Search Results (88)

In the anti-immigrant national context of the first Trump administration, what motivated Latine immigrants in Texas to pursue naturalization? Based on 31 Spanish and English semi-structured interviews conducted during 2017–2019, we examine how lawful permanent residents’ (LPRs’) perceptions of contemporary immigration policy and their social rights affect their motivations to naturalize. Surprisingly, we find that although fear of deportation was an extremely common motivation, it was rarely the residents’ primary motivation. When asked why they wanted to naturalize, our respondents expressed four primary motivations grounded in their claims for social rights: proactive (gain the right to vote, benefit the group), pragmatic (expedite family reunification, access better jobs, benefit the individual), defensive (protect against deportation), and emotional (formalize a sense of belonging). Although 60 percent of interview subjects mentioned some defensive motivations, citing the current national and state political climate as hostile to immigrants, it was the least common primary motivation for naturalization; that is, they named another motivation first as their most important reason for naturalizing. The need to naturalize to protect their social rights in a shifting political context is a strong subtext to subjects’ narratives about why they choose to become citizens. Defensive motivations undergird all other motivations, but the national hostile climate is moderated by relatively positive local interactions with law enforcement and the larger community. Full article

This study examines how U.S. immigration policies enact legal violence and multigenerational punishment through the spousal reunification process, particularly in mixed-status, transnational families. Building on the concept of “deportability,” we introduce “importability” to describe a beneficiary’s potential to secure permanent residency, which varies according to social markers such as race, gender, and region of origin. Drawing from a content analysis of threads on the Immigration Pathways (IP) web forum, we analyze discussions among U.S. citizen petitioners navigating marriage-based green card applications, with a focus on experiences involving administrative processing (AP) (i.e., marriage fraud investigations). Our findings show that couples who do not align with the state’s conception of “proper” family—particularly U.S. citizen women petitioning for Black African partners—face intensified scrutiny, long delays, and burdensome requirements, including DNA tests and surveillance. These bureaucratic obstacles produce prolonged family separation, financial strain, and diminished sense of belonging, especially for children in single-parent households. Through the lens of “importability,” we reveal how legal violence and multigenerational punishment of immigration policies on mixed-status families beyond deportation threats, functioning as a gatekeeping mechanism that disproportionately affects marginalized families. This research highlights the understudied consequences of immigration policies on citizen petitioners and contributes to a broader understanding of inequality in U.S. immigration enforcement. Full article

The text analyzes interreligious organizations and movements in Brazil based on the concept of the pluralist principle. It aims to systematize, based on observations of practices and studies of documents from prominent inter-religious experiences in Brazil, the degree of incidence of efforts to deepen democracy; defend human rights and the rights of nature; provide citizenship; appreciate ethnic, sexual, and gender diversity; and other effective decolonial forms of counter-hegemonic social articulation in these groups. Among the results, we present theoretical bases that show that it is necessary, for social analyses, to pay special attention to the articulation of the intersection between religious groups’ capacity for dialogue and the challenges surrounding social agendas that reinforce decolonial socio-religious perspectives. The profile of some inter-religious experiences within the scope of the research is also indicated. Full article

As global environmental challenges intensify, there is an increasing need to equip younger generations with the knowledge, values, and sense of responsibility necessary for a sustainable future. This study explores how environmental citizenship education (ECE), implemented through a nature-based learning program within a Nature and Science School (NSS) in Türkiye, was experienced and interpreted by primary school pupils in relation to their development of understanding of sustainability and environmental citizenship. NSSs, integrated into the formal education system by the Turkish Ministry of National Education, offer inquiry-driven and experiential learning in natural settings. The study took place in Talat Göktepe Grove, a biodiverse site including forest and marine ecosystems, where a four-month ECE program was conducted. A holistic single-case study design was employed, drawing on pupil diaries and semi-structured interviews. A total of 88 pupils engaged in structured outdoor activities addressing biodiversity, sustainability, and the climate crisis. Initially, pupils described environmental citizenship through individual actions. Over time, their perspectives expanded to include civic participation, environmental rights, and collective responsibility. Their reflections also revealed a more nuanced understanding of sustainability, encompassing concepts such as ecosystem balance, renewable energy, and environmental justice. The study provides insight into how nature-based education may support meaning-making around environmental citizenship and sustainability in early education. Full article

