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Literatura académica sobre el tema "Citizenship in Europe"

Autor: Grafiati

Publicado: 11 de marzo de 2023

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Artículos de revistas sobre el tema "Citizenship in Europe"

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Oltay, Edith. "Concepts of Citizenship in Eastern and Western Europe". Acta Universitatis Sapientiae, European and Regional Studies 11, n.º 1 (1 de septiembre de 2017): 43–62. http://dx.doi.org/10.1515/auseur-2017-0003.

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AbstractThe classical meaning of citizenship evokes a nation-state with a well-defined territory for its nationals, where national identity and sovereignty play a key role. Global developments are challenging the traditional nation-state and open a new stage in the history of citizenship. Transnational citizenship involving dual and multiple citizenships has become more and more accepted in Europe. Numerous scholars envisaged a post-national development where the nation-state no longer plays a key role. While scholarly research tended to focus on developments in Western Europe, a dynamic development also took place in Eastern Europe following the collapse of communism. Dual citizenship was introduced in most Eastern European countries, but its purpose was to strengthen the nation by giving the ethnic kin abroad citizenship and non-resident voting rights. In Western Europe, the right of migrants to citizenship has been expanded throughout the years in the hope that this would result in their better integration into society. Eastern Europe and Western Europe operate with different concepts of citizenship because of their diverging historical traditions and current concerns. The concept of nation and who belong to the national community play a key role in the type of citizenship that they advocate.

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AYGÜL, Ayşenur. "Limits of Citizenship Migrants and Postnational Membership in Europe". Turkish Journal of Diaspora Studies 1, n.º 2 (30 de septiembre de 2021): 165–67. http://dx.doi.org/10.52241/tjds.2021.0030.

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The emergence of the concept of citizenship’s roots go back to ancient Greece and, in the modern sense, began with the French revolution. The notion of citizenship has expanded in terms of rights and liabilities and more people have been included through citizenship over time, following the developments in the political history of the world. In her book entitled Limits of Citizenship: Migrants and Postnational Membership in Europe, Yasemin Nuhoğlu Soysal (1994) covers the expansion of immigrant rights that once only belonged to citizens of certain countries. The book first published in 1994 consists of nine chapters.

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Niewiadomski, Paweł. "CITIZEN OF EUROPE STATUS". sj-economics scientific journal 11 (30 de diciembre de 2013): 165–79. http://dx.doi.org/10.58246/sjeconomics.v11i.513.

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Citizenship of the European Union has its origin in the Maastricht Treaty, and now is reflected in the Treaty of Lisbon. European Citizenship is subsidiary to national citizenship and shall not replace it. Author points out historical overview emergence of European citizenship, the legal basis of European citizenship, the definition of citizenship in the legal system of the European Union, the fundamental right of citizens of the European Union. Also author points out further measures taken by the European institutions in the framework of the European Year of Citizens 2013.

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Davies, Ian. "Citizenship Education in Europe". Citizenship, Social and Economics Education 3, n.º 3 (septiembre de 1998): 127–40. http://dx.doi.org/10.2304/csee.1998.3.3.127.

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Following some contextual remarks about the nature of Europe and citizenship, there is consideration of the ways in which teachers and learners are developing the knowledge, skills and dispositions needed for effective citizenship in Europe. Some attention is given to the different levels of citizenship education which can occur and the choices that educators can make when developing relevant programmes.

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Schopflin, G. "Minorities, Citizenship and Europe". Central European political science review (CEPSR) 9, n.º 31, Spring (2008): 61–67.

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Guia, Maria João. "The Stratification of Citizenship in Europe: Citizenship Versus Irregularity". Debater a Europa, n.º 15 (7 de noviembre de 2016): 115–32. http://dx.doi.org/10.14195/1647-6336_15_6.

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Citizenship functions not only to connect the individual to the sovereign state, but acts to induce feelings of belonging to a certain society. In this scope, managing the irregularity of migrants positions citizenship as a form of gatekeeping, controlling access to society and restraining those who seek it from accessing social membership.In this article, I outline the process by which European stratified citizenship has resulted in the loss of access to rights. This outline will serve to demonstrate how irregularity management strategies, be they high intensity criminalisation strategies as reflected throughout the EU or low intensity with integration measures as seen in Portugal, cumulate in the denial (or concession) of certain categories of people from citizenship.https://doi.org/10.14195/1647-6336_15_6

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Delanty, Gerard. "Dilemmas of citizenship: Recent literature on citizenship and Europe". Citizenship Studies 2, n.º 2 (julio de 1998): 353–58. http://dx.doi.org/10.1080/13621029808420687.

