Citizenship的内涵检视及其在汉语界的表述语境

Citizenship在1990年代之后复兴为西方学术界的关键概念,在新世纪之后逐渐进入汉语语境,但中国学者对该概念的译介存在严重混乱。Citizenship是指一套涉及到个体与共同体关系的价值体系及其制度规范,在西方政治文化传统中大致分为共和主义与自由主义两大范畴,而当代英语世界中的内涵界定主要有现代国家、观念史和多元主义这三种范畴。本文主张从个体-公民-共同体的关系框架来理解,并主要以"公民身份"和"公民资格"两个汉语词汇来对应,但在具体语境中要考虑二者在汉语言中的差异。

Consumer Citizenship Education for Sustainable Development in Higher Education in Latvia

Higher education and science determine the intellectual potential of a society, train new specialists, and consolidate and change citizenship values. Consumer citizenship education for sustainable development is an important function of higher education with a significant moral, social, political, economic, ecological and legal capacity. Consumer citizenship education plays an important role in ensuring the stability and sustainable development of any society. These approaches make it possible to develop the multi-scale thinking of future specialists and enhance their ability to analyse critically the main dilemmas created by the processes of social, legal, environmental, and economic development. The article is devoted to the experience of the Latvian system of higher education in consumer citizenship education within the context of sustainable development. It focuses more specifically on cooperation as a form of voluntary interaction between the partners involved in ensuring sustainable development. The aim of the research is to analyse the experience of consumer citizenship education in Latvian higher education within the context of sustainable development emphasizing the role of various forms of studies. Mostly theoretical research methods have been used in the present study. The starting point of for this research is a theoretical framework. There are both legal underpinnings and practical implementation aspects in this task. The features outlined above are emphasized in the normative acts referring to the Latvian higher education, the documents of the institutions of higher education, and particularly in the study programmes. The results of the research show that consumer citizenship education can be acquired as an interdisciplinary system. The goals and objectives of consumer citizenship education involve training young specialists possessing broad professional knowledge, developed critical thinking, the ability to organize and manage work in a modem way, understanding of the ethical, civic and patriotic values, as well as the ability and skills to engage in various social activities. Consumer citizenship education needs transdisciplinary knowledge if it is to solve the problems of humanity, the problems aggravated by unsustainable, unethical, even immoral consumption. The link between consumer citizenship education and sustainable development is ensured by shared common values, which reveal the sense and importance of both consumer citizenship and ethical sustainability.

Global Citizenship Education:A Biased Field

Global citizenship as an idea has become an increasingly important issue on the educational agenda since the late 1970's. The importance allotted to this issue is clear in the attention given to it by for example UNESCO where global citizenship education(GCED) is an area of strategic focus. Increasingly schools all over the world are attempting to or expected to educate the global citizen, but how exactly do you educate the global citizen? What does this global citizenship consist of? While surely the type of training and education needed to train a global citizen will vary greatly depending on culture, pedagogical approach and various other factors, it is also a question worth asking, whether ‘global citizenship'is one and the same all over the world, or whether we should come to terms with the idea that the way global citizenship is practiced in different environments may vary greatly. Another question that begs an answer is whether it is at all possible to be citizens of the world in the same way that we are citizens of a country. While some may dismiss global citizenship as a mere linguistic fancy, there is also evidence,which this paper will attempt to discuss in a preliminary way, that it is possible to develop a feeling of global citizenship in a society. However, it is very important to keep in mind that global citizenship education as treated in the literature so far has been quite Eurocentric(this includes North America). A survey of research on GCED found that two thirds of the research published after 2000 was written by researchers based in the US and if you add other English-speaking countries such as Canada, England, Australia and New Zealand, the proportion is even higher.English in the field of education research often serves as the international lingua franca. Since there is also a tendency among English speaking academics to not be able to read many other languages, the material that would be published about GCED in Chinese, Japanese or Arabic, for example, would have much less global impact than the material published or translated into English, so material in English is likely to have a relatively larger impact than material in most other languages.