This study explores hate speech in educational contexts, focusing on initial teacher training in Chile. It conceptualizes hate speech as a form of expression that promotes violence and exclusion, emphasizing the role of social media in its amplification. Drawing on the theories of Levinas, Arendt, and Žižek, the research highlights the importance of citizenship education in building inclusive and democratic educational environments. A quantitative, descriptive, and correlational design was employed, based on a survey conducted among history pedagogy students at Chilean universities. Using non-probabilistic sampling, the study applied statistical analyses, including Spearman’s correlation and Cronbach’s alpha (0.84), to ensure reliability. Key findings indicate that 51% of participants believe teacher training should explicitly address hate speech, while 70% expect the Ministry of Education to provide institutional support. A strong correlation (0.49) was found between social media usage and the spread of hate speech. Although students recognize the problem, significant resistance remains regarding the inclusion of hate speech and diversity-related content in teacher education programs. The results underscore the urgent need for public policies that integrate diversity, human rights, and critical digital literacy into teacher training, aiming to prevent discrimination and promote ethical and inclusive educational practices. Full article

There has been an increase in the number of users on digital platforms. Similarly, technology is prevalent in the daily lives of young people, therefore, it is crucial to address the topic of digital citizenship with them, ensuring they use technology in a responsible and healthy manner. The present study argues that the foreign language classroom constitutes a privileged space for the promotion of digital citizenship. To address this research gap, the present study examines digital citizenship within the context of foreign language education, with a particular focus on its articulation with the intercultural dimension, and explores its impact on participants’ knowledge, attitudes, and opinions. More specifically, this study aims to determine the effectiveness of a five-session didactic intervention in developing students’ knowledge, attitudes, and opinions regarding digital citizenship within an intercultural dimension in an EFL secondary classroom. The research question formulated is: how can digital citizenship be developed in conjunction with the intercultural dimension in the English language classroom in secondary education, namely concerning students’ knowledge, attitudes, and opinions? With the intention of addressing this question, an intervention project was implemented with a class of 11th-grade students at a school in the Aveiro district, Portugal. The didactic project consisted of five sessions conducted in the English classroom, in a total of 450 min. Through the content analysis conducted on the collected data, it revealed significant improvements in students’ understanding of online rights and responsibilities, and a positive shift in attitudes toward intercultural interaction. While some initial prejudices persisted, the project fostered increased awareness of diverse cultural perspectives in the digital world. These findings suggest that targeted interventions integrating intercultural awareness within digital citizenship education can be effective in promoting responsible digital engagement and intercultural sensitivity in EFL secondary education. Full article

Research into Citizenship Education has become increasingly important in recent years. It deals with the promotion of social cohesion, democracy and human rights. This article examines the interfaces between Citizenship Education and Religious Education, particularly from the perspective of Islamic religious teachers in Austria. The empirical basis is a qualitative study conducted as part of the author’s dissertation, which includes group discussions with 41 Islamic Religious Education teachers. The results were analyzed using the documentary method. The analysis focuses on two key aspects: first, the role of Islamic Religious Education in supporting the integration, participation and identity formation of young people, and second, challenges of Religious Education in a social context. Full article

The Critical Pedagogies Research Team (PEDACRI-ULL) participates in the Program for the Inclusion of Migrants at Risk of Social Exclusion (PIPE) 2023-1-ES01-KA220-ADU-000160578, funded by the European Union. This project aims to design, implement and promote a transnational cooperation network to enhance the skills and competencies of migrants. Its purpose is to provide an educational response aligned with the European Commission’s Pact on Migration and Asylum.. Among its objectives, the program develops tools for professionals and institutions working with migrants, fostering collaborative learning to envision a culture of peace. In this essay, we explore the Pedagogy of Hospitality through critical pedagogies and the dialogue of knowledge. We propose a model of migrant citizenship based on an interlinguistic didactic relationship that promotes intercultural coexistence, grounded in an ethic of miscegenation. Furthermore, we advocate language teaching as a universal right and argue that hospitality should not be seen as an act of generosity but as a moral duty. This perspective supports an inclusive and just education, where language serves as a bridge for integration and mutual recognition. Full article

