Artigos de revistas: "Cultural citizenship"

1

Pawley, Laurence. "Cultural Citizenship." Sociology Compass 2, no. 2 (February 26, 2008): 594–608. http://dx.doi.org/10.1111/j.1751-9020.2008.00094.x.

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Miller, Toby. "Cultural Citizenship." Television & New Media 2, no. 3 (August 2001): 183–86. http://dx.doi.org/10.1177/152747640100200301.

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Miller, Toby. "Cultural citizenship." Matrizes 4, no. 2 (December 15, 2011): 57. http://dx.doi.org/10.11606/issn.1982-8160.v4i2p57-74.

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4

Pakulski, Jan. "Cultural citizenship." Citizenship Studies 1, no. 1 (February 1997): 73–86. http://dx.doi.org/10.1080/13621029708420648.

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Beaman, Jean. "Citizenship as cultural: Towards a theory of cultural citizenship." Sociology Compass 10, no. 10 (October 2016): 849–57. http://dx.doi.org/10.1111/soc4.12415.

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Miller, Toby. "Introducing... Cultural Citizenship." Social Text 19, no. 4 (2001): 1–5. http://dx.doi.org/10.1215/01642472-19-4_69-1.

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Siu, Lok. "Diasporic Cultural Citizenship." Social Text 19, no. 4 (2001): 7–28. http://dx.doi.org/10.1215/01642472-19-4_69-7.

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Delanty, Gerard. "Citizenship as a learning process: disciplinary citizenship versus cultural citizenship." International Journal of Lifelong Education 22, no. 6 (November 2003): 597–605. http://dx.doi.org/10.1080/0260137032000138158.

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Ivanov, Danila, Tat'yana Vlasova, and Roman Abramov. "Cultural Citizenship: Definitions and Empirical Contextualization." Sotsiologicheskoe Obozrenie / Russian Sociological Review 23, no. 3 (2024): 25–52. https://doi.org/10.17323/1728-192x-2024-3-25-52.

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The article develops an approach to the conceptualization of “cultural citizenship”, which is used to describe the issues of overcoming cultural differences in the process of integration and social inclusion. Cultural citizenship is one of the concepts that develop the paradigms of citizenship and civic consciousness that exist in the tradition of political theory and sociology of culture. The purpose of the article is to develop a sociological approach to “cultural citizenship”, based on such existing family concepts as citizenship (membership), solidarity, identity. The first part of the article compares the legal and sociological interpretations of citizenship and their relationship with the cultural aspect of citizenship. In the second part, based on this comparison, the subject and central problems of cultural citizenship in the social sciences are formulated. In the third part, two approaches to the definition of cultural citizenship are analyzed. The first approach leans towards political theory and defines the state as a source of citizenship, focusing on legal instruments of integration. The second leans towards cultural sociology and defines community as a source of citizenship, focusing on integrative practices of cultural production. The analysis of the two approaches in the final part actualizes the empirical study of cultural citizenship as a process implemented at the organizational level. Cultural citizenship, in this vein, is defined as the process of two-sided inclusion of ‘strange’ and ‘different’ cultural traits of dominant and minoritarian social category with respect to the integrity of the dominant cultural variation. The main operationalization of the organizational level finds itself in “cultural institutions” (e.g., exposition halls, museums, libraries, etc.) that are supposed to play a key role in the cultural citizenship process.

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Matthews, Nathan. "Māori cultural citizenship education." set: Research Information for Teachers, no. 3 (December 1, 2016): 10–14. http://dx.doi.org/10.18296/set.0051.

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11

Briel, Holger. "Education and cultural citizenship." Language and Intercultural Communication 12, no. 4 (November 2012): 386–87. http://dx.doi.org/10.1080/14708477.2012.722103.

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Bhandar, Davina. "Cultural politics: disciplining citizenship." Citizenship Studies 14, no. 3 (June 2010): 331–43. http://dx.doi.org/10.1080/13621021003731963.

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Juhari, Sham. "Education and cultural citizenship." Educational Research and Evaluation 18, no. 6 (August 2012): 614–16. http://dx.doi.org/10.1080/13803611.2011.643363.

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Hermes, Joke, and Peter Dahlgren. "Cultural studies and citizenship." European Journal of Cultural Studies 9, no. 3 (August 2006): 259–65. http://dx.doi.org/10.1177/1367549406066072.