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Blockmans, Wim. "Exclusive Citizenship in Preindustrial Europe". Journal of Urban History 47, n.º 4 (22 de marzo de 2021): 893–98. http://dx.doi.org/10.1177/0096144221999367.

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Sevriukov, D. H. "SOCIAL CITIZENSHIP IN MODERN EUROPE". SOCIOLOGY OF LAW, n.º 2 (2021): 48–53. http://dx.doi.org/10.37687/2413-6433.2021-2.6.

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Ferreira, Nuno. "Sexuality and Citizenship in Europe". Social & Legal Studies 27, n.º 2 (26 de diciembre de 2017): 253–65. http://dx.doi.org/10.1177/0964663917748003.

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Tesis sobre el tema "Citizenship in Europe"

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Cronin, Anne. "Consumer-citizenship : advertising, difference, selfhood and Europe". Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264118.

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Bagno, Enrico <1991&gt. "European Citizenship: from the treaties to the "Europe for citizens" programme". Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/7951.

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Le sfide che l’Europa deve affrontare oggi, come le conseguenze della crisi economica, il problema delle migrazioni di massa e del terrorismo internazionale, rappresentano un rallentamento del processo d’integrazione dell’Unione Europea con una conseguente crisi d’identità. In quest’ottica, la tesi affronta il tema della cittadinanza europea con un’analisi su più fronti: inizialmente si daranno le basi giuridiche necessarie per comprendere la questione della cittadinanza nell’UE (evoluzione della cittadinanza nei trattati, acquisizione, casi giurisprudenziali, diritti derivati dallo status di cittadino UE), in una fase successiva sarà presentata la possibilità d’iniziativa dei cittadini come elemento di partecipazione democratica, e infine si presenterà una proposta progettuale nell’ambito del programma “Europa per i cittadini”, collegando le conquiste ottenute dalla Corte di Giustizia e dai Trattati alla cittadinanza attiva e al coinvolgimento diretto dei cittadini nei processi decisionali. L’obiettivo del lavoro è mostrare come una maggiore consapevolezza riguardo allo status di cittadino europeo e dei diritti a esso collegati possa portare a una maggiore partecipazione democratica nel processo d’integrazione dell’Unione Europea.

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Shadley, Anna Bardes. "The Third Gate: Naturalization Legislation in Central and Eastern Europe". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1206123091.

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Rezmuves, Ildiko. "Selling Europe. Citizenship, identity and communication in the European Union's institutional discourse". Diss., Connect to online resource, 2006. 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:3219022.

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Rohde-Liebenau, Judith. "Raising European citizens? : European narratives, European schools and students' identification with Europe". Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:24615518-fef0-44e0-be23-0ec24ca301eb.

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Fostering identification with Europe among citizens could legitimise European integration. Whether such an identity exists, however, remains an on-going debate among scholars. This research returns to the foundations of how a European identity is constructed, transmitted and transformed. It explores narratives of European identity in a carefully chosen context - European Schools for children of EU officials - where identification with Europe should mirror official EU visions. A qualitative content analysis explores narrations of 101 students collected during interviews and focus groups across three schools, and analyses documents and interviews with EU officials, school directors and teachers. This analysis reveals a descriptive puzzle: official EU and European School propositions of (multi-) national narratives differ markedly from teachers' and students' conceptions of cosmopolitan and transnational identities. The EU constructs an out-group of its own nationalist past and non-EU citizens. On the other hand, students construct an explicitly European in-group, but differentiate themselves from more national and less mobile lifestyles. This disparity, in turn, reveals a causal puzzle about how differences in narratives emerge. I use process tracing to elucidate the relationship between European schooling and students' identification with Europe. The results show a distorted transmission where broader EU goals are elaborated and transformed by teachers and further fuelled by interactions amongst students with similarly mobile and multilingual backgrounds. I develop a dual mechanism to understand how the varieties of identification with Europe develop: the concept of "doing Europe" explains how students nourish a transnational social network; "telling Europe", on the other hand, considers students' exposure to European symbols and stories in school and both national and anti-nationalist narratives provided by teachers and peers. Together, this leads to a transformed but ultimately European in-group understanding. Overall, this project underlines the complexity of identity construction, given that top-down transmission gets altered even in this favourable case. Specifically, it informs future research on European identity by detailing peculiar narratives and offering a causal approach to how these narratives emerge.

