Yasemin Nuhoğlu Soysal

The changing logic of political citizenship : Cross-national acquisition of women's suffrage rights, 1890 to 1990

The authors analyze the acquisition of womens suffrage in 133 countries from 1890 to 1990. Throughout the twentieth century the influence of national political and organizational factors has declined and the importance of international links and influences has become increasingly important. These findings indicate that the franchise has become institutionalized worldwide as a taken-for-granted feature of national citizenship and an integral component of Nation-State identity : the prevailing model of political citizenship has become more inclusive

Citizenship and identity: living in diasporas in post-war Europe?

Diaspora, as a venerated concept, has a strong placement in our political and intellectual discourses. My article questions the deployment of diaspora as an analytical category in explaining the contemporary immigration experience. Focusing peculiarly on the ethnic axis of homelands and abroad, theories of diaspora overlook the transgressions of the national and lose sight of the new dynamics and topography of membership. I suggest that a more productive perspective is achieved by focusing our analytical providence on the proliferating sites of making and enacting citizenship. I do this by elaborating two paradoxes underlying the contemporary formations of citizenship: a) the increasing decoupling of rights and identities, the two main components of citizenship; b) the tendency towards particularistic claims in public spheres and their legitimation through universalistic discourses of personhood. These paradoxes warrant that we have new forms of making claims, mobilizing identity and practising citizenship, which lie beyond the limiting dominion of ethnically informed diasporic arrangements, transactions and belongings.

Changing parameters of citizenship and claims-making: Organized Islam in European public spheres

A significant outcome of the postwar labor migration has been Europes rediscovery of Islam. In response to a vitalization of religious associational life among immigrants, there has arisen a visible interest in Islam as an object of political and cultural curiosity and scientific inquiry. On the axis of Birmingham, Marseilles, and Berlin, the experience of Pakistani, Maghrebine, and Turkish migration reveals the contours of Muslim community formation within European democracies to researchers, politicians, and the public. At issue is the compatibility of Islam its organizational culture and practice with European categories of democratic participation and citizenship. Formations of Islamic community are identified as either a divisive, anti-democratic threat or a contribution to the political and cultural plurality of Europe.

Educating Future Citizens in Europe and Asia

In 2002, the United Kingdom introduced citizenship into the curriculum as an independent subject. Other European countries, notably Spain, are undertaking reforms along the same lines. The Council of Europe declared 2005 as the European Year of Citizenship through Education and, since 1997, has been developing several programs and projects to promote the teaching of democratic citizenship. Elsewhere, in Asia China took a further step to consolidate the teaching of citizenship by replacing politics instruction with character training and social studies in elementary and junior secondary schools in 2001, and the new syllabus has been implemented since 2003. This move marked an end to almost four decades of a core curricular area that had overtly aimed at providing training for socialism. In a series of educational reforms introduced in recent years in Japan, the debates on the national curriculum have carried out a most scrupulous examination, especially on the teaching of citizenship and history. Indeed, the teaching of some form of citizenship has been gaining ground in education throughout the world (Benavot and Amadio 2004; chapter by Fiala). There are several reasons why citizenship has gained broader public attention, and why this has subsequently been reflected in the field of education. With the collapse of the polarized world system, the hegemony of liberal human rights ideologies and democratic principles has become prevalent. The increasing dominance of liberal market ideologies undermines the existing definitions of the welfare (or even the socialist) state and the citizen/state relationship. There has been increasing awareness of the world as a connected place engendering new (perceived and real) interdependencies, together with the need for individual competencies to face the challenges of such a connected world. Consequently, a renewed model of citizenship is envisioned. There have also been recent developments in some world regions that have hastened the need to rethink the education of young citizens. For example, in Europe, the entry of Eastern European countries into the world of ‘modern, democratic nation-states’ and declining electoral participation in Western European countries are posing challenges to the practice of democratic citizenship. Moreover, the recognition of diverse

Reconceptualizing the Republic: Diversity and Education in France, 1945-2008

Since the nineteenth century, France, not unlike the United States, has experienced significant immigration and, as a result, great flux. Yet, the French public discourse and policy instruments concerned with ethnic and racial diversities evolved in sharp contrast to those in the United States. Whereas U.S. nation-building incorporated the recognition of ethnoracial identities, with all of its trials and tribulations, the French nations trajectory assumed a unitary form. Recent developments, however, point to changes in the Republics projection of its identity and its citizenry. An analysis of school teaching finds that the Republic is now re-envisioned as open and tolerant of diversity, though more from a universalistic, normative perspectiveincreasingly indexed at the transnational levelthan from a perspective that privileges Frances immigrant and colonial past.