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15

De Ruijter, Arie. "Cultural Pluralism and Citizenship." Cultural Dynamics 7, no. 2 (July 1995): 215–31. http://dx.doi.org/10.1177/092137409500700203.

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Hermes, Joke. "Tracing cultural citizenship online." Continuum 34, no. 3 (May 3, 2020): 314–27. http://dx.doi.org/10.1080/10304312.2020.1764776.

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Arrizón-Palomera, Esmeralda. "Citizenship Violence, Illegality, and Abolition in the Undocumemoir." American Quarterly 75, no. 4 (December 2023): 775–97. http://dx.doi.org/10.1353/aq.2023.a913521.

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Abstract: This essay contributes a study of the undocumemoir to existing scholarship on undocu literature. I define the undocumemoir as an evolving literary form that transgresses literary boundaries and is distinguished by three defining characteristics: an engagement with immigration law and policy, a narrative arc of illegality, and the adoption of one or more generic conventions of established literary forms. I provide a reading of three recent undocumemoirs and argue that the undocumemoir departs from discussions of legal citizenship as full legal and political inclusion and show, instead, what I call citizenship violence and define as legal citizenship’s function as a mechanism to criminalize and contain migrants. I interpret the undocumemoir’s critique of citizenship violence as an incipient abolitionism invested in the creation of a borderless world that both echoes Black abolitionist and recent immigrant rights advocates’ critiques of legal citizenship, and invites a consideration of the liberatory potential in the rejection of legal citizenship.

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18

GINSBURG, FAYE. "BLAK SCREENS AND CULTURAL CITIZENSHIP." Visual Anthropology Review 21, no. 1-2 (April 2005): 80–97. http://dx.doi.org/10.1525/var.2005.21.1-2.80.

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Dietze, Gabriele. "Casting Shows und Cultural Citizenship." MedienJournal 32, no. 3 (April 1, 2017): 19–30. http://dx.doi.org/10.24989/medienjournal.v32i3.233.

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Hermes, Joke, and Cindy Stello. "Cultural citizenship and crime fiction." European Journal of Cultural Studies 3, no. 2 (May 2000): 215–32. http://dx.doi.org/10.1177/136754940000300204.

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McCabe, Kevin, Rosie Summerton, and Hester Parr. "Mental health via cultural citizenship." Journal of Public Mental Health 6, no. 4 (December 2007): 33–36. http://dx.doi.org/10.1108/17465729200700026.

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22

Mills, Mary Beth. "THAI MOBILITIES AND CULTURAL CITIZENSHIP." Critical Asian Studies 44, no. 1 (March 2012): 85–112. http://dx.doi.org/10.1080/14672715.2012.644888.

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23

de Bruin, Joost. "Shortland Streetaudiences and cultural citizenship." Continuum 25, no. 1 (February 2011): 85–97. http://dx.doi.org/10.1080/10304312.2010.506946.

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24

Jacka, Liz. "Review: Citizenship and Cultural Policy." Media International Australia 109, no. 1 (November 2003): 199–200. http://dx.doi.org/10.1177/1329878x0310900130.

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25

Chaney, D. C. "Cosmopolitan Art and Cultural Citizenship." Theory, Culture & Society 19, no. 1 (February 1, 2002): 157–74. http://dx.doi.org/10.1177/026327602128931279.

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Chaney, David. "Cosmopolitan Art and Cultural Citizenship." Theory, Culture & Society 19, no. 1-2 (April 2002): 157–74. http://dx.doi.org/10.1177/026327640201900108.

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27

Rosaldo, Renato. "Cultural Citizenship and Educational Democracy." Cultural Anthropology 9, no. 3 (August 1994): 402–11. http://dx.doi.org/10.1525/can.1994.9.3.02a00110.

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28

Derbas Thibodeau, François R., and Christian Poirier. "Common Spaces for Cultural Citizenship?" Lien social et Politiques, no. 91 (2023): 15. http://dx.doi.org/10.7202/1109659ar.

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29

Jarmara, Tomáš. "Cultural Right, Citizenship and State." Civilia 11, no. 2 (December 15, 2020): 120–35. http://dx.doi.org/10.5507/civ.2020.011.