Under current Supreme Court doctrine under the First Amendment, constitutional complaints that a state university has selected its faculty on ideological grounds—that it has “cast a pall of orthodoxy over the classroom”, in the language of the court from 1967—face three barriers. States may claim that an ideologically uniform faculty is required for the efficient performance of government functions, that it represents the state’s own speech, or that faculty’s expression of ideology is part of their jobs, subject to an uncertain exception for “expression related to academic scholarship or classroom instruction”. This article looks at these claims from the perspective that the Court has used with increasing frequency: the meaning expressed by the text of the Fourteenth Amendment in its original 1868 context. While there are strong arguments that the Fourteenth Amendment does not apply the First Amendment’s meaning as of 1791 against states, the Fourteenth Amendment does require that citizens of all political and religious creeds receive the same civil rights as similarly situated fellow citizens. However, the “civil rights” covered by the Fourteenth Amendment in 1868 excluded “political rights” to influence the government and serve on its behalf. State universities’ Fourteenth Amendment obligations of ideological neutrality thus run not directly to faculty, but to students. An ideologically slanted process of faculty selection violates students’ civil rights in the same way that a racially biased process of jury selection violates defendants’ rights to a fair trial. Full article

The rise in international terrorism has led to a rise in citizenship deprivation. Depriving a person of citizenship represents a harsh national security measure. Although both Australia and the UK have citizenship deprivation legislation, the judicial response has differed. In Australia, two laws providing for deprivation of citizenship have been found unconstitutional. In the UK, significant challenges to citizenship deprivation decisions have failed, including those relating to Shamima Begum, deprived of UK citizenship in 2019, whose request for permission to appeal in respect of the decision was rejected by the UK Supreme Court in August 2024. In this context, it is striking that despite the lesser degree of human rights protection under the Australian Constitution and federal statutes compared with the UK, the Australian courts may have arrived at a significantly rights protective approach to citizenship deprivation, leading to an important procedural safeguard by requiring courts to make decisions on citizenship deprivation. This underlines interesting features of the Australian system, in which the development of doctrines under a written constitution that limits legislative power, such as through the separation of powers, can sometimes lead to significant (if uneven) rights protective outcomes. Short of a shift in UK constitutional law doctrine around the separation of powers (which is unlikely), the Australian decisions cannot be mirrored in the UK. However, they may point towards the possibility of stronger procedural safeguards in the context of citizenship deprivation, as well as some potential human rights law implications. Full article