Diversity from within and without : comparative notes from France and Japan

Abstract This paper focuses on examining the instructional theme of “diversity” in the teaching of citizenship in schools, particularly in history and civics subjects, by bringing in examples from France and Japan. We find that more so than own ethnic and racial minorities, in both cases, the broader world emerges as the source of “meaningful diversity.” In France, the introduction of diversity into school teaching is closely connected to her core membership in the European Union. In Japan, the country’s efforts to present itself as a “proper” nation in international spheres are the main drive behind the changes in curricula. We also find that diversity is in the main discussed in the context of rights and responsibilities, thus as an attribute of the individual and less as a characteristic of the collective. Diversity teaching in France and Japan in that sense does not have the mission of correcting historical injustices or recognition of collective racial or ethnic origins, as original multicultural ideas would have it (as they developed in the US). Rather, it reflects a shift in educational priorities that increasingly emphasize active and participatory citizens, exercising rights and responsibilities not only within but without the national boundaries.

Reply to Will Kymlicka: ‘Multicultural citizenship within multination states’

The push for citizenship education, not only for school children but also for immigrants as prospective citizens, has been a common agenda in European societies. More than ever, education has been given the mission of creating globally competitive and nationally cohesive societies. Does this new citizenship agenda undermine the ‘binding ties’ in multicultural and multinational societies? Kymlicka’s thoughtful discussion lays out possible fault lines and the theoretical normative foundations in which we should look for solutions. His is a convincing normative position, but still largely wedded to the Canadian experience that constitutes the yardstick in much of his writing. Kymlicka’s call for a strong ‘multicultural nationhood’ does not stand too well in the European context. Canada historically endorsed such a model, partly because its nation-building and negotiation project was closely entangled with immigration. The postwar transformations of citizenship and nation in Europe have not transpired via immigration, but essentially via a transnational route as a response to its ‘horrific past’ (Levi and Sznaider, 2004; Soysal, 1994). Europe’s ‘problematic past’ and its commitment to a transnational future rules out a ‘strong nation’ project, multicultural or not. Indeed, when viewed from the field of education, the long-term trend is the devalorization of confined and unitary notions of the nation in favour of a transnational project that privileges openness and diversity as a common good. This orientation is robustly reflected in school teaching. Consider the latest history curricula from England and France, for example. In both cases, we observe a decisive move to depict a diverse nation and citizenship identity, both historically and at present, and to locate it within the broader world. The 2008 French history curriculum states one of its goals as the building of an identity that is ‘rich, multiple, and open to otherness’. It furthermore confirms that Ethnicities 11(3) 308–312 ! The Author(s) 2011 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1468796811407815 etn.sagepub.com

Why Study Abroad? Sorting of Chinese Students across British Universities.

Abstract This research contributes to the booming literature on the mobility of international students in higher education. We analyse university-level factors that affect the sorting of Chinese international students across British universities. We produced a unique data-set merging university-level data from the 2014 UK Higher Education Statistics Agency and the Higher Expectations Survey, supplemented by qualitative evidence from six focus groups for illustrative purposes. Our results, using nationally representative evidence for the first time, confirmed that university prestige is the most important driver for the sorting of Chinese students across British universities, together with further effects of the broader social and cultural offerings that the universities provide. Interestingly, the cost of study and marketing strategies deployed by universities do not seem to drive the Chinese students’ university choices. Our findings underline the importance of diffuse institutional factors such as university rankings and their taken-for-granted status by students themselves.

Marshall, Thomas Humphrey (1893–1981)

T.H. Marshalls name is ubiquitous in citizenship scholarship. This recount of T.H. Marshalls accomplishments moves from a brief acknowledgment of him as an academic and citizen to his sociology of citizenship and its students and critics, and ends with a commentary on citizenship today and Marshalls influence on its theory. It is the tension between heightened expectations about the transforming capacity of citizenship and continuing inequalities in society that makes Marshalls work still relevant at the beginning of the twenty-first century.