The urban-rural fringe in Ireland harbors diverse and often competing visions of place that unfold against a backdrop of rapid physical and socio-economic change. The desire to develop and articulate a shared sense of belonging rooted in place might be reasonably expected to lead to community-level expression through diverse local organizations. These in turn become embedded in wider institutionalized systems of governance. The importance of place vision, and the extent of civic engagement to create and protect such a vision, is the focus of this article. The ongoing and predominantly developer-led transformation of fringe locations has coincided with a shift from government to governance (particularly at local level) and associated changes in power relationships among various stakeholders. This article investigates the extent to which residents of fringe locations perceive themselves as part of local governance processes and explores the implications of such perceptions for citizenship and local democracy.
Marie Mahon, Frances Fahy, Micheál Ó Cinnéide, and Brenda Gallagher
Kang Hu and Raymond K. H. Chan
Promoting civic engagement could be a way of strengthening the social solidarity of China's urban population. The drastic socio-economic changes resulting from recent economic reform are likely to have a deleterious effect on social solidarity. Based on a survey conducted in 2010 in the Southern China city of Xiamen, this paper examines a specific form of civic engagement - citizen cooperation - to resolve community problems, and assesses its relationship with social capital. The study reveals that discrepancies in the level of civic engagement exist among urban residents and that inequality of social capital plays a significant role in these discrepancies. The findings suggest that such gaps could be addressed by increasing social capital, especially by expanding residents' personal community networks.
Tracing the trajectory of the civic engagement movement
American colleges and universities have historically sought to promote an enlightened citizenry. In the early 1980s many felt that this civic purpose was in danger of being lost. What unfolded was a widespread educational reform movement aimed at reasserting the public and democratic purpose of American higher education. This article traces the trajectory of this movement and notes a significant emergent tension among movement members - the question of whether to seek broad-based legitimacy within the academy by aligning the efforts with disciplinary norms or to challenge the status quo and attempt to transform higher education and align its efforts with the pressing needs of America's democracy.
Girls’ Voices and Civic Engagement in Student Journalism
Piotr S. Bobkowski and Genelle I. Belmas
school grounds, and the programs are not led by school personnel. But there are also school-sponsored and curricular settings in which girls can use media to develop and exercise their voices and practice civic engagement. One school subject suitable to
Mark Sandle, Gary Taylor, and Penny Welch
Geoff Timmins, Keith Vernon and Christine Kinealy (2005) Teaching and Learning History Review by Mark Sandle
Lorraine McIlrath and Iain Mac Labhrainn (eds) (2007) Higher Education and Civic Engagement: International Perspectives Review by Gary Taylor
Joanna Bull and Colleen McKenna (2004) Blueprint for Computer-Assisted Assessment Review by Penny Welch
Peter Redman (2006) Good Essay Writing Review by Penny Welch
Katie MacEntee, Lukas Labacher, and John Murray
Young people use activism to advocate for their sexual health rights and to counter the social, political, and environmental threats to their health and well-being. By fully integrating themselves into the process of civic engagement—by incorporating pieces of themselves—youth can bring about successful change. Young community members can use civic engagement to speak out about their perceptions of how they are aff ected by health-related issues or how they are stigmatized by the community. In doing so, they are able to counter the ways in which policymakers, often distanced from the ramifi cations of inadequate social policy, portray the issues (Shucksmith and Hendry 1998). An interactive photo project that took place at the 2010 International AIDS Conference in Vienna, Austria, shows how civic engagement or what we think of as speaking out can move beyond rallies and online video and audio messages directed at policymakers and into the realm of digital photography and body language. Surprisingly, in a digital world in which body language and body parts are continually at risk of being sexualized, this interactive project illustrates how digital photographs of girls’ hands can be used to speak out in a positive, creative, and empowering way about girls’ and young women’s perceptions of sexuality and HIV.
Clientelism and Civic Engagement as Relational Modalities in Contemporary Bosnia and Herzegovina
This article analyzes clientelism and civic engagement as two relational modalities adopted by the residents of Mostar to obtain state-funded housing assistance in the face of rapid political transformation, economic insecurity, and post-conflict reconstruction. Couched in historical and contemporary discourses of deservingness and harking back to spatial imaginaries that evolved during the socialist era, both modalities converge in the notion of raseljeni, a post-war administrative category denoting an internally displaced person. Despite their apparent differences, the ultimate goal of both modalities is to establish sustainable channels of communication and productive relations with state authorities. Such relational modalities not only facilitate citizens' access to public resources, but also lend continuity and coherence to a fragmented state apparatus. In the process, they give rise to distinct political subjectivities and notions of political community.
After the terrorist attacks on the London transport network on 7 July 2005 some academics and journalists announced the ‘death of multiculturalism’ in Europe. Multiculturalism, however, cannot be dead because it is a social reality for millions of Europeans. Not only these who live in the global cities like London, Paris, Rome, and others, but also those who live in small ones like the Italian City of Peace, Rovereto. All the European societies from east to west and from north to south have become increasingly diverse, multicultural, multiracial and multi-religious. This diversity is producing not only high levels of uncertainty, but also lack of social cohesion. As Putnam notices in his latest large-scale study of social solidarity in American society, in the ethnically diverse areas there is less trust and civic engagement.2 Such areas lack, above all, meaningful social encounters.
This article seeks to build on current and emerging conceptions of teacher expertise as they relate to education for civic engagement and social awareness in the university classroom context. I explore the notion of teaching tensions between vulnerability and authority, authenticity and distance, safety and challenge, disclosure and neutrality, and social transformation as against individual agency. I argue that these tensions and the teacher decision-making processes involved in their navigation can add to university instructors' capacity to reflect on and evaluate curriculum design decisions when aiming to impact student social and civic identity development. I examine teaching tensions and their dynamic interaction through a self-study of my own teaching and of involving the students in a structured academic service-learning partnership with school pupils in a social studies methods course for pre-service teachers in the United States.
Contemporary U.S. Girls’ Organizations and the Public Sphere
Jessica K. Taft
This article addresses the growing concern with youth civic engagement by asking how contemporary U.S. girls' organizations envision girls' civic identities. Recent years have seen the growth of girls' organizations that aim to involve girls in their communities. Based on extensive document research and two ethnographic case studies, my analysis distinguishes between this emergent transformative approach and a more widespread, normative model. Transformative organizations engage girls in a sociological analysis of the conditions of their lives, believe that girls should have public authority, and encourage girls' involvement in social change projects. Normative organizations rely upon a psychological understanding of girls' problems, imagine the public as a space of threat and as being full of barriers girls that must learn to overcome, and emphasize service over political action. By comparing these two approaches, this article suggests that scholars and practitioners should carefully consider the implications of organizations for girls' relationship to the public sphere.