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30

Wang, Li-Jung. "Towards cultural citizenship? Cultural rights and cultural policy in Taiwan." Citizenship Studies 17, no. 1 (February 2013): 92–110. http://dx.doi.org/10.1080/13621025.2012.716213.

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31

Williams, Daniel. "Germanness or Rights? Second Generation Young Adults and Citizenship in Contemporary Germany." German Politics and Society 31, no. 2 (June 1, 2013): 30–48. http://dx.doi.org/10.3167/gps.2013.310204.

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Scholarship on citizenship-in its definition as nationality or formal membership in the state-has been both the basis for evaluating and comparing national citizenships as "ethnocultural" or "civic," and used to imply the meaning of citizenship to prospective citizens, particularly immigrants and non-citizen residents. Doing so ignores a perspective on citizenship "from below," and oversimplifies the multiplicity of meanings that individuals may attach to citizenship. This article seeks to fill this gap in scholarship by examining young adult second-generation descendants of immigrants in Germany. The second generation occupies a unique position for examining the meaning of citizenship, based on the fact that they were born and grew up in Germany, and are thus more likely than adult immigrants to be able to become citizens as well as to claim national belonging to Germany. Among the varied meanings of citizenship are rights-based understandings, which are granted to some non-citizens and not others, as well as identitarian meanings which may depend on everyday cultural practices as well as national origin. Importantly, these meanings of citizenship are not arbitrary among the second generation; citizenship status and gender appear to inform understandings of citizenship, while national origin and transnational ties appear to be less significant for the meaning of citizenship.

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32

Riski, Anggun, Sulis Idawati, Ariesta luciana hendrika, Sultiyah, and Hidayatu Munawaroh. "Stimulating Cultural Literacy and Citizenship Through Javanese Songs at Ra Baitul Muttaqien Selomerto." Jurnal Pendidikan Islam Anak Usia Dini Al-Amin 1, no. 2 (September 29, 2023): 105–16. http://dx.doi.org/10.54723/ejpiaud.v1i2.93.

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This study aims to analyze the stimulation of cultural literacy and citizenship through Javanese dolanan songs at RA Baitul Mutaqin. This research is a qualitative research and data collected using observation, interview and documentation techniques. Observations are used to obtain data on the implementation of cultural literacy and citizenship stimulation through Javanese dolanan songs. Interviews were used to find out the initial process of initiating the stimulation of cultural literacy and citizenship through the Javanese Dolanan song. While the documentation is used to find out the activities carried out to stimulate cultural literacy and citizenship through the Javanese song Dolanan. Based on the results of data analysis on the implementation of cultural literacy and citizenship stimulation through the Javanese Dolanan song at RA Baitul Mutaqin Selomerto, it started from a lack of children's knowledge regarding cultural literacy and citizenship through the Javanese Dolanan song. Therefore, it is necessary to stimulate cultural literacy and citizenship through the Javanese Dolanan song performed by an early childhood educator.

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33

Ozbey, Adnan, and Fatıma Firdevs Adam Karduz. "Cultural intelligence and global citizenship in gifted/talented students and their non-gifted peers." American Journal of Social Sciences and Humanities 8, no. 1 (February 22, 2023): 55–72. http://dx.doi.org/10.55284/ajssh.v8i1.871.

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Cultural intelligence, or cultural quotient (CQ), and global citizenship are essential skills for individuals in today's increasingly interconnected and globalized world. Cultural intelligence helps individuals effectively navigate and understand cultural differences, promoting effective communication and cooperation. This study primarily aims to compare the cultural intelligence and global citizenship levels of gifted and non-gifted students. Another aim of the study is to discover the possible relationship level between gifted students' cultural intelligence and global citizenship levels. The relational scanning model was used, and 399 high school students attending 10th, 11th, and 12th grades were included in the study. The majority (209, or 54.1%) were non-gifted high school students and 177 (40.6%) were gifted high school students. The Cultural Intelligence Scale and Universal Citizenship Scale were employed for data collection. The results indicate that gifted students have significantly higher cultural intelligence than their average peers. Similarly, it has been demonstrated that gifted students have significantly greater global citizenship than their average peers. A significant relationship was found between gifted students' cultural intelligence levels and global citizenship levels. The cultural intelligence level of gifted students significantly predicts the level of global citizenship. Gifted students benefit from high levels of cultural intelligence and global citizenship because it enhances their capacity to engage with diverse cultures and comprehend global issues, thereby fostering their intellectual and personal development.