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Webster, Anne. "Citizenship education : a study of citizenship education in the school curriculum with exemplars from the USA, Europe and the UK". Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388402.

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Vezzani, Giovanni. "European Muslims and Liberal Citizenship: Reconciliation through Public Reason: The Case of Tariq Ramadan's Citizenship Theory". Doctoral thesis, Universite Libre de Bruxelles, 2016. https://dipot.ulb.ac.be/dspace/bitstream/2013/228062/4/Thesis.pdf.

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This study investigates the subject of Muslims’ citizenship in contemporary Western European societies from the viewpoint of John Rawls’s political liberalism, in particular in light of the ‘idea of public reason’ [see John Rawls, Political Liberalism, expanded edition (New York: Columbia University Press, 2005) and the 1997 essay “The Idea of Public Reason Revisited,” originally published in University of Chicago Law Review 64 (1997), 765-807 and now included in Political Liberalism, expanded edition, 440-490]. By its very nature, political liberalism does not prescribe a single model for being Muslim in contemporary Europe. Thus, one may wonder if it is too vague as a point of departure for the analysis. On the other hand, however, here I argue that political liberalism specifies a peculiar evaluative framework that allows citizens to answer questions such as “What is politically at stake when citizens of Muslim faith are publicly presented as permanent aliens in contemporary European societies?”, “On what grounds is such exclusion based?”, and “What requirements can European citizens be reasonably expected to meet?” in a distinctively political way and, ideally, to solve the political and social problems from which those questions spring. In this research, I claim that public reason provides a common discursive platform that establishes the ground for a public political identity and for shared standards for social and political criticism. Together, these two elements solve the two dimensions of the problem of ‘stability for the right reasons’ (in Rawls’s terms) in contemporary European societies, because they secure both the political inclusion of Muslims on an equal footing as citizens and civic assurance that they will remain committed to fair terms of social cooperation. A joint solution of these two apparently conflicting demands of stability for the right reasons (i.e. inclusion and mutual assurance) requires an effort in political reconciliation. After having compared public reason citizenship with two prominent normative alternatives, I will conclude that the former is an adequate ideal conception of citizenship for European societies. Finally, I will apply the justificatory evaluative methodological framework (whose requirements I will specify starting from the idea of public reason itself) to a conception of citizenship elaborated by one of the most renowned Muslim public intellectuals in Europe: Tariq Ramadan. (I justify the choice of this author in sections 2.3 and 6.1). Such an evaluation sheds light on one of the main insights of this research, that is, the idea that public reason makes a decompression of the public space possible: it frees the public space from those forces that would prevent citizens from the possibility of exercising effectively their two moral powers (once more in Rawls’s words, the ‘capacity for a sense of justice and for a conception of the good’) as free equals. In this sense, public reason tries to reconcile ideal political consensus and the fact of reasonable pluralism on a public political ground. I believe that this is the deepest meaning of what Rawls calls ‘reconciliation through public reason’: its aspiration is to reabsorb reasonable pluralism politically without annihilating it.This research is structured in three parts: the first is methodological, the second is reconstructive, and the third is evaluative. Each part is composed of two chapters.In chapter one (“General Framework”), I begin from some empirical observations about the role of perceptions and identities in relation to the issue of Muslims’ citizenship in contemporary Europe. I claim that from this point of view Islam seems to “make problem” in a very specific sense. This does not mean that Islam is a problem, but that Islam is frequently publicly presented and perceived as a problem. This is the background problem from which my work starts. Thus, I explore some dimensions of such a problem (see 1.1). Subsequently, I provide a more specific formulation of the research problem and questions and of the aims of this study. Then, the main research question (Q) is stated in these terms: Which ideal conception of citizenship should provide the common normative perspective in contemporary Western European societies, which are characterised by both demands of inclusion of Muslims and the need for solving a ‘problem of mutual assurance’ [on which, see in particular Paul Weithman, Why Political Liberalism? On John Rawls’s Political Turn (New York: Oxford University Press, 2010)] concerning citizens’ commitment to shared terms of social cooperation, so that those societies