The Notion of ‘Rights’ and the Practices of Nationality and Citizenship from the Palestinian Arab Perspective, 1918–1925

2016 ◽  
Author(s):  
Lauren Banko
Keyword(s):  
Social Relations ◽  
Political Community ◽  
Early Years ◽  
Citizenship Rights ◽  
Palestinian Arab ◽  
Civic Belonging ◽  
Political Associations ◽  
National Boundaries

This chapter shifts focus from the British aspect of nationality and citizenship legislation to the Arab inhabitants of Palestine, in order to analyse the development of the civic and political community during the early years of the mandate administration. The new types of spaces and institutions introduced by the new administration in Palestine challenged traditional, Ottoman-style ways of understanding identity, community, and nationality. The challenges and disruptions wrought by the incorporation of Palestine into a new imperial system reconfigured social relations and communal and national boundaries. These disruptions strengthened the Arabs' sense of communitarian belonging to Palestine, allowed for the formation of new civic and political associations and laid the foundation for engagement of Arab society with particular notions, ideologies and claims frequently discussed in a plethora of press articles. These would later constitute a series of demands and appeals for citizenship rights. At its core, the chapter traces how citizenship and nationality took on a specifically political and rights-based understanding of Arab civic belonging in Palestine.

Citizenship Across the Life Course

2018 ◽  
pp. 33-50
Author(s):  
Elaine Lynn-Ee Ho
Keyword(s):  
Life Course ◽  
Social Relations ◽  
Social Reproduction ◽  
Political Community ◽  
Mainland Chinese ◽  
Chinese Migrants ◽  
International Borders ◽  
The Social ◽  
The Life Course ◽  
The Way

Analyzing emigration, immigration, and re-migration concurrently, under the framework of contemporaneous migration, directs us toward evaluating what it means to stake claims to different components of citizenship in more than one political community across a migrant’s life course. This chapter examines the way the Mainland Chinese migrants negotiate social reproduction concerns that extend across international borders, their multiple national affiliations, and aspirations for recognition and rights as they journey between China and Canada across the life course. Patterns of re-migration are transforming the social relations of citizenship, re-spatializing rights, obligations, and belonging. Source and destination countries are also reversed during repeated re-migration or transnational sojourning. Transnational sojourning forges citizenship constellations that interlink how migrants understand and experience citizenship across different migration sites.

scholarly journals Creating Social Capital in the Early American Republic: The View from Connecticut

2009 ◽  
Vol 39 (4) ◽  
pp. 471-495 ◽  
Author(s):  
Johann N. Neem
Keyword(s):  
Social Capital ◽  
Social Relations ◽  
Social Order ◽  
Early Years ◽  
Voluntary Association ◽  
Early American Republic ◽  
Old Regime ◽  
Early American ◽  
Antebellum Era ◽  
New Form

During the early years of the American republic, Connecticut's elite helped to develop a new form of social order, based on voluntary association, replacing the authoritarian, theological hierarchy of the old regime. Social relations, which were once thought fixed in nature by divine sanction, became amenable to the initiatives of the populace. By the antebellum era, Americans had also discovered that social capital could be created through the ordinary activities of people engaged in civil society.

Mothers and Citizens: Gender and Social Policy in Germany after the First World War

1997 ◽  
Vol 30 (1) ◽  
pp. 48-66 ◽  
Author(s):  
Susanne Rouette
Keyword(s):  
Early Years ◽  
Social Rights ◽  
World War ◽  
Citizenship Rights ◽  
The First World War ◽  
The Family ◽  
History Of ◽  
First Time ◽  
Equal Citizenship ◽  
First World

Historians have generally interpreted the early years of the Weimar Republic as an important stage in the development of the German welfare state. For the first time in the history of Germany, the state established in the constitution not only its own wideranging responsibilities and opportunities for intervention, but also the political and social rights of its citizens. Apart from “fundamentally” equal citizenship rights for womenand men (Art. 108) these also included entitlement to state support for the family and maternity as well as special state protection for marriage which, the constitution proclaimed, was to rest on an “equality of the two sexes” (Art. 119).