Value and Path for Farmers' Citizenship Cultivation from Agri-ecological Security

Severe situation faced by China's agri-ecological security is elaborated.It is believed that cultivation of farmers' citizenship is the key to solving this problem,because it is favorable to consolidating farmers' independent and equal ideas,enhancing farmers' cooperative community idea,cultivating farmers' concept of rule by law,and strengthening farmers' fair and just moral concept.It is expected to make farmers fully exercise their civil rights and consciously perform their civil responsibilities.Finally,practical paths for cultivation of farmers' citizenship are put forward.These include improving market economy to promote equality of subjects,carrying out democratic practice to stimulate public participation,prospering cultural education to make clear public liability,propagating law in villages to carry forward spirit of rule by law,and making definite government responsibility to encourage social supervision.

Organizational Citizenship Behavior,, Career Commitment and Collectivism in UAE A Paradigm Shift

UAE is considered as collectivistic as per many major studies on culture. The present study aims to find the effect of cultural orientatiotr---like individualism or collectivism on a person＇s organizational citizenship behavior （OCB） There are many studies related to collectivism and organization citizenship behavior as well as organization commitment and OCB. But most of these studies were done in a western context and is done years back. The present generation of UAE having undergone studies in management which is highly dominated by western philosophies and due to their interaction with diverse nationalities have evolved in their behavior. At this point it is necessary to investigate whether there is any shift in their behavior pattems based on collectivism. Career commitment has grown among UAE nationals in recent years due to high level of commitment from the government towards education and employment. Since OCB is more of an altruistic tendency within an individual, the study looks into the cultural difference within an individual like individualism or collectivism and its relationship with a person＇s OCB level among the employees in UAE. Career commitment is taken as a another variable. The study has made some interesting findings which show a shift from the previous studies that show a direct relationship using correlation analysis, between collectivism and organization citizenship behavior. The study found that there is no relationship between individualism or collectivism and organization citizenship behavior, but there is some relationship between career commitment and organization citizenship behavior factor loyal boosterism.

Education for Consumer Citizenship in Greece： Teaching Student Teachers and High School Students

In the frame of the Greek educational system, education for consumer citizenship is provided to thirteen-year-old students who attend courses on home economics in junior high school. Students＇ training is focused, among others, on their acquaintance with the notion and the basic principles of consumption, primarily within the frame of family running, and, secondly, in the frame of narrower or broader social settings. Students are consequently expected to actively develop styles of mature consuming behaviour in family, school, and society. In the Faculty of Home Economics and Ecology at Harokopio University of Athens, student teachers attend special courses on consumer citizenship are systematically trained to use effectively alternative instructional strategies during the teaching of subject units that refer to consumer citizenship. The present study aims at presenting, firstly, how Greek student teachers are trained through University Syllabus and Practicum in order to be qualified as educators for consumer citizenship, and, secondly, how they diffuse this specific knowledge to their students during their years of in-class service. In addition, the study examines the career satisfaction of the graduates of home economics and ecology at Harokopio University of Athens. The result of the present study showed that the great majority of graduates were promptly appointed as teachers to Greek high schools, and today they are considered to play a major role in the conveyance of the education for consumer citizenship＇s principles in Greek society, since home economics is the only junior high school subject that promotes and develops consumer awareness in Greek secondary education.

Organizational Citizenship Behavior and Organizational Commitment among Clinical Nurses in Bangladesh

Organizational citizenship behavior becomes one of the significant factors that enhance the organizational efficiency. Organizational citizenship behavior has been defined as behaviors that an employee voluntarily engages in organization that promote the effectiveness of clearly rewarded by the organization. However organizational commitment is very beneficial for the organization because it reduces the absenteeism rate and turnover ratio and enhances the organization productivity. In all of the organization, organizational commitment exerts a positive effect on the nurses’ performance. The aim was to assess the relationship between organizational citizenship behavior and organizational commitment among nurses. The descriptive correlational design was used to explore the relationship between organizational citizenship behavior and organizational commitment among nurses. Simple random sampling was used and sample size was 164. Data were collected by a self-structured questionnaire during November 2019 to December 2019 at Dhaka Medical College Hospital. Data were analyzed using SPSS version 21. The result showed that average age of the participants was 34.19 years old. There were statistically positive significant relationships between organizational citizenship behavior with organizational commitment (r = 0.82, p = 0.000), organizational citizenship behavior with working ward (F = 6.31, p = 0.000) and organizational commitment with working ward (F = 4.45, p = 0.002). Based on the results of this study, it is indicated that lack of OCB & OC among nurses’ is moderate level. The findings of this study will suggest reducing organizational hazard, and developing citizenship behavior and organizational commitment that enhance high outcome in health care organizations & quality of care. So hospital should provide in-service training for nurses’ and all departments are equally. Predictive study of factors related to OCB & OC is recommended for future study.