can be stable for the right reasons? In order to answer this question, I also specify three sub-questions that I call respectively Q1, Q2, and Q3 (see 1.2).In chapter two (“Toward a Justificatory Evaluative Political Theory”), I firstly try to frame the problem of public justification within Rawls’s political liberalism (see 2.1). I then consider a specific approach to the question of Muslim citizenship in liberal democracies which can be adopted from a Rawlsian perspective: namely, reasoning from conjecture (see 2.2). Finally, I explain my own approach (which I call justificatory evaluative political theory) by means of comparison with the method of reasoning from conjecture (see 2.3). In presenting the evaluative framework specified from a political liberal standpoint, I point out three political liberal evaluative requirements: the reciprocity requirement (RR), the consistency requirement (CR), and the civility requirement (CiR).Chapter three (“What is Public Reason?”) deals with the history of the notion of public reason from Kant to Rawls and its enunciation within Rawls’s work (see 3.1 and 3.2 respectively). In doing so, I also identify three specifications for the three political liberal evaluative requirements considered in the second chapter. Furthermore, in chapter three I also unpack CR in three different dimensions (PR1, PR2, and PR3).Chapter four (“Public Reason and Religion. Reinterpreting the Duty of Civility”) completes the reconstructive stage by analysing Rawls’s ‘wide view’ of public reason and two major lines of objection to it (see 4.1). After having discussed such criticisms, I then introduce my own interpretation of the ‘proviso,’ which is structured around a two-level (or bifurcate) model of the ‘duty of civility’ (see 4.2).Chapter five (“Reconciliation through Public Reason: Justificatory Evaluative Political Theory between Modelling and Application”) bridges the second and the third part, that is, the reconstructive and the evaluative stage respectively. In the first section of the chapter, I summarise the political liberal evaluative requirements developed in the second part. In doing this, my purpose is to present my justificatory evaluative model of public reason citizenship (see 5.1). In the second section, I firstly argue that a conception of citizenship grounded in public reason is not only possible in existing European societies, but also preferable if compared with alternative conceptions (I consider liberal multiculturalism and Cécile Laborde’s critical republicanism [Cécile Laborde, Critical Republicanism: The Hijab Controversy and Political Philosophy (Oxford: Oxford University Press, 2008)]) with reference to the problem under scrutiny in this research. In conclusion, I show that public reason citizenship is able to solve the theoretical problem and the main research question mentioned above: Which ideal conception of citizenship should provide the common normative perspective in contemporary Western European societies, which are characterised by both demands of inclusion of Muslims and the need for solving a problem of mutual assurance concerning citizens’ commitment to shared terms of social cooperation, so that those societies can be stable for the right reasons? In the final part of chapter five, I try to demonstrate that public reason citizenship can both include Muslim citizens and solve the assurance problem because it provides both shared standards for political criticism and a common political identity on the basis of which citizens politically recognise one another as free equals. If my argument succeeds, then public reason citizenship not only could but also should be adopted as the ideal conception of citizenship in European societies (see 5.2).In the sixth chapter (“Tariq Ramadan’s European Muslims and Public Reason”) I apply the evaluative framework based on public reason to the conception of citizenship for Muslims in Europe developed by Tariq Ramadan. (According to a principle introduced in chapter two which I call the “plausibility principle” PP, I argue that Ramadan’s theory of citizenship can be plausibly presented as a “European Muslim” approach to the issue of citizenship, see 6.1). The purpose of such an evaluative work is twofold. Firstly, it aims at examining whether and how the idea of public reason accounts for a version of European citizenship for Muslims coming from Muslims themselves. Secondly, it aims at disclosing whether what such a Muslim conception of citizenship in Europe says about the two dimensions of ‘stability for the right reasons’ of the system of social cooperation (namely, inclusion and ‘mutual assurance’) is consistent with the provisions of public reason citizenship (see 6.2-6.5).
Doctorat en Sciences politiques et sociales
N.B. 1) Le lieu de défense de la thèse en cotutelle est ROME (Luiss Guido Carli)2) L'affiliation du co-promoteur de la thèse en cotutelle (Sebastiano Maffettone) est: LUISS Guido Carli
info:eu-repo/semantics/nonPublished

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VEZZANI, GIOVANNI. "European Muslims and liberal citizenship: reconciliation through public reason: the case of Tariq Ramadan’s citizenship theory". Doctoral thesis, Luiss Guido Carli, 2016. http://hdl.handle.net/11385/201103.