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Alvarez, Robert R. "Latino Cultural Citizenship: Claiming Identity, Space and Rights:Latino Cultural Citizenship: Claiming Identity, Space and Rights." American Anthropologist 100, no. 4 (December 1998): 1058–59. http://dx.doi.org/10.1525/aa.1998.100.4.1058.

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35

Biay, Kathleen Kaye, and Angela Tenorio. "Relationship of Cultural Intelligence and Global Citizenship Levels of Preservice Teachers in the Philippines." International Journal of Contemporary Educational Research 11, no. 3 (September 29, 2024): 387–406. http://dx.doi.org/10.52380/ijcer.2024.11.3.685.

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With the global developments, educational institutions play a vital role in fostering cultural intelligence and global citizenship among individuals, including preservice teachers. Despite the plethora of research on cultural intelligence and global citizenship in higher education abroad, little is known about these in the Philippines, let alone their correlation. Employing a quantitative descriptive correlational design, this study investigated the relationship between cultural intelligence and global citizenship levels of 316 Philippine preservice teachers using the Cultural Intelligence and Global Citizenship Scales. The results revealed that although their cognitive cultural intelligence necessitates further development, the preservice teachers are highly competent and confident in communicating and functioning effectively in multicultural contexts. However, they exhibit limited global citizenship attributes, particularly in social responsibility. Most ethnic groups they represented were also identified to have high cultural intelligence and average global citizenship levels. Additionally, while the preservice teachers’ specialization, year level, and overseas experience did not play significant roles in their cultural intelligence levels, the study found their year level to be the lone variable that affected their global citizenship levels substantially. Overall, a positive correlation between cultural intelligence and global citizenship was identified. Aside from implications for strengthening internationalization strategies, recommendations for further investigations were discussed.

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36

Lee, Byunglim, and Gil La Yuk. "The Effects of Pre-service Early Childhood Teachers’ Human Rights Consciousness, Global Citizenship, and Multi-cultural Attitudes on Multi-cultural Teaching Competencies." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 17 (September 15, 2024): 351–61. http://dx.doi.org/10.22251/jlcci.2024.24.17.351.

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Objectives The purpose of this study was to investigate the effects of human rights awareness, global citizenship awareness, and multi-cultural attitudes of pre-service early childhood teachers on multi-cultural teaching competencies. Methods A questionnaire was conducted on 134 college students enrolled in the department of child education and Early Childhood Education in C. The Cronbach α coefficient was calculated to verify the reliability of the collected data, and Pearson correlation analysis was conducted to examine the relationship between human rights awareness, global citizenship, multi-cultural attitude, and multi-cultural teaching competencies of pre-service early childhood teachers. Multiple regression analysis was conducted to examine the effects of human rights awareness, global citizenship, and multi-cultural attitudes on multi-cultural teaching competencies. Results First, there was a positive and significant correlation between human rights consciousness, global citizenship, multi-cultural attitude, and multi-cultural teaching competencies variables. Second, it was found that multi-cultural attitudes and global citizenship had a significant effect on multi-cultural teaching competencies. Conclusions In order to develop the multi-cultural teaching capabilities of pre-service early childhood teachers, it is necessary to cultivate multi-cultural attitudes and global citizenship, and it is judged that it will provide basic data for the development of related programs.

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37

Blaikie, Andrew. "Book Review: Rethinking Cultural Policy, Cultural Citizenship: Cosmopolitan Questions." Sociology 40, no. 2 (April 2006): 387–90. http://dx.doi.org/10.1177/0038038506062041.

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STEVENSON, NICK. "Cultural Citizenship in the 'Cultural' Society: A Cosmopolitan Approach." Citizenship Studies 7, no. 3 (January 1, 2003): 331–48. http://dx.doi.org/10.1080/13621020302214.

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Stevenson, Nick. "Cultural Citizenship in the ‘Cultural’ Society: A Cosmopolitan Approach." Citizenship Studies 7, no. 3 (January 2003): 331–48. http://dx.doi.org/10.1080/1362102032000098904.

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40

Rosaldo, Renato. "Cultural Citizenship in San Jose, California." PoLAR: Political html_ent glyph="@amp;" ascii=""/ Legal Anthropology Review 17, no. 2 (November 1994): 57–64. http://dx.doi.org/10.1525/pol.1994.17.2.57.