This study analyzes the award-winning documentary film Searching for Rodakis, directed by Kerem Soyyilmaz, produced in 2023. The aim of this study is the historic comprehension and analysis of this filmic narrative in the field of social–semiotic literacy and its utilization in historical studies for approaching issues of conflict in modern history, otherness, collective experience and trauma, and collective memory. The research material is the documentary Searching for Rodakis (produced by Denmark, Turkey 2023; screenplay/director, Kerem Soyyilmaz; duration, 57’), which received the following awards: Adana Golden Boll FF 2023 Turkey | Best Documentary, Thessaloniki International Doc. Festival 2023 Greece, Greek Film Festival Los Angeles 2023 USA, and Istanbul Documentary Days 2023 Turkey. As regards the historic context, the year of production, 2023, coincides with the 100th anniversary of the signing of the Treaty of Lausanne, where Turkey’s current borders were set and the “population exchange” legally sealed, i.e., the violent expulsion of 400,000 Muslims, citizens of Greece, many of whom spoke only Greek, and 200,000 Orthodox citizens of Turkey, who in the majority spoke Turkish. At the same time, the Treaty of Lausanne ratified and finalized the expulsion of approximately one million Orthodox who were forced to leave the Ottoman Empire, as well as 120,000 Muslims who had fled Greece since the beginning of the Balkan Wars (1912–1913). About two million people were deported and lost their citizenship and property, in the context of “national homogeneity” (which connotes an ethnic cleansing), with the official states ignoring the criticisms of lawyers and academics who spoke of violations of constitutional rights. Mohammedan Greeks, estimated at around 190,000 as early as 1914, based on ecclesiastical statistics in the Pontus region, did not receive attention from the provisions of the Treaty of Lausanne, even though linguistically and culturally (origin, customs, culture and traditions) they did not differ in any way from the Orthodox Greeks. In Turkey, there was general indifference to the thousands of desperate people who arrived, with the exception of a few academics and the Lausanne Exchange Foundation. The filmic scenario is as follows: as a Greek tombstone of unknown origin is discovered underneath the floorboards in an old village house in Turkey, an almost forgotten story from the country’s creation unravels—the forced population exchange between Greece and Turkey in 1923. The engraved Greek letters tell of a woman, Chrysoula Rodaki, who died in 1887. Thus the search for her descendants begins. It leads director Kerem Soyyilmaz to local archives, where his own family’s role in history is laid bare; to abandoned ghost towns, and through the memories of older villagers—all while Soyyilmaz meets massive support for his quest from Greeks on the other side of the border. The stone becomes a portal to the past—and for a while, the trauma becomes redeemed when the previous owners of the village house return. Searching for Rodakis is a movie that reconnects people, culture, and the stories that were discarded in order to build a strong, nationalist state—told through the director’s personal experiences. The research questions, as they arise from the cinematographic material itself, are as follows: How is the historical memory of traumatic events of the previous century, such as the exchange of populations according the Treaty of Lausanne, recorded in the cinematographic narrative? What are the historical sources? To what extent did the origin, ethnicity, and geographical location of the narrators as participants influence the preservation of historical memory and the historical research? What are the criteria of the approach of the creator, and what are the criteria of the participants? Methodologically, we apply historic and socio-semiotic analyses in the field of public and digital history. The results: The types of historical sources found in filmic public discourse include the oral narration of testimonies, of experiences and of memories, as well as the director’s historical research in state archives, the material cultural objects, and the director’s digital research. Thus, historic thematic categories occur, such as the specific persons and actions in Turkey/Greece, actions on-site and in online research, and the types of historical sources, such as oral testimonies, research in archives, and objects of material culture. Sub-themes such as childhood, localities and kinship also emerge. These cinematic recordings of biographical oral narratives as historical and sociological material help us understand the political ideologies of the specific period, between the years 1919 and 1923. The multimodal film material is analyzed to provide testimonies of oral and digital history; it is utilized to approach the historical reality of “otherness”, seeking dialogue in cross-border history in order to identify differences, but above all the historic and cultural similarities against sterile stereotypes. The historic era and the historic geography of the Greek and Turkish national histories concern us for research and teaching purposes a hundred years after the Treaty of Lausanne which set the official borders of the countries. Full article

This article critically examines De Cero a Siempre (DCAS), a cross-sectoral policy established in Colombia in 2016 to provide coordinated and comprehensive early childhood development services. The policy aims to promote optimal conditions for children from pregnancy to six years of age by addressing their nutritional, health, educational, and social needs while fostering participation and citizenship. Designed with a differential approach, the DCAS integrates and adapts services considering gender, culture, income, ethnicity, displacement, and disability. This study evaluates the DCAS policy through the human rights approach. First, we examine the conceptual definitions Second, we identify specific programs and services Third, we assess the implementation and effectiveness of these services using the official System for Monitoring the Comprehensive Development of Early Childhood. The findings reveal a strong policy framework that values human dignity and equity but highlights critical gaps in coverage, particularly in rural areas, due to geographical and social challenges. The current landscape of disability services reveals significant systemic limitations in addressing individualized developmental needs. Our comprehensive analysis exposes critical challenges in designing comprehensive intervention strategies for CWDDs. The article concludes with recommendations to enhance policy implementation and improve service delivery, ensuring equitable access for all children. Full article