Interactions Between Knowledge Sharing and Organizational Citizenship Behavior

Recently, researches toward the social and psychological structure of organizations have proliferated observably As the quality and quantity of these studies improve, the value of such issues gets more manifest. In this context, efforts toward making employees＇ knowledge, which is an indispensable value for organizations, accessible and efforts to make it available for work processes and social relations extend new behavioral patterns. Organizational citizenship behavior is an example of such patterns. This paper attempts to explain and discuss interactions between organizational citizenship behavior and knowledge sharing, which is reasoned to have a defining role over it, and to draw attention on the issue. Organizational knowledge sharing, the factors influential on it, and the relationships between the antecedents of organizational citizenship behavior and knowledge sharing are being dwelled upon conceptually

Non-state Political Theoretical Paradigm of African Union Citizenship

The charter that created the African Union came into effect in 2002. It is now 12 years in place but most Africans would not be sure whether they know the rationale and ultimate role of the AU in promoting good governance, peace, security and progress on the continent. Annual summits take place in Addis Ababa, and several resolutions are taken, but it is though the respective heads of states just return to their colonially engineered states to resume business as usual. As a result, poverty, conflicts （both internal and regional）, bad governance continue to plague the majority of the African countries with a few exceptions. Of late emerging economies such as China and India deal with Africa as if it were a one country--this could be the time for Africans to begin envisioning a new continental political architecture, with an African citizenship. The provisions of the African Union Charter are enshrined in the Constitutive Act, are summaries in Articles 3 and 4, that deal with objectives and principles. The objectives are （Desta, 2013, pp. 160-161）： （1） Achieve greater unity and solidarity between the African countries and peoples of Africa; （2） Defend the sovereignty, territorial integrity and independence of its member states; （3） Accelerate the political and social-economic integration of the continent; （4） Promote and defend African common positions on issues of interest to the continent and its peoples; （5） Encourage intemational cooperation, taking due account of the Charter of the United Nations and the Universal Declaration of Human Rights; （6） Promote, peace, security and stability of the continent; （7） Promote democratic principles and institutions, popular participation and good governance; （8） Promote and protect human and people＇s rights in accordance with the African Charter on Human and Peoples＇ Rights and other relevant human rights instruments; （9） Establish the necessary conditions which enable the continent to play its rightful role in the global economy and in international negotiations; （10） Promote sustainable development at the economic. Social and cultural levels as well as the integration of African economies; （11） Promote co-operation in all fields of human activity to raise the living standards of African peoples; （12） Coordinate and harmonize the policies between the existing and future Regional Economic Communities for the gradual attainment of the objectives of the Union; （13） Advance the development of the continent by promoting research in all fields, in particular in science and technology; （14） Work with relevant international partners in the eradication of preventable diseases and the promotion of good health on the continent. The principles of the AU Constitutive Act are （Ibid. 162-163）： （1） Sovereign equality and interdependence among Member Sates of the Union; （2） Respect for borders existing on achievement of independence; （3） Participation of the African peoples in the activities of the Union; （4） Establishment of a common defense policy for the African Continent; （5） Peaceful resolution of conflicts among Member States of the Union through such appropriate means as may be decided upon by the Assembly; （6） Prohibition of the use of force or threat to use force among Member States of the Union; （7） Non-interference by any Member State in the internal affairs of another; （8） The right of the Union to intervene in aMember State pursuant to a decision of the Assembly in respect of grave circumstances, namely： war crimes, genocide and crimes against humanity; （9） Peaceful co-existence of Member States and their right to live in peace and security; （10） The right of Member States to request intervention from the Union in order to restore peace and security; （11） Promotion of self-reliance within the framework of the Union; （12） Promotion of gender equality; m. Respect for democratic principles, human rights, rule of law and good governance; （13） Promotion of social justice to ensure balanced economic development; （14） Respect for the sanctity of human life, condemnation and rejection of impunity and political assassination, acts of terrorism and subversive activities; （15） Condemnation and rejection of unconstitutional changes of governments. While there is mention of participation of African peoples in the activities of the Union as principle （c） and objective （g）, there is no explicit mention of civil society organizations （media, faith-based organizations, and NGOs） as principle actors in implementing the objectives of the Union. I want to argue that the failure of the respective African states to eradicate poverty, end armed conflicts, and address governance issues is caused by lack of a common regional integration model that takes an African Union citizenship seriously, but at the same time respecting the role of civil society and faith-based organizations, that predate the state in Africa. It is evident that Afi＇ican Unity （AU） and sub-regional integration groups such as East African Community （EAC）, Southern African Development Community （SADC）, Economic Community Of West African States （ECOWAS）, as well the New Partnership for Africa＇s Development （NEPAD）, are designed and operationalized from a statist political philosophical framework. Moreover, since the African states are largely contested as a colonial creation, the AU cannot successfully implement the institution of an African citizenship without acknowledging the role of and giving space to non-state actors in AU and other regional integration models and initiatives. This paradigm shift will require rethinking the relationship between the state and non-state actors in Africa.

