation of the type of mobility underpinning EU citizenship. The relationship between EU citizenship and social solidarity – in the form of social rights for mobile EU citizens – has taken centre stage during the Brexit affair. Political debates concerning the free movement of (poor) EU citizens have focused upon the issues of the abuse of free movement rights and welfare tourism, despite a lack of evidence that the two are actually taking place on a large scale within the EU. The now defunct Brexit deal highlights the extension of debates that initially focused on economically inactive EU citizens to EU workers, whose mobility had been considered a positive aspect of EU integration. The scope of social solidarity in the EU is demoted as a result of judicial and political interventions that question the social dimension of EU citizenship and which may have implications for other groups of migrants situated within the EU.

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Valdivielso, Joaquín. "Social Citizenship and the Environment." Environmental Politics 14, no. 2 (April 2005): 239–54. http://dx.doi.org/10.1080/09644010500055142.

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Frost, Jennifer. "Social Citizenship and the City." Journal of Urban History 30, no. 2 (January 2004): 289–98. http://dx.doi.org/10.1177/0096144203258116.

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Connell, R. W. "Citizenship, Social Justice and Curriculum." International Studies in Sociology of Education 2, no. 2 (January 1992): 133–46. http://dx.doi.org/10.1080/0962021920020202.

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Evans, T. "Citizenship, Social Inclusion and Confidentiality." British Journal of Social Work 34, no. 1 (January 1, 2004): 69–91. http://dx.doi.org/10.1093/bjsw/bch006.

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O'Connor, Alice. "THE COLORS OF SOCIAL CITIZENSHIP." Du Bois Review: Social Science Research on Race 10, no. 2 (2013): 549–53. http://dx.doi.org/10.1017/s1742058x13000258.

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In the early 1930s, with worldwide economies sinking deeper into what would become the Great Depression, upwards of 400,000 people crossed the U.S.-Mexico border. They were en route to what for most would be permanent relocation to Mexico.1 Though many traveled from established enclaves in the Midwest and Northeast, the vast majority came from the Southwest, where Mexican America was concentrated. Claims on both sides of the border to the contrary, the mass exodus could hardly be described as voluntary. In addition to the tens of thousands of immigrants subject to stepped-up deportation efforts and state-sponsored repatriations, countless individuals and families were intimidated, “scare-headed” (the term used by an influential local official to describe the Los Angeles campaign) or otherwise coerced into leaving lest they become burdens on the country's overtaxed relief rolls. Significant numbers of the departed were U.S. citizens, swept up in what the progressive journalist Carey McWilliams called “a determination to oust the Mexican.”2

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Tilly, Charles. "Citizenship, Identity and Social History." International Review of Social History 40, S3 (December 1995): 1–17. http://dx.doi.org/10.1017/s0020859000113586.

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With appropriate lags for rethinking, research, writing and publication, international events impinge strongly on the work of social scientists and social historians. The recent popularity of democratization, globalization, international institutions, ethnicity, nationalism, citizenship and identity as research themes stems largely from world affairs: civilianization of major authoritarian regimes in Latin America; dismantling of apartheid in South Africa; collapse of the Soviet Union, the Warsaw Pact and Yugoslavia; ethnic struggles and nationalist claims in Eastern Europe, Asia and Africa; extension of the European Union; rise of East Asian economic powers. Just as African decolonization spurred an enormous literature on modernization and political development, the explosion of claims to political independence on the basis of ethnic distinctness is fomenting a new literature on nationalism.

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Pellissery, Sony, and Ivar Lødemel. "Introduction: Property and Social Citizenship." Social Policy and Society 19, no. 2 (March 2, 2020): 271–73. http://dx.doi.org/10.1017/s1474746419000551.

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Konovsky, M. A., and S. D. Pugh. "CITIZENSHIP BEHAVIOR AND SOCIAL EXCHANGE." Academy of Management Journal 37, no. 3 (June 1, 1994): 656–69. http://dx.doi.org/10.2307/256704.

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Abrahamson, Peter. "Free Trade and Social Citizenship." Global Social Policy: An Interdisciplinary Journal of Public Policy and Social Development 7, no. 3 (December 2007): 339–57. http://dx.doi.org/10.1177/1468018107082238.

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Phillips, D., and Y. Berman. "Social quality and community citizenship." European Journal of Social Work 4, no. 1 (March 2001): 17–28. http://dx.doi.org/10.1080/714889938.