scholarly journals Longitudinal change in East Timorese tertiary student attitudes to national identity and nation building, 2002-2010

2012 ◽  
Vol 168 (2-3) ◽  
pp. 219-252 ◽  
Author(s):  
Michael Leach
Keyword(s):  
National Identity ◽  
Identity Formation ◽  
Student Attitudes ◽  
Nation Building ◽  
Political Community ◽  
Early Years ◽  
Longitudinal Change ◽  
Tertiary Student ◽  
Post Conflict ◽  
Timor Leste

The attitudes of the tertiary students who are likely to comprise the next generation of leaders are pivotal to understanding the challenges of nation-building and national identity formation in post-conflict settings such as Timor-Leste. This article examines post-independence debates over national identity in Timor-Leste, presenting the findings of a longitudinal survey (Dili, 2002, 2007 and 2010) of East Timorese tertiary student attitudes to national identity. In particular, in the wake of the 2006 political-military crisis, the paper examines the evidence for differences in attitudes between students from eastern and western districts, concluding that the few significant differences in attitudes peaked in the 2007 survey, and were associated with the overt politicization of regional identity within Dili, and concerns over post-independence leadership, rather than any genuine ‘ethnic’ or ‘regional’ variation in attitudes. The paper also examines significant changes in some youth attitudes since independence, including a significant increase in the acceptance of the co-official status of the Portuguese language in the tertiary student demographic since the early years of independence. The survey also highlights the ongoing importance of tradition and adat in understandings of political community, but reveals significant gender differences in attitudes towards the role of traditional authorities.

scholarly journals Nativos digitais e a prática pedagógica: pontos e contrapontos

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Thaís Cristina Rodrigues Tezani
Keyword(s):  
Elementary School ◽  
Social Relations ◽  
Teaching And Learning ◽  
Digital Natives ◽  
Early Years ◽  
Theoretical Studies ◽  
Pedagogical Practice ◽  
Theoretical Discussion ◽  
De Se ◽  
Information And Communication

Resumo: Nosso objetivo nesse artigo é realizar uma breve discussão teórica e analisar alguns dados empíricos de uma pesquisa que articula a temática atual dos nativos digitais e a prática pedagógica em escolas dos anos iniciais do ensino fundamental. Pesquisas apontam alterações no processo de ensinar e aprender, nas relações sociais, mediadas pelas Tecnologias Digitais da Informação e Comunicação (TDIC). Como base para nossas discussões nos apoiamos em estudos teóricos para fundamentar a temática. Além disso, analisamos dados coletados com os alunos dos anos iniciais do ensino fundamental, que podem ser considerados nativos digitais e assim apresentamos algumas possibilidades de se (re)pensar a prática pedagógica, uma vez que as TDIC estão cada vez presentes nas relações sociais e nas escolas. Estudos sobre essas temáticas são essenciais para analisarmos a atual conjuntura do processo de ensinar e aprender dos nativos digitais.Palavras-chave: nativos digitais, prática pedagógica, tecnologias digitais da informação e comunicação, educação escolar.  DIGITAL NATIVES AND PEDAGOGICAL PRACTICE: POINTS AND COUNTERPOINTS Abstract: Our goal in this article is to perform a brief theoretical discussion and review some empirical data from a survey that articulates the current theme of digital natives and the pedagogical practice in schools in the early years of elementary school. Polls indicate changes in the process of teaching and learning, social relations, mediated by digital t technologies of information and communication (TDIC). As a basis for our discussions, we lean in theoretical studies to substantiate the topic and our discussions. In addition, we analyzed data collected with the students of the early years of elementary school, who can be considered digital natives, and so we present some possibilities of (re)thinking the pedagogical practice, once the TDIC are ever present in social relations and in schools. Studies on these themes are essential to analyze the current situation of teaching and learning processes for digital natives.Keywords: Digital natives. Pedagogical practice. Digital technologies for information and communication. School education.