Citizenship and Migration： The Case of Japan

It is conventional wisdom that policy outcomes within consolidated democracies are based on a compromise between preferences of the general public and those of politicians. However, it is questionable whether these divergent incentives are truly translated into migration policy, and if so, how that process occurs. By treating actors＇ preference formation process as a causal mechanism, this paper hypothesizes the citizenship regime plays a central role in constructing threat perception harbored by the general public while altering politicians＇ strategic calculations on electorate. Specifically, I argue natives under a jus sanguinis （by ancestry） regime are less welcoming toward migrants, because they are less exposed to an environment where migrants have equivalent social and political rights, fulfilling their duties as full members of the host country. Thus, natives do not re-categorize these initial outsiders as in-group members. Meanwhile, politicians in a jus sanguinis regime have less incentive to enact generous policies toward migrants, because they are excluded from the voting group. In sum, countries adopting this citizenship principle are likely to be less willing to incorporate migrants. This paper uses Japan as a case to trace how this causal mechanism has operated in a country under a strictjus sanguinis principle.

Palestinian Migration Under the Occupation： Influence of Israeli Democracy and Stratified Citizenship

Continuous conflict has affected the migration of the Palestinians. Following the first exodus in 1948, they continued to migrate out of compulsion or for practical reasons. This paper clarifies the contemporary situation and perceptions of migration among the Palestinians in the West Bank, Gaza Strip, and East Jerusalem. Given the influence of regulations, this study situates those areas as part of the Israeli democratic system. Based on an original poll survey conducted in the summer of 2011, the analysis attempts to explain the relationship between migration and citizenship. People＇s migration is analyzed in relation to their different statuses as citizens. The variants of the statuses are considered to be a result of the system of stratified citizenship, and it is characterized as a component of the democratic system of Israel.

Multicultural Citizenship Education： A Study on Experiences and Opinions of Taiwan＇s Indigenous Elementary School Teachers

The author reports findings of multicultural citizenship education from a two-year in-depth study of indigenous principals and teachers in local elementary schools. Data were gathered and analyzed using a conceptual framework that consisted of a multicultural citizenship based on the liberal theoretical perspective. The results indicate that indigenous educators face dilemmas in being cultural elites while considered national education policy implementer. Findings illustrate that indigenous elementary school educators are expected to possess differentiated-group privileges in teaching practices; however, they are confronted with both internal restrictions and external protections during establishing of ethnic cultural identity while playing their roles in the national educational apparatus. The paper also gives conclusions and suggestions for future researches.

Forest Management Teams,a Citizenship Paradigm Analysis through Influence and Importance Factors;Experience from Arabuko Sokoke Forest,Kenya

The multiple uses of forests continue to draw interest from diverse stakeholders. Forest Management Teams model has been used to accommodate the interests of stakeholders and facilitate better forest management and improve community livelihoods through managed citizenship. In Kenya, the model has been practiced the longest in Arabuko Sokoke forest. This paper reviews the 25-year-old Arabuko Sokoke Forest Management Team using the Influence and Importance tool. The assessment demonstrates that Influence and Importance factors affect forest management either positively or negatively, fair and just use of this tool could lead to a team (citizenship) that is perpetually adapting to new tasks and emerging scenarios where local communities and stakeholders are empowered by new rights conferred to them by the partnership. In Arabuko Sokoke forest, the use of Forest Management Team has achieved enviable success in forest management, community livelihoods, organizational development and rural development—which are essential elements for forest citizenship. This paper documents how appropriate application of Influence and Importance tool bounded by external and internal actors can enhance an inclusive and adaptive participatory process.