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What is politically at stake when citizens of Muslim faith are publicly presented as permanent aliens in contemporary European societies? On what grounds is such exclusion or ‘externalisation’ based? What requirements can European citizens be reasonably expected to meet? This research analyses the subject of Muslims’ citizenship in contemporary European societies from the perspective of normative political theory, and more precisely from the viewpoint of John Rawls’s political liberalism, in particular in light of the idea of public reason. Whilst recent contributions in political philosophy analysing the question of citizenship of Muslims in liberal democracies from a Rawlsian standpoint have mainly focussed on the notion of an overlapping consensus, the implications of the concept of public reason on that same issue are largely unexplored. This study tries to fill such a gap in the literature. In chapter one, I begin by framing what I call the “background problem” of the research, namely, the claim that “Islam in Europe makes problem” and its different dimensions. I then reframe the question under scrutiny by presenting in greater theoretical detail the problem investigated and the main research question: Which ideal conception of citizenship should provide the common normative perspective in contemporary Western European societies, which are characterised by both demands of inclusion of Muslims and the need for solving a problem of mutual assurance concerning citizens’ commitment to shared terms of social cooperation, so that those societies can be stable for the right reasons? My central thesis is that the idea of public reason provides a common discursive platform which establishes the ground for both a public political identity for citizens and shared standards for social and political criticism. I also argue that political liberalism specifies a peculiar evaluative framework that allows citizens to answer the above-mentioned questions in a distinctively political way. In the first part, I thus develop my “justificatory evaluative” methodological approach based on public reason (chapter two). In the second part (chapters three and four), I reconstruct the idea of public reason and specify the fundamental requirements of the justificatory evaluative approach. In the third part, I firstly attempt to demonstrate that, with reference to the problem at hand, public reason citizenship is normatively more appealing than two alternative ideal conceptions of citizenship, namely ‘critical republicanism’ and liberal multiculturalism (chapter five); secondly, I apply the evaluative framework to the conception of citizenship elaborated by one of the most renowned Muslim intellectuals in Europe: Tariq Ramadan. The purpose of such evaluation is twofold. Firstly, it aims at examining whether and how the idea of public reason accounts for a version of European citizenship for Muslims coming from Muslims themselves. Secondly, it aims at disclosing whether what such a Muslim conception of citizenship in Europe says about the two dimensions of ‘stability for the right reasons’ of the system of social cooperation (namely, inclusion and mutual assurance) is consistent with the provisions of public reason citizenship.

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Piotrowicz, Ryszard W. "The post-war settlement in Central Europe : legal aspects of frontiers and citizenship". Thesis, University of Glasgow, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305653.