When Old Technologies Were New

1990 ◽  
Author(s):  
Carolyn Marvin
Keyword(s):  
Nineteenth Century ◽  
New York ◽  
New Media ◽  
Social Relations ◽  
Social Impact ◽  
Technological Development ◽  
Early Years ◽  
Long Distance ◽  
Contagious Diseases ◽  
Electric Light

In the history of electronic communication, the last quarter of the nineteenth century holds a special place, for it was during this period that the telephone, phonograph, electric light, wireless, and cinema were all invented. In When old Technologies Were New, Carolyn Marvin explores how two of these new inventions--the telephone and the electric light--were publicly envisioned at the end of the nineteenth century, as seen in specialized engineering journals and popular media. Marvin pays particular attention to the telephone, describing how it disrupted established social relations, unsettling customary ways of dividing the private person and family from the more public setting of the community. On the lighter side, she describes how people spoke louder when calling long distance, and how they worried about catching contagious diseases over the phone. A particularly powerful chapter deals with telephonic precursors of radio broadcasting--the "Telephone Herald" in New York and the "Telefon Hirmondo" of Hungary--and the conflict between the technological development of broadcasting and the attempt to impose a homogenous, ethnocentric variant of Anglo-Saxon culture on the public. While focusing on the way professionals in the electronics field tried to control the new media, Marvin also illuminates the broader social impact, presenting a wide-ranging, informative, and entertaining account of the early years of electronic media.

scholarly journals Editorial Dynamics of European and national citizenship: inclusive or exclusive?

2007 ◽  
Vol 3 (1) ◽  
pp. 1-4 ◽  
Author(s):  
Keyword(s):  
European Union ◽  
Direct Effect ◽  
National Level ◽  
Political Community ◽  
Citizenship Rights ◽  
Member States ◽  
Dynamic Development ◽  
Court Of Justice ◽  
European Citizenship ◽  
National Citizenship

Citizenship is an eminent example of the dynamic development of European constitutional concepts. From a status to which the member states wished not to attach any significant directly effective new rights, the Court of Justice has declared European citizenship to be ‘the fundamental status of nationals of the member states’ (Grzelczyck) and has given one of the prime citizenship rights, the freedom to reside in member states, direct effect. This development and in particular the interplay between constitutional developments at European Union and at national level regarding citizenship deserve reflection. We focus on the extent to which citizenship constitutes an exclusive bond with a political community which distinguishes those who are its members from those who are not.

scholarly journals O JOGO COMO ORIENTADOR DA PRÁTICA PEDAGÓGICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

2018 ◽  
Vol 24 (esp.) ◽  
pp. 176
Author(s):  
Anemari Roesler Luersen Vieira Lopes ◽  
Halana Garcez Borowsky ◽  
Carine Daiana Binsfeld
Keyword(s):  
Elementary School ◽  
Social Relations ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cultural Theory ◽  
Social Activity ◽  
Early Years ◽  
Learning Activity ◽  
Pedagogical Practice ◽  
School Teaching

