In his lead essay, Tully applies his distinctive philosophy to the global field of citizenship. The second part of the book contains responses from influential interlocutors including Bonnie Honig and Marc Stears, David Owen and Adam Dunn, Aletta Norval, Antony Laden, and Duncan Bell. These provide a commentary not just on the ideas contained in this volume, but on Tully's approach to political philosophy more generally, thus making the book an ideal first source for academics and students wishing to engage with Tully's work. The volume closes with a response from Tully to his interlocutors. This is the opening volume in Bloomsbury's Critical Powers series of dialogues between authors and their critics. It offers a stimulating read for students and scholars of political theory and philosophy, especially those engaged with questions of citizenship. It is an ideal first source for academics and students wishing to engage with Tully's work.
The idea of global citizenship is that human beings are "citizens of the world." Whether or not we are global citizens is a topic of great dispute, however those who take part in the debate agree that a global citizen is a member of the wider community of humanity, the world, or a similar whole which is wider than that of a nation-state or other political community of which we are normally thought to be citizens. Through four main sections, the contributors to Global Citizenship discuss global challenges and attempt to define the ways in which globalization is changing the world in which we live. Offering a breadth of coverage to the core rheme of the individual in a global world, Global Citizenship combines two factors-the idea of global responsibility and the development of institutional structures through which this responsibility can be exercised.
Due to the development of the international Education for All and Education for Sustainable Development movements, for which UNESCO is the lead agency, there has been an increasing emphasis on the power of education and schooling to help build more just and equitable societies. Thus giving everyone the opportunity to develop their talents to the full, regardless of characteristics such as gender, socio-economic status, ethnicity, religious persuasion, or regional location. As enshrined in the United Nations Declaration on Human Rights over five decades ago, everyone has the right to receive a high quality and relevant education. In order to try to achieve this ideal, many countries are substantially re-engineering their education systems with an increasing emphasis on promoting equity and fairness, and on ensuring that everyone has access to a high quality and relevant education. They are also moving away from the traditional outlook of almost exclusively stressing formal education in schools as the most valuable way in which people learn, to accepting that important and valuable learning does not just occur in formal, dedicated education institutions, but also through informal and non-formal means. Thus learning is both lifelong and life-wide. This book brings together the experience and research of 40 recognised and experienced opinion leaders in education around the world. The book investigates the most effective ways of ensuring the UNESCO aim of effective education for all people in the belief that not only should education be a right for all, but also that education and schooling has the potential to transform individual lives and to contribute to the development of more just, humane and equitable societies.
Over the past 15 years, Rainer Forst has developed a fundamental research programme within the tradition of Frankfurt School Critical Theory. The core of this programme is a moral account of the basic right of justification that humans owe to one another as rational beings. This account is put to work by Forst in articulating - both historically and philosophically - the contexts and form of justice and of toleration. The result is a powerful theoretical framework within which to address issues such as transnational justice and multicultural toleration. In this volume, Forst sets out his ideas in an extended essay, which is responded to be influential interlocutors including: Andrea Sangiovanni, Amy Allen, Kevin Olson, Anthony Laden, Eva Erman and Simon Caney. The volume concludes with Forst's response to his interlocutors.
In Democracy at the Crossroads, the editors argue that there have been too few scholarly attempts to provide a comprehensive critique of the assumptions behind citizenship education. In particular, they ask the distinguished contributors to this volume to address difficult but essential questions that are often avoided or intentionally overlooked: What do all-embracing terms like 'global citizenship' really mean? What does democracy mean internationally? A timely work, Democracy at the Crossroad provides a necessary examination and re-interpretation of international perspectives on democracy and global citizenship as they apply to social education.
Since its initial publication, Critical Digital Studies has proven an indispensable guide to understanding digitally mediated culture. Bringing together the leading scholars in this growing field, internationally renowned scholars Arthur and Marilouise Kroker present an innovative and interdisciplinary survey of the relationship between humanity and technology. The reader offers a study of our digital future, a means of understanding the world with new analytic tools and means of communication that are defining the twenty-first century. The second edition includes new essays on the impact of social networking technologies and new media. A new section – “New Digital Media” – presents important, new articles on topics including hacktivism in the age of digital power and the relationship between gaming and capitalism. The extraordinary range and depth of the first edition has been maintained in this new edition. Critical Digital Studies will continue to provide the leading edge to readers wanting to understand the complex intersection of digital culture and human knowledge.
In late 1979 President Jimmy Carter approved the deployment of the MX weapons system, dubbed "man's largest project", across millions of acres of Great Basin land in Nevada and Utah. Officials sought to enlist citizen support with offers of jobs and calls for patriotic sacrifice. A coalition of ranchers, environmentalists, Western Shoshones, and Mormons battled with words and protest for two years to keep the weapons system out of their homelands. Drawing on interviews and records of involved organizations, Matthew Glass recounts the story of the citizens' struggle against the national security bureaucracy. He applies the critical social theory of Jurgen Habermas to show how the coalition's discourse differed from that of other antinuclear groups, undercutting in the process the role nuclear weapons have often played within the civil religion of American nationalism, a fact that may have contributed to the movement's success.
This volume examines the rationale, effectiveness and consequences of counter terrorism practices from a range of perspectives and cases. The book critically interrogates contemporary counter-terrorism powers from military campaigns and repression through to the prosecution of terrorist suspects, counter-terrorism policing, counter-radicalisation programmes, and the proscription of terrorist organisations. Drawing on a range of timely and important case studies from around the world including the UK, Sri Lanka, Spain, Canada, Australia and the USA, its chapters explore the impacts of counter-terrorism on individuals, communities, and political processes. The book focuses on three questions of vital importance to any assessment of counter-terrorism. First, what do counter-terrorism strategies seek to achieve? Second, what are the consequences of different counter-terrorism campaigns, and how are these measured? And, third, how and why do changes to counter-terrorism occur? This volume will be of much interest to students of counter-terrorism, critical terrorism studies, criminology, security studies and IR in general.
For far too long the discipline of International Relations has failed to engage with the study of genocide. This is despite the fact that genocide holds a direct relationship with the central concepts of international relations: the state, war, power, and security. This bold, innovative and unique book sets out to tackle this by bringing the concept of genocide into the discipline of IR, via the English School, in order to theorise the relationship between genocide, justice, and order. Drawing on a wide-range of primary and secondary interdisciplinary material from International Relations, Genocide Studies, Security Studies, International Law, History, Politics and Political Theory, this book aims to understand genocide within the context of International Relations and the implications that this has on policymaking. Gallagher identifies the obstacles and challenges involved in bringing the study of genocide into IR and uniquely analyses the impact of genocide on the ordering structure of international society.