What does it mean to be a citizen? What impact does an active democracy have on its citizenry and why does it fail or succeed in fulfilling its promises? Most modern democracies seem unable to deliver the goods that citizens expect; many politicians seem to have given up on representing the wants and needs of those who elected them and are keener on representing themselves and their financial backers. What will it take to bring democracy back to its original promise of rule by the people? Bernd Reiter’s timely analysis reaches back to ancient Greece and the Roman Republic in search of answers. It examines the European medieval city republics, revolutionary France, and contemporary Brazil, Portugal, and Colombia. Through an innovative exploration of country cases, this study demonstrates that those who stand to lose something from true democracy tend to oppose it, making the genealogy of citizenship concurrent with that of exclusion. More often than not, exclusion leads to racialization, stigmatizing the excluded to justify their non-membership. Each case allows for different insights into the process of how citizenship is upheld and challenged. Together, the cases reveal how exclusive rights are constituted by contrasting members to non-members who in that very process become racialized others. The book provides an opportunity to understand the dynamics that weaken democracy so that they can be successfully addressed and overcome in the future.

Moscovici proposes a new understanding of how gender relations were reformulated by both male and female writers in nineteenth-century France. She analyzes the different versions of gendered citizenship elaborated by Friedrich Hegel, George Sand, Honore de Balzac, Auguste Comte and Herculine Barbin revealing a shift from a single dialectical (or male-centered) definition of citizenship to a double dialectical (or bi-gendered) one in which each sex plays an important role in subject-citizenship and is defined as the negation of the other sex. Moscovici further argues that a double dialectical pattern of androgyny endows women with a (relational) cultural identity that secures their paradoxical roles as both representatives and outsiders to subject-citizenship in nineteenth-century French society and culture.

In Capitalism, Alienation and Critique Asger Sørensen offers an argument for first generation Critical Theory of the Frankfurt School, discussing furthermore Hegelian dialectics and that of Mao, as well as classical political economy and the general economy of Georges Bataille.

Community as the Material Basis of Citizenship addresses community as the site of participation, production, and rights of citizens and brings to bear a profound critique of a collective process that has historically excluded working class communities and communities of color from any real governance. The argument is that the status of citizenship has been influenced by a society that emphasizes the role of property in defining legitimacy and power and therefore idealizes and institutionalizes citizenship from an individualistic perspective. This system puts the onus on the individual citizen to participate in their governance, while the political reality is that organizations and corporations and their interests have great power to influence and govern. The chapters present an exciting departure from the long-standing traditions of the social basis of citizenship. In Community as the Material Basis of Citizenship, Rodolfo Rosales and his contributors argue that citizenship is a communally embedded and/or socially constituted phenomenon. Hence, the unfinished story of American Democracy is not in the equalization of communities but rather in their ability to participate in their own governance - in their empowerment.

This edited volume explores the theoretical and practical implications of war and terror situations for citizenship in democratic states. Citizenship is a key concept in Western political thought for defining the individual’s relations with society. The specific nature of these rights, duties and contributions, as well the relations between them, are determined by the citizenship discourses that prevail in each society. In wartime, including low-intensity wars, democratic societies face different challenges than the ones facing them during peacetime, in areas such as human rights, the status of minorities, the state’s obligations to its citizens, and the meaning of social solidarity. War situations can affect not only the scope of citizenship as an institution, but also the relations between the prevailing discourses of citizenship and between different groups of citizens. Since 9/11 and the declaration of the 'war on terror', many democracies have been grappling with issues rising out of the interface between citizenship and war. This volume examines the effects of war on various aspects of citizenship practice, including: immigration and naturalization, the welfare state, individual liberties, gender relations, multiculturalism, social solidarity, and state – civil society relations. This book will be of great interest to students of military studies, political science, IR and security studies in general.

This book examines how the democratic form and the struggle for democracy reflects, influences and shapes the struggle for social emancipation. In the context of increased exploitation, rising inequality, and intensified struggle for social justice in the aftermath of the economic crisis, the channelling of populism through liberal democratic institutions has had contradictory effects: giving rise to both Corbyn and Brexit, Sanders and Trump, Syriza and the Golden Dawn, to name but a few. How can we make sense of these developments? In response, this book approaches the idea of democracy from a socialist constitutionalist standpoint and explores institutional forms and principles that challenge and aim at the transformation of the extant social order. This process involves the challenging of well-established ideas of the liberal viewpoint, as well as an unwavering focus on the issue of class rule which enables the highlighting of limitations of -not only mainstream but also heterodox- contemporary approaches to constitutionalism and democracy. Ultimately, democracy is conceived as a process of struggle for creating the conditions, material as well as intellectual, for its actualisation. This significant work of legal and political theory will be of considerable interest to those working in these areas to make sense of contemporary developments, and to further the causes of social justice and social emancipation.

Special 2018 Edition From the new Introduction by Michelle Fine, Graduate Center, CUNY : "Why now, you may ask, should I return to a book written in 1988? Because, in Maxine's words: 'When freedom is the question, it is always time to begin.'" In The Dialectic of Freedom, Maxine Greene argues that freedom must be achieved through continuing resistance to the forces that limit, condition, determine, and—too frequently—oppress. Examining the interrelationship between freedom, possibility, and imagination in American education, Greene taps the fields of philosophy, history, educational theