Five. The Social Citizenship State

1988 ◽  
pp. 145-178
2019 ◽  
Vol 19 (2) ◽  
pp. 293-306
Author(s):  
Jardar Sørvoll ◽  
Viggo Nordvik

In this article, we analyse the social distribution of residential property in Norway post-1945 in light of the concept of social citizenship. Drawing on data from censuses and tax registers, we examine the social stratification of owner-occupation and housing wealth in a Nordic nation of homeowners. Our study shows that residential property and housing wealth is very unevenly distributed, and that the share of low-income homeowners decreased markedly after 1990. The implications of these findings are discussed with reference to three different conceptions of citizenship: the socio-liberal, the republican and the libertarian. Our main argument is that the falling rate of low-income owner-occupation constitutes an erosion of social citizenship viewed from the socio-liberal and republican conception of citizenship. This follows from theoretical arguments and empirical studies linking homeownership to positive welfare outcomes, such as civic engagement and social integration. The latter is arguably particularly true in some high-homeownership countries, such as Norway, where owner-occupation is the cultural norm and rental housing is associated with low quality and insecurity.


2020 ◽  
Vol 30 (4) ◽  
pp. 421-435
Author(s):  
Stefanie Börner

The common legal and economic framework of the European Union (EU) has turned the vast socio-economic differences within Europe into virulent problems of social inequality – issues that it attempts to tackle within its limited resources. The article takes the EU’s self-expressed social commitment as a starting point and analyses its approaches to social policy from a social-rights perspective. It first discusses why Marshall’s social-citizenship concept provides a useful analytical tool to assess the social policies enacted so far at the European level and then presents an institutional analysis of the EU’s four major social-policy activities: harmonising, funding, coordination and cooperation. This analysis focuses on the horizontal and vertical relationships and the addressees of these policies to determine how these policies measure up against social-rights standards. The findings point to the poor development of transnational social citizenship given the special nature of EU social policies. The only social rights that exist at the European level are in the field of social-security coordination. And even those are marked by a double selectivity that excludes citizens who are not transnationally active and those who are but lack the necessary means to provide for themselves.


2021 ◽  
Author(s):  
Alexandra Willetts

This major research paper applies a critical discourse analysis (CDA) to examine the Ontario government’s rationalization of full day kindergarten to the public and the underlying discursive representation of social citizenship that the government sets forth. A content analysis of nineteen textual documents identified twelve rationales for FDK. A social investment discourse was identified as the dominant discourse underlying these rationales, while a social justice discourse and a combination of both discourses was also present. A CDA of three textual documents indicated that the Ontario government employed nominalization, modality and interdiscursivity to perpetuate the social investment discursive representation of FDK. The prevalence of social investment discourse in the Ontario government’s rationalization of FDK holds important implications for advancing just and caring early childhood policy for all children and families.


2021 ◽  
Author(s):  
Alexandra Willetts

This major research paper applies a critical discourse analysis (CDA) to examine the Ontario government’s rationalization of full day kindergarten to the public and the underlying discursive representation of social citizenship that the government sets forth. A content analysis of nineteen textual documents identified twelve rationales for FDK. A social investment discourse was identified as the dominant discourse underlying these rationales, while a social justice discourse and a combination of both discourses was also present. A CDA of three textual documents indicated that the Ontario government employed nominalization, modality and interdiscursivity to perpetuate the social investment discursive representation of FDK. The prevalence of social investment discourse in the Ontario government’s rationalization of FDK holds important implications for advancing just and caring early childhood policy for all children and families.


2017 ◽  
Vol 5 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Juliet Pietsch

The sociology of citizenship is concerned with the social and economic conditions of citizens of a national community. Drawing on T. H. Marshall’s contribution to the theory of social citizenship this article argues that some groups of migrants and ethnic minorities in Australia, particularly those from non-British and European Backgrounds, face a number of social and institutional barriers which prevent them from reaching their full potential as members of Australia’s multicultural community. Evidence from the Australian Bureau of Statistics Census data shows different socioeconomic outcomes for migrants from British and European backgrounds compared with migrants from Asian backgrounds, despite having similar educational qualifications and length of time living in Australia. As such, it is argued that achieving social membership and inclusion continues to be a struggle for particular groups of migrants. A deeper commitment to the core principles of citizenship that is beyond mere notions of formal equality is needed if Australia is to address this important social issue.


2020 ◽  
Author(s):  
Coscia Cristina

The contribution constitutes a first exploratory outcome of an ongoing research by the Author on the issues of ethics and responsibility in investment processes, starting from the assumptions of the CSR approach. It makes a critical reinterpretation of it in the light of the ongoing debates and provides a specific reading key. In this sense, the contributions of other approaches and disciplines, in particular those of social investing and social impact axis, have highlighted some issues that constitute operational steps certainly at the center of future research developments and in particular linked to current environmental challenges: 1) the creation of value, 2) the stakeholders and corporate social citizenship, 3) the shared accountability, starting from the Social Report and Participatory Budget models. Specific paragraphs are dedicated to these research issues, which are intended to highlight both the impact assessment models and the technical steps yet to be explored. As a conclusion of the reasoning and to signal potential future developments, some application areas are cited (e.g. those of urban and peri-urban regeneration processes), in which the investment assessment and impact assessment models have experimented with innovation factors, linked to the aspects of the ethics and social responsibility among stakeholders.


Author(s):  
Deondra Rose

Chapter 6 examines the effectiveness of federal financial aid policies in expanding women’s access to higher education and the social and economic building blocks of full citizenship. While the GI Bill significantly expanded men’s access to college, it offered very little support for women interested in pursuing college degrees. Subsequently enacted financial aid programs promoted greater gender equality in socioeconomic status by increasing the probability that women would attain advanced levels of education. By making college more affordable, increasing the amount of time that students can devote to academic work, and promoting undergraduate degree completion, student financial aid programs constitute central mechanisms by which US lawmakers have supported equal social citizenship for women and men. By significantly increasing women’s access to college degrees and the social and economic benefits that are associated with higher education, landmark higher education policies have supported women’s full incorporation into American society.


2013 ◽  
Vol 22 ◽  
pp. S1-S14 ◽  
Author(s):  
Benjamin Davy ◽  
Ulrike Davy ◽  
Lutz Leisering

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