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Rodd, Robin. "Democratic Citizenship as Uruguayan Cultural Heritage." Democratic Theory 6, no. 1 (June 1, 2019): 27–48. http://dx.doi.org/10.3167/dt.2019.060103.

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Amidst a global turn towards authoritarianism and populism, there are few contemporary examples of state-led democratization. This article discusses how Uruguay’s Frente Amplio (FA) party has drawn on a unique national democratic cultural heritage to encourage a coupling of participatory and representative institutions in “a politics of closeness.” The FA has reinvigorated Batllismo, a discourse associated with social justice, civic republicanism, and the rise of Uruguayan social democracy in the early twentieth century. At the same time, the FA’s emphasis on egalitarian participation is inspired by the thought of Uruguay’s independence hero José Artigas. I argue that the cross-weave of party and movement, and of democratic citizenship and national heritage, encourages the emergence of new figures of the citizen and new permutations for connecting citizens with representative institutions. The FA’s “politics of closeness” is an example of how state-driven democratization remains possible in an age described by some as “post-democratic.”

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42

MÔRI, Yoshitaka. "Towards Cultural Citizenship in Multicultural Society." TRENDS IN THE SCIENCES 16, no. 1 (2011): 78–82. http://dx.doi.org/10.5363/tits.16.1_78.

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43

Coombs, Steven, and Mark Potts. "Living citizenship: transcending the cultural divide." Educational Action Research 21, no. 3 (September 2013): 429–43. http://dx.doi.org/10.1080/09650792.2013.813401.

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Scherer, Jay, and David Whitson. "Public Broadcasting, Sport, and Cultural Citizenship." International Review for the Sociology of Sport 44, no. 2-3 (June 2009): 213–29. http://dx.doi.org/10.1177/1012690209104798.

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O'Toole, J. Mitchell, John K. Lee, and Taghreed Altamimi. "Digital Citizenship, Values and Cultural Dynamism." International Journal of Research in STEM Education 6, no. 1 (May 5, 2024): 59–75. http://dx.doi.org/10.33830/ijrse.v6i1.1687.

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This paper examines the global shift towards digital citizenship triggered by COVID-19 and its role in mediating cultural tensions in a rapidly digitizing world. Utilizing mixed methods, the study draws from two projects: the first assesses the engagement of 315 Australian adolescents with values in their science education, and the second investigates digital citizenship practices among 303 university faculty members in Saudi Arabia. The findings highlight significant sociocultural differences in digital engagement and underscore the varying impacts of digital globalization across different educational and national contexts. The paper argues for a proactive educational strategy that encourages critical engagement with digital tools to navigate and reconcile these cultural dynamics effectively. By exploring the interactions between digital technology providers, users, and regulatory bodies, the study provides insights into the complexities of digital responsibility and the potential of education to foster a balanced digital citizenship. This approach suggests moving beyond mere technological integration to embrace a pedagogy that is responsive to the ethical challenges posed by global digital interactions.

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Nunes, Pedro. "Book Review: Cultural Citizenship: Cosmopolitan Questions." Media, Culture & Society 28, no. 5 (September 2006): 802–4. http://dx.doi.org/10.1177/0163443706067030.

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BADER, VEIT. "The Cultural Conditions of Transnational Citizenship." Political Theory 25, no. 6 (December 1997): 771–813. http://dx.doi.org/10.1177/0090591797025006001.

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Fârte, Gheorghe-Ilie. "Mass Media and European Cultural Citizenship." Cultura International Journal of Philosophy of Culture and Axiology 6, no. 1 (2009): 22–33. http://dx.doi.org/10.5840/cultura20096116.

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Cambridge, James. "Book review: Education and cultural citizenship." Journal of Research in International Education 11, no. 2 (July 27, 2012): 194–96. http://dx.doi.org/10.1177/1475240912442026.

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Stevenson, Nick. "GLOBALIZATION, NATIONAL CULTURES AND CULTURAL CITIZENSHIP." Sociological Quarterly 38, no. 1 (December 1996): 41–66. http://dx.doi.org/10.1111/j.1533-8525.1996.tb01993.x.

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Artigos de revistas sobre o tema "Cultural citizenship"

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