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Rees, A. M. "THE PROMISE OF SOCIAL CITIZENSHIP." Policy & Politics 23, no. 4 (October 1, 1995): 313–25. http://dx.doi.org/10.1332/030557395782200563.

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Gill, Karamjit S. "Information technology for social citizenship." AI & Society 5, no. 3 (July 1991): 181–82. http://dx.doi.org/10.1007/bf01891914.

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Gray, Debra, and Christine Griffin. "A journey to citizenship: Constructions of citizenship and identity in the British Citizenship Test." British Journal of Social Psychology 53, no. 2 (June 27, 2013): 299–314. http://dx.doi.org/10.1111/bjso.12042.

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Kang, Hye-Kyung. "Re-imagining Citizenship, Re-imagining Social Work: U.S. Immigration Policies and Social Work Practice in the Era of AZ SB1070." Advances in Social Work 13, no. 3 (June 26, 2012): 510–26. http://dx.doi.org/10.18060/2057.

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The literature on immigrant cultural citizenship (Ong, 1996; Rosaldo, 1997) has argued that traditional and normative definitions of citizenship ignore various forms of civic participation and belonging and fails to capture the experiences of immigrants in an increasingly globalized world (Getrich, 2008), calling for more nuanced and multiple meanings of citizenship. As agents of civil society, social workers have much power in constructing and maintaining (or resisting) normative discourses of citizenship, and how we participate in this process has material consequences for those we serve. Applying poststructural and postcolonial theories, this paper excavates discourses of exclusion and inequity that produce the idea of U.S. citizenship through a critical historical analysis of key U.S. immigration and naturalization-related policies and proposes immigrant cultural citizenship as a conceptual frame for re-imagining social work practice with immigrants.

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Hearn, Mark, and Russell D. Lansbury. "Reworking Citizenship: Renewing Workplace Rights and Social Citizenship in Australia." Labour & Industry: a journal of the social and economic relations of work 17, no. 1 (August 2006): 85–99. http://dx.doi.org/10.1080/10301763.2006.10669340.

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Gamble, Dorothy N. "Reconfiguring citizenship: Social exclusion and diversity within inclusive citizenship practices." Journal of Community Practice 24, no. 4 (October 2016): 492–94. http://dx.doi.org/10.1080/10705422.2016.1233386.

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Ajeng Adinda, Sekar Dani, Antikowati -, and Rosita Indrayati. "Political Rights of the Indonesian Citizen Possessing Dual Citizenship: A Contextual Analysis." Indonesian Journal of Law and Society 1, no. 1 (March 30, 2020): 1. http://dx.doi.org/10.19184/ijls.v1i1.16760.

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Abstract:

The issue of citizenship is one part of the study of state studies or commonly referred to as State Administration Law. One element of state existence is citizenship (algemene staatslehre). In the context of citizenship, the issue of citizenship is critical because, in general, the state consists of three elements, namely the territory, people who are identical with citizens, and sovereign government as a constitutive element and the recognition of other countries as declarative elements. Every citizen must have citizenship because it is an essential thing. After all, citizenship has a close relationship between the citizen and the country in which the citizen lives. These matters relate to citizens related to identity, rights, obligations, participation or participation, and shared social ownership. In addition, with citizenship, citizens automatically have legal protection wherever they are. Having two citizenships is no longer a taboo for citizens and is likely to continue to develop in the future. The fact is that there are citizens aged 18 years or over who have dual citizenship, even though the ownership of dual citizenship should be limited. One of the rights of every citizen is the right to be elected and elected. However, there are still citizens who have dual citizenship. Because of dual citizenship, approaching the General Election confuses citizens of those who have dual citizenship but still wants to fulfill their rights in electing potential national leaders and also the right to lead Indonesia. Keywords: Political Rights, Citizenship, Dual Citizenship.

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Sarvasy, Wendy. "Social Citizenship From a Feminist Perspective." Hypatia 12, no. 4 (1997): 54–73. http://dx.doi.org/10.1111/j.1527-2001.1997.tb00298.x.

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In this article I construct a feminist notion of social citizenship from early twentieth-century feminism in the United States. Arguing that there are four aspects to the interconnection between women's citizenship and social democracy—new modes of citizenship, a socialized view of rights, new spaces for participation, and a female-privikged definition of gender equality—I suggest that such a concept could help us move from a welfare state to a feminist social democracy.

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Journal articles on the topic 'Social citizenship'

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