 Este artigo objetiva discutir sobre o jogo como orientador da prática pedagógica do professor que ensina matemática nos anos iniciais do Ensino Fundamental, buscando compreender o papel dele na organização do ensino e no desenvolvimento da criança. Tendo a Teoria Histórico-Cultural, a Teoria da Atividade e a Atividade Orientadora de Ensino como fundamentos, assumimos uma concepção de educação na perspectiva da humanização e entendemos o jogo como uma atividade histórica e social, na qual o sujeito constrói suas relações sociais e desenvolve suas funções psicológicas superiores a partir de atividades. Nesse sentido, trazemos alguns apontamentos teóricos sobre o jogo e as ações do professor na organização do ensino, bem como uma situação de ensino voltada à aprendizagem do conceito de multiplicação. Como considerações, apontamos aspectos que permitem compreender o jogo como orientador da prática pedagógica: a intencionalidade pedagógica na prática docente por meio do jogo, em especial, para a organização do ensino de matemática; a contribuição do jogo para a atividade de ensino e de aprendizagem; e elementos importantes constituintes do jogo a ser desenvolvido.Palavras-chave: Prática Pedagógica. Jogo. Matemática nos anos iniciais do Ensino Fundamental. Atividade Orientadora de Ensino.THE GAME AS GUIDING OF PEDAGOGICAL PRACTICE IN THE EARLY YEARS OF ELEMENTARY SCHOOL Abstract: This paper aims to discuss about the game as a pedagogical practice guide of the teacher who teaches mathematics in the early years of Elementary School, seeking to understand its role in the organization of teaching and child development. Taking the Historical-Cultural Theory, the Activity Theory and the Teaching-Orienteering Activity as fundamentals, we assume a conception of education in the perspective of humanization and understand the game as a historical and social activity, which the subject builds his social relations and develops their superior psychological functions from activities. In this sense, we bring some theoretical notes about the game and the actions of the teacher in the organization of teaching, as well as a teaching situation focused on learning the concept of multiplication. As considerations, we point out aspects that allow to understand the game as guiding of the pedagogical practice: the pedagogical intentionality in the teaching practice through the game, in particular, for the organization of the teaching of mathematics; the contribution of the game to the teaching and learning activity; and important constituent elements of the game to be developed.Keywords: Pedagogical Practice. Game. Mathematics in the early years of Elementary School. Teaching-Orienteering Activity. EL JUEGO COMO ORIENTADOR DE LA PRÁCTICA PEDAGÓGICA EN LOS AÑOS INICIALES DE LA ENSEÑANZA FUNDAMENTALResumen: Este artículo apunta la discusión sobre el juego como orientador de la práctica pedagógica del profesor que enseña Matemática en los años iniciales de la Enseñanza Fundamental, buscando comprender el papel de él en la organización de la enseñanza y en el desarrollo del niño. Llevando en cuenta la Teoría Histórico-Cultural, la Teoría de la Actividad y la Actividad Orientadora de Enseñanza como fundamentos, asumimos una concepción de educación en la perspectiva de la humanización y comprendemos el juego como una actividad histórica y social, la cual el sujeto construye sus relaciones sociales y desarrolla sus funciones psicológicas superiores por medio de actividades. En ese sentido, traemos algunos apuntamientos teóricos acerca del juego y de las acciones del profesor en la organización de la enseñanza, como también una situación de enseñanza en que el aprendizaje se vuelve al concepto de multiplicación. Como consideraciones, apuntamos aspectos que permiten comprender el juego como orientador de la práctica pedagógica:  la intencionalidad pedagógica en la práctica docente por medio del juego, de forma especial para la organización de la enseñanza de matemática; la contribución del juego para la actividad de enseñanza y de aprendizaje; y elementos importantes constituyentes del juego a desarrollarse.Palabras-clave: Práctica pedagógica. Juego. Matemática en los años iniciales de la Enseñanza Fundamental. Actividad orientadora de enseñanza. 

scholarly journals A MULTIPLICAÇÃO E O ENSINO: UM ESTUDO A PARTIR DAS PROPOSIÇÕES DE DAVYDOV

2021 ◽  
Vol 18 (1) ◽  
pp. 77-85
Author(s):  
Maria Luiza Evangelista Gil ◽  
Luciana Figueiredo Lacanallo Arrais
Keyword(s):  
Social Relations ◽  
Cultural Theory ◽  
Daily Life ◽  
Early Years ◽  
Study Activity ◽  
Theoretical Thinking ◽  
Research Studies ◽  
Years Of Schooling

The objective of this article to discuss the process of teaching multiplication, having as principles the assumptions of the Historical-Cultural Theory -THC. Mathematics is present in our daily life and allows us tocommunicate, solve problems and promote social relations. This proves the importance and need for the appropriation of the concepts involved in the aritmetic operations is essential, especially multiplication. Therefore, through a bibliographical research, studies were made on Vygostki, Davydov, Moura Rosa, Galdino and other contemporary authors linked to this same perspective, the search for understanding principles that help us teach multiplication in the early years of schooling. We found that teaching needs to go beyond empirical aspects towards the development of theoretical thinking, being indispensable the execution of tasks and actions that make the student enter into study activity and understand the concept. The research shows that the theme needsmore investigated in order to have more propositions and referrals to ensure the learning of the multiplicative concept.

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