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MONTEIRO, JOYCE ANNE RODRIGUES. "DUAL CITIZENSHIP IN A GLOBAL EUROPE: PORTUGAL AND THE CHALLENGES OF NEW MIGRATIONS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9539@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O objetivo da tese é investigar como a admissão da dupla cidadania pela lei de nacionalidade portuguesa, ao se sobrepor a uma cidadania européia, permite novas configurações para a noção de cidadania, desagregando os limites da participação e do pertencimento nacionais. A convergência nas leis de nacionalidade dos Estados-membros e a tolerância à dupla cidadania, características do processo de integração europeu, só podem ser compreendidas a partir do contexto social dentro do qual se processam suas interações. Desde a década de 70, as migrações têm colocado uma série de questões sobre como os Estados e o processo de integração europeu podem e devem responder aos desafios trazidos pela diversidade com a globalização. Após a consolidação do espaço Schengen, a institucionalização da União Européia tem gerado uma nova lógica de exclusão, além daquela centrada no Estado- nação, que opõe a comunidade de cidadãos europeus àqueles que não são nacionais e, portanto, são imigrantes, principalmente os ilegais e sem qualificação. Mas, se ela reforça e reconstrói lógicas de exclusão tradicionais, fornece também, baseada em seu compromisso com os direitos humanos, um novo campo para a discussão acerca da integração das comunidades imigrantes já existentes. O Estado português, nesse sentido, tem desenvolvido uma relação dialética entre a proximidade histórica e cultural do mundo lusófono com as prioridades do processo de integração europeu. Ao analisar as mudanças das leis de nacionalidade de Portugal e sua tolerância à dupla cidadania a partir de década de 80, pode-se verificar como aqueles que obtêm a nacionalidade portuguesa - especialmente os descendentes de portugueses provenientes de ex-colônias - têm a oportunidade de participar do processo excludente da cidadania européia, deslocando, ao mesmo tempo, as fronteiras comunitárias para além dos limites territoriais da União.
The goal of this dissertation is to explore how dual citizenship conceded by the Portuguese nationality legislation, overlapped with the European citizenship, allows the formation of new ideas of citizenship, dissolving boundaries of national participation and belonging. The confluence of nationality legislations of the member-states and the tolerance for dual citizenship, as characteristics of the European integration process, can only be understood in the social context in which interactions occur. Since the 1970s, migrations have raised questions about how states and the European integration process could and should deal with the challenges brought by diversity in a globalized world. After the consolidation of the Schengen area, the institutionalization process within the European Union has gone beyond the nation-state, creating a new logic of exclusion, in which a community of European citizens offers resistance to those who are not nationals, therefore to those who are (mostly illegal or non-qualified) immigrants. In fact, this logic reinforces and reconstructs traditional logics of exclusion, but because of its compromise with human rights, it also offers a new topic of discussion related to already existent immigrant communities. Accordingly, the Portuguese state has developed a dialectic relationship between, in one hand, its historical and cultural proximity with the Portuguese-speaking world and, in the other hand, the priorities of the European integration process. Since the 1980s it is possible to verify changes in the Portuguese nationality legislation and in its tolerance to dual citizenship. In this sense, those who obtain the Portuguese nationality - especially descendants of Portuguese immigrants born in former colonies - have the opportunity to participate in the exclusionary process of the European citizenship, at the same time pushing the communitary boundaries beyond the territorial limits of the Union.

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Libros sobre el tema "Citizenship in Europe"

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Bee, Cristiano. Active Citizenship in Europe. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-45317-4.

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Close, Paul. Citizenship, Europe and Change. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1007/978-1-349-23780-7.

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Close, Paul. Citizenship, Europe and change. Houndmills, Basingstoke: Macmillan, 1995.

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Emily, Pia, ed. Citizenship in contemporary Europe. Edinburgh: Edinburgh University Press, 2008.

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Citizenship, Europe and change. London: Macmillan, 1995.

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Philomena, Murray y Holmes Leslie, eds. Citizenship and identity in Europe. Aldershot, Hants, England: Ashgate, 1999.

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Halsaa, Beatrice, Sasha Roseneil y Sevil Sümer, eds. Remaking Citizenship in Multicultural Europe. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137272157.

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Keating, Avril. Education for Citizenship in Europe. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137019578.

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Einhorn, Barbara. Citizenship in an Enlarging Europe. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230502253.

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Banaji, Shakuntala y Sam Mejias, eds. Youth Active Citizenship in Europe. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35794-8.

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Capítulos de libros sobre el tema "Citizenship in Europe"

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Ross, Alistair y Ian Davies. "Europe and Global Citizenship". En The Palgrave Handbook of Global Citizenship and Education, 21–36. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59733-5_2.

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Delanty, Gerard. "Conclusion: Towards Post-National Citizenship". En Inventing Europe, 156–63. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1057/9780230379657_10.

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Ennaji, Moha. "Identity and Citizenship". En Muslim Moroccan Migrants in Europe, 127–44. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137476494_9.

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Bee, Cristiano. "Active Citizenship in Italy". En Active Citizenship in Europe, 133–57. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-45317-4_7.

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Bee, Cristiano. "Active Citizenship in Turkey". En Active Citizenship in Europe, 159–83. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-45317-4_8.

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Moro, Giovanni. "The Laboratory of European Citizenship". En Citizens in Europe, 35–51. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1942-6_3.