Should China Recognize Dual Citizenship?

In April this year, Chen Yiyu, Member of the Standing Committee of the 11th National People＇s Congress told the 26th session that a number of overseas Chinese possess dual citizenship because they didn＇t report to Chinese authorities after gaining foreign citizenships.

Enhancing Positive Citizenship Ideals on Students Through Bibliotherapy and Cognitive Counseling

The paper views feelings touching as very important in cultivating positive citizenship ideals amongst the youth.The main preoccupation of the study was to provide relevant information concerning the efficacy of bibliotherapy and cognitive counseling as two methods that could be applied by counselors in school field to promote positive citizenship ideals in the students.The study was carried out in Alfashir principality (Sudan)in April 1999.Feelings of one hundred and twenty five secondary school students were touched with regards to what they regarded as citizenship ideals.Adopting control and experimental measures approach,the two groups of the subjects were treated to bibliotherapy and cognitive counseling, while the third group was left as control group.Results indicated significant differences in the efficacy of the two methods for positively fostering citizenship ideals among the youth in favor of bibliotherapy.The results have demonstrated that bibliotherapy can be effectively applied in school setting through the school curriculum to positively foster citizenship ideals among the youth.

Immigrants,Citizenship and Social Integration in French Urban Society in the Late Middle Ages:A Case Study of Avignon

An important feature of the urban demographic structure in France in the late Middle Ages was the significant increase in immigrants as a proportion of the population.The influx of immigrants and their successful assimilation were necessary for urban society to cope with the crisis of the late Middle Ages.There were two principal pathways for integration.Firstly,the municipal authority granted citizenship to some selected immigrants,accepting them legally into the citizen community.Secondly,immigrants constructed spontaneous and autonomously diversified social relationships and interacted with other residents through religious-based confraternities.The two routes were mutually complimentary and promoted the absorption of multiple immigrants into urban society achieving a revival in early modern times.That said,social participation was the only way for all immigrants to integrate into urban society and reveals the initiative and autonomy of the newcomers.

清季民初的国民语义与国家想象——以citizen、citizenship汉译为中心的论述

民族国家是近代中国国家建构的基本目标。通过创造性地将西方citizen和citizenship概念译成"国民",晚清和民国初年的知识分子想象了不同的国家建构路径和民族国家图景。清季部分知识分子从"国家主义"的角度翻译和创造"国民"语义,尽管在一定程度上改造了传统的国民性和催生了现代公民意识,但其真正的目标在于建立强大的现代主权国家,国权高于民权。在反思清季国家建构方略的基础上,民初部分知识分子从"个人主义"的角度翻译和创造"国民"语义,企图从个性主义和功利主义的角度更加彻底地催生个体的"个人主义"思想,建立类似于西方自由主义国家的民族国家。清季民初"国民"概念的移译表明了现代社会转型过程中的"翻译现代性"现象,即重要术语翻译的过程同时也是现代性生成的过程,它参与了社会转型过程中权力、思想和政治发展前景的重构。

理性作为人的尊严:论康德意义上的教育必然是世界公民教育

在康德于1874年发表的《世界公民视野下的普遍历史观》中,理性被康德视为人类的独特禀赋和人类尊严的体现,理性是人类普遍历史发展的线索和目的。在普遍历史进程中,理性是人格发展的目标,并进一步在国家和世界层面不断扩张,最终完成“普遍的世界公民”的自由使用理性的这一“大自然的隐蔽计划”。这一计划的实现有赖于理性的公共使用、完善公民宪法的保障和各国致力于永久和平的多重努力。在这种世界公民的历史哲学视野下,内嵌入人类这一理性/尊严扩张进程的教育进程,必然是世界主义的;作为理性存在者的人的教育,必然是世界公民的教育。对于今天日益对抗、分裂和阵营划分的世界危机,发展作为永恒的高阶能力的理性或批判性思维,应该成为公民教育的基本要素,把对永久和平的期待转变为一种永久的理性对话,来考察全球议题,寻求全球共识,展现公民勇气,重建和推动人类共同体的持续繁荣。