Theories of Citizenship

Rousseau's Social Contract and a Theory for Global Citizenship

by Oscar de la Parra

Citizenship: arbitrary criteria for membership

by Oscar de la Parra

Unpublished essay.

Are all forms of attribution of citizenship on the basis of birth
equally arbitrary? We live in a world system... more Are all forms of attribution of citizenship on the basis of birth
equally arbitrary? We live in a world system where the metropolitan cluster of industrialised countries enjoys stability and development. To be born into one of these privileged states comes with an array of possibilities and support that someone born in a developing country can only dream of. what is it about the circumstances of one's birth, that entitle one to this or that membership? On what grounds does this constitute a criteria for limiting access to wealth?

Global Democracy

by Raffaele Marchetti

2010. in R.Denemark (ed.) ISA Compendium Project-Section on International Ethics, New York: Blackwell, 3007-3023

The Obama Administration's Federal Educational Policy, Intersectionality, Citizenship, and Flourishing

by Stefan Brueck

Form-Handbook of Global Citizenship

by Peter Nyers

CFP - Routledge Handbook of Global Citizenship Studies

by Peter Nyers

Bounded Citizenship and the Meaning of Citizenship Laws: Ireland's Ius Soli Citizenship Referendum'

by Iseult Honohan

GI and Spatial Citizenship

by Karl Donert

Gryl I, Jekel T and Donert K (2010), GI and Spatial Citizenship, p2-12, In Jekel T, Donert K and Koller A (eds.) (2010), Learning with GeoInformation V, Berlin, Wichman Verlag

The uses of GIS at secondary school level have been mainly thought of as a support tool to encourage spatial thinking.... more The uses of GIS at secondary school level have been mainly thought of as a support tool to encourage spatial thinking. While this approach definitely has its benefits in arguing for a wider set of competences acquired by GI-based learning, it has frequently been linked to technical interests and instrumental knowledge as described by Habermas (1968). The use of Geoinformation does not appear to serve an emancipatory interest in learning.
The concept of spatial citizenship tries to address these shortcomings. Conceptually, it originates from the individual and collective appropriation of social space and supports learners to acquire competences that will enable them to more actively participate in society. Spatial citizenship adds a spatial domain to citizenship education through a mixture of absolute, cognitive and relational concepts of space.
In addition to the fields of competences mentioned in the National Research Council report (2006) on spatial thinking, spatial citizenship implies that further competences are required. These may be termed competences to a) deconstruct the spatial information available from various sources, b) further ones own visions of social space by c) being able to translate and communicate them with the help of GI. Recent technological developments actively promote these geo-communication skills, while also posing new questions pertaining to the interests involved in the production and dissemination of voluntary geographic information. This contribution explores the starting points for spatial citizenship education and discusses aims and fields of competences for active spatial citizenship.