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Hansen, Randall. "Citizenship and Integration in Europe". En Toward Assimilation and Citizenship, 87–109. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9780230554795_4.

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Pukallus, Stefanie. "A Civil Europe". En Representations of European Citizenship since 1951, 1–37. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51147-8_1.

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Albanese, Matteo. "Equality, citizenship, and democracy". En Neofascism in Europe (1945–1989), 46–62. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429485510-4.

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Bee, Cristiano. "Active Citizenship and Its Components". En Active Citizenship in Europe, 57–79. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-45317-4_4.

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Actas de conferencias sobre el tema "Citizenship in Europe"

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Mesquita, Elza, Maria Raquel Patrício, Ilda Freire-Ribeiro y Ana Pereira. "DIGITAL CITIZENSHIP EDUCATION IN EUROPE". En 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2016.

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Marinescu, Roxana. "USING NEW MEDIA AND TECHNOLOGIES IN FOREIGN LANGUAGE EDUCATION FOR PLURILINGUAL COMMUNICATION AND DEMOCRATIC CITIZENSHIP". En eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-267.

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This paper focuses on outlining some effects that the use of new media and technologies in foreign language education has on both plurilingual communication and on democratic citizenship. At the moment in the European Union there are 27 member states and 23 officially acknowledged languages. With increasingly mobile European citizens and a growing number of immigrants from non-European countries, Europe faces the challenge of providing equal opportunities to all citizens and, at the same time, ensuring that their linguistic and cultural heritage will be preserved. This paper starts from the necessity stated in some European documents that the European citizen should learn at least two foreign languages, English being in practice one of those, for better or worse. Also foreign language education is viewed in connection with citizenship rights and intercultural communication, for a European citizen fully equipped for flexible work contexts in a time of increased mobility. With 'language rights' viewed as part of 'human rights' and with Europe a multilingual area, the plurilingual European citizens should be able to make effective use of all their educational strategies in order to enhance their chances in social and economic life. European educational policies should thus take into consideration the inclusion of new media and technologies in formal education, as well as the impact they have on the informal education of European citizens, and should evaluate the extent to which the use of these e-tools affects language learning in the context of multilingualism. This paper also briefly presents an overview of the results of a small scale survey conducted within the Bucharest University of Economic Studies among first-year students by means of a questionnaire and informal discussions. The survey focuses on how they use the new media in formal and informal language learning, especially English language learning.

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Benlloch-Dualde, Jose V. y Sara Blanc. "eSGarden: a European initiative to incorporate ICT in schools". En CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10209.

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Knowledge transfer to the society is undoubtedly one of the main objectives of Universities. However, it is important that these advances reach the youngest, many of them, future university students. Having this in mind, a European project around how incorporating ICT in school gardens was proposed (SCHOOL GARDENS FOR FUTURE CITIZENS, 2018-1-ES01-KA201-050599). In this project, both universities and schools, belonging to five European countries, are collaborating with public and private organizations with social concerns, environmental responsibility and sustainability. School gardens is a broad topic that combine technological needs for managing and control with education in values of environmental sustainability, social inclusion and citizenship, transmission of tradition, and the promotion of digital culture in both girls and boys from the early school stages. These last aspects are aligned with some sustainable development targets (SDGs), such as ensuring healthy lives and promote well-being for all at all ages, inclusive and equitable quality education, gender equality or responsible consumption. A further challenge of the consortium is to extend the proposed approach to other schools throughout Europe with the same interests and impact, considering cultural diversity and climate differences.

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4

Giannakopoulos, Dr Angelos. "Engaging Citizens in the Fight against Corruption Results of the EU-Project “ALACs (Advocacy and Legal Advice Centres): Promotion of Participation and Citizenship in Europe”". En Annual International Conference on Political Science, Sociology and International Relations. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-2403_pssir61.

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Tascovici, Daliana ecaterina y Robert gabriel Dragomir. "VALUES IN THE PROFESSIONAL ACTIVITY - FROM ACQUISITION TO APPLICATION". En eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-307.