Achieving the Sustainable Development Goals (SDGs) is one of the main challenges facing humanity. However, the fulfillment of these goals has been hampered by health and climate crises, as well as international conflicts. Despite this, it remains essential that work is carried out on these UN proposals in all areas, especially in education. This study aims to understand future teachers’ conceptions of the SDGs and the importance they give to teaching them. To do this, a non-experimental quantitative survey-type design was used to compare the results from two academic years (pre-pandemic and post-pandemic) in order to detect any differences. The information was collected via a questionnaire, which was completed by 364 students from the Degree in Primary Education course. The results show an increase in knowledge about the SDGs and a change in the assessment scale regarding the importance of each of its 17 goals. Likewise, there has been an increase in the students’ personal involvement in achieving them, linked to a more pessimistic position about their fulfillment. We conclude that there is a difference in the results between the two contexts, and that teaching about SDGs during teacher training should be reinforced. Full article

Over the last decades, many European educational systems have been reviewing the citizenship education model that they have been developing, trying to deepen the meaning of democratic citizenship practice today or the social demand inspired by the creation of adequate conditions for its exercise. Thus, it is challenging for educational systems to face education for global citizenship, and international organizations have been promoting the development of citizenship education and conducting research in this field. New research and educational practices are expected for global citizenship, and their meaning in our European societies is a point of reference for the study of the different policies that national and supranational institutions promote in this matter. The Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education from 2010 and its counterpart framework from UNESCO in 2015 have actively promoted the idea of citizenship education on a global scale through its Global Citizenship Education Model. The International Association for the Evaluation of Educational Achievement (IEA) conducted a series of reports on social and civic competencies to investigate the extent to which young people are prepared to assume their role as citizens, which recently has been reviewed by Schulz et al. Based on its main findings and the latest survey by the European EACEA/Eurydice from 2023 that covers 15 member countries of the Eurydice Network, this paper presents a cross-national study of the global citizenship education (GCE) between European Countries that updates recent national information and research developments in this field. Based on the analyzed data and the criteria established by UNESCO, the comparative study allows us to determine the dimensions and trends in global citizenship education in order to address its implications within the European education area. Full article

Rural-to-urban resettlement is a widely used poverty alleviation strategy in China for fundamentally transforming poor farmers’ livelihoods, with roughly 263,000 rural poor relocated to urban communities in Liangshan Yi Autonomous Prefecture between 2016 and 2020. This dramatic development intervention in urbanization has unexpectedly resulted in the separation of hukou locality and residence. Considering that the government equally provides follow-up employment support policies to guarantee the citizenship rights for resettlers whether or not their hukou locality has transferred to urban communities, then, does the local citizenship still matter for employment? If so, how does local citizenship make a difference? What role does employment policy play in terms of the impact of local citizenship on employment? The answers to these questions are not yet clear. Based on a survey of 735 relocated households in the Liangshan Yi Ethnic Area, the Heckman sample selection model was used to empirically estimate the effect of local citizenship (hukou locality) on employment from the perspective of welfare acquisition cost, paying particular attention to the moderating effect of follow-up employment support policies. Our results show that (1) local citizenship can significantly increase the employed persons of a household by 0.279 units, prolong the working months by 2.297 units, and increase per capita wage by 0.885%. (2) Mechanism analysis shows that local citizenship affects relocated households’ employment by reducing welfare acquisition costs. (3) Moderating analysis shows that the follow-up employment support policies weakened the positive impact of local citizenship on employment, developing pro-poor jobs substitutes for the positive effect of local citizenship on the employed size; recommending job information substitutes for the positive effect of local citizenship on working months; and targeted labor exporting substitutes for the positive effect of local citizenship on per capita wage. This study provides new empirical evidence for understanding the relationship between hukou locality and employment consequences at a smaller scale and then provides theoretical reference and practical basis for the improvement of employment from the perspective of local citizenship. Full article