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070134 PS Democracy and Adolescents Lifeworlds - Inclusive Citizenship Education (2021S)

4.00 ECTS (2.00 SWS), SPL 7 - Geschichte
Continuous assessment of course work
REMOTE

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

Thursday 04.03. 09:45 - 13:00 Digital
Thursday 18.03. 09:45 - 13:00 Digital
Thursday 15.04. 09:45 - 13:00 Digital
Thursday 29.04. 09:45 - 13:00 Digital
Thursday 27.05. 09:45 - 13:00 Digital
Thursday 10.06. 09:45 - 13:00 Digital
Thursday 24.06. 09:45 - 13:00 Digital

Information

Aims, contents and method of the course

INCLUSIVE CITIZENSHIP EDUCATION IN DIVERSE SOCIETIES FROM GLOBAL AND LOCAL PERSPECTIVES

Contents of the course:
The course is divided into three interrelated sections.
The first section will provide an historical overview of the concept of citizenship and its entanglements with the development of the nation-state, with particular attention to the rights and duties of citizens within it. It will then critically analyse more recent conceptualisations of citizenship associated with the development of sub- and supra-national forms of political organisation, from the institutionalisation of the human rights regime at global level to the expansion of neoliberal globalisation, the European construction of citizenship, and more local acts of citizenship. By switching our perspective from the global to the local level, this section will eventually explore some of the most common alternatives to the traditional concepts and practices of citizenship, from the postcolonial critique and its attention to global inequalities to the feminist critique and its focus on locally-grounded practices of citizenship and participation.
Following from this, the second section will concentrate on citizenship education, examining how contemporary social processes can affect – and simultaneously be affected by – civic participation and belonging, continuously (re)configuring the boundaries of in- and exclusion among citizens and non-citizens alike. In this respect, this section will initially maintain a global perspective over socio-economic inequalities, bordering practices and environmental concerns, exploring at the same time how a whole variety of actors – from transnational migratory flows to global climate campaigns and feminist movements – continuously negotiate, contest and resist these practices at local level, cha(lle)nging the power, racial, and gendered boundaries of in- and exclusion across space.
In the last section of the course the students will apply the main concepts of citizenship education to classroom realities in Austria, putting some of the concepts that have been discussed earlier in the course into practice. In particular, students will present an outline of a didactical approach to one chosen concept of citizenship education, making it applicable for their own teaching practices. Besides, they will eventually discuss potential alternatives over the concept and practice of citizenship at local and international level (post-national citizenship, digital citizenship, etc.), imagining directions for future social and educational debates.

Objectives of the course:
- To introduce students to contemporary debates on citizenship;
- To provide a framework for a critical understanding of current socio-political processes;
- To encourage in-depth reflections on the concept and practice of citizenship in educational contexts.

Learning outcomes
By the end of the course, students will be able to:
- Demonstrate familiarity with different theoretical and practical perspectives on citizenship;
- Critically assess the interrelationships between contemporary socio-political processes and the concepts and practices of citizenship and citizenship education;
- Apply citizenship education concepts to personal teaching practices.

Assessment and permitted materials

Regular attendance is a prerequisite for the final evaluation (max. 1 absence is allowed):
- Students can be absent for one lesson (3h)
- Students can be absent twice for 1,5 h (which is equal to 3h)

The course envisages the interactive participation of students through their prior preparation of the weekly readings and the discussion in class (25% of final evaluation).

Students should also prepare one presentation to be delivered in class (30%).

The final assessment will consist of one written essay on a selected topic discussed in class (45%).

To pass the course, a positive grade in each component is required.

Minimum requirements and assessment criteria

The seminar will be taught in English.
The level of English is not graded but a minimum level of B1 is required. No prior knowledge of specific terms or concepts is required, as they will be clarified and discussed in class.

Examination topics

Students can choose the topic of the presentation and the final essay among the topics that will be discussed in class.

Reading list

The following list includes some basic texts that will be discussed in class and is not comprehensive:
- Andreotti Vanessa and Lynn Mario T. Menezes de Souza, 2012. Postcolonial Perspectives on Global Citizenship Education. New York: Routledge.
- Ataç Ilker. 2016. “Refugee Protest Camp Vienna”: Making Citizens through Locations of the Protest Movement. Citizenship Studies, 20 (5), 629–46.
- Bauböck Rainer 1996: Nation, Migration und Staatsbürgerschaft. In: von Beyme K., Offe C. (eds) Politische Theorien in der Ära der Transformation. Politische Vierteljahresschrift, vol 26. VS Verlag für Sozialwissenschaften
- Gaventa John and Tandon Radesh (eds.), 2010. Globalizing Citizens: New Dynamics of Inclusion and Exclusion. London: Zed Books.
- Isin, Engin and Evelyn Ruppert, 2015. Citizens and Cyberspace. In Being Digital Citizens. Chap. 2.
- Isin Engin and Nielsen Greg (eds), 2008. Acts of Citizenship. London: Zed Books.
- Kabeer Naila, 2005. Inclusive citizenship: meanings and expressions. London: Zed Books
- Lister Ruth, 2007. Inclusive Citizenship: Realizing the Potential. Citizenship Studies 11(1), 49-61.
- Kleinschmidt Malte, Steve Kenner and Dirk Lange, (2019): Inclusive Citizenship als Ausgangspunkt für emanzipative und inklusive politische Bildung in der Migrationsgesellschaft. In Natarajan, Radhika (Hrsg.): Sprache, Flucht, Migration: Kritische, historische und pädagogische Annäherungen. Wiesbaden: Springer VS. S. 407-415
- Squire, Vicki (2009). Mobile solidarities: The City of Sanctuary movement and the Strangers into Citizens campaign. Centre for Citizenship, Identities and Governance (CCIG), The Open University, Milton Keynes, UK.
- Yuval-Davis Nira, 2006. Intersectionality and Feminist Politics. European Journal of Women's Studies, 13 (3), 193-209. Available at: https://hal.archives-ouvertes.fr/hal-00571274/document

Association in the course directory

BA UF: PS Demokratie und Lebenswelten Jugendlicher (4 ECTS)

Last modified: We 21.04.2021 11:26