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The present paper aims at presenting the actual situation as concern the values the students are taught about during their university courses on one hand and the necessity of the labour market on the other hand. At first, we referred to the values within the European dimension of education, as they were established by the European Commission for every state. Here we made special reference to the plan of the educational contents, as it has to contain elements of proximity and coincidence. Secondly, we talked about the new paradigms met with the educational policies. Here we stress the importance not only of knowledge, but also of competences and values the students will achieve. In order to fulfil this task, the usage of the TIC and of the educational resources opened for every type of educational contexts should be intensified. Here we also mentioned the series of activities which help the learning of the common language for a European citizenship and the defining of the new educations, adapted to the dimension of education, the European Commission and the Council of Europe propose. The next treated aspect was to establish the defining of the problem mentioned at the beginning. Here we reach the following objectives: to describe the nature of the problem, to establish the scale of the problem, to identify the affected categories, to establish the causes of the problem, to argue the need for intervention, to estimate the risks and the uncertainty of the problem discussed and also to present the healing activities. In order to get real information, we used the following methods: questionnaires (were disseminated to two different categories of respondents: students who want to get a job on one hand and employers on the other hand) and observations. The activities supposed data collecting, processing, analyzing and interpretation. In the end we draw the conclusions.

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Tascovici, Daliana ecaterina, Robert gabriel Dragomir y Eliza consuela Isbasoiu. "VALUES WITHIN THE EUROPEAN DIMENSION OF EDUCATION - A CASE STUDY ON THE FOREIGN LANGUAGES LEARNING IN ROMANIA". En eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-140.

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The proposed paper aims at presenting the present situation as concern the challenges the pupils are taught about during their university and pre university courses on one hand, the necessity of the labour market and the European new paradigms in the educational policies on the other hand. From all the values taken into consideration, we focus mainly on the familiarization of the European inhabitants with the usage of the foreign languages. Firstly, we refer to the values within the European dimension of education, as they were established by the European Commission for every state. Here we make reference to the plan of the educational contents, as it has to contain elements of proximity and coincidence. Secondly, we talk about the new paradigms met with the new political and social situation. Here we stress the importance of knowledge, but also of competences and values people have to achieve. In order to fulfill this task, the usage of the TIC and of the educational resources gained for every type of educational issue should be intensified. We also mention the series of activities that help learning the common language for a European citizenship and the defining of the new types of educations, adapted to the dimension of education, the European Commission and the Council of Europe propose. The next treated aspect is to establish the defining of the problem mentioned at the beginning. For that we reach the following objectives: to describe the nature of the problem, to establish the scale of the problem, to identify the affected categories, to establish the causes of the problem, to argue the need for intervention, to estimate the risks and the uncertainty of the problem discussed and also to present the healing activities. In order to get real information, we used the following methods: questionnaires (were disseminated to different categories of respondents: students, employed, unemployed, discriminated categories and so on) and observations. The activities supposed data collecting, processing, analyzing and interpretation. In the end we draw the conclusions.

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7

"Citizenship as A Form of Exclusion: European Citizenship, Migrants and Minorities". En International Conference on Accounting, Business, Economics and Politics. Ishik University, 2019. http://dx.doi.org/10.23918/icabep2019p19.

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SERDENCIUC, Nadia Laura. "Exercising Citizenship in the European Union". En 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania). LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.icsed2017.38.

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Nanetti, Sara. "EUROPEAN CITIZENSHIP AS MEMBERSHIP: TOWARDS WHICH MODEL?" En 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.3/s12.027.

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Čekse, Ireta, Andrejs Geske y Kaspars Kiris. "The Relationship Between Students’ Citizenship Activities and Bullying at School". En 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.17.

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School violence and bullying highlighted as a global issue outside and in the school. In this research, IEA International Civic and Citizenship Study (ICCS) 2016 data from eight countries – Finland, Estonia, Latvia, Lithuania, Germany (North Rhine-Westphalia), the Russian Federation, Sweden and Denmark – was compared. The aim of the article is to observe the relationship between bullying and students’ citizenship activities at school and in the future. The research determined a relationship between bullying and factors that described students’ citizenship activities. The results show that there is a link between bullying and students’ experiences of participation in illegal and legal activities, participation in classroom discussions, interest in the wider community, and at-school citizenship activities. This article was supported by research application no. 1.1.1.2/VIAA/1/16/020, and European Social Fund project No. 8.3.6.2/17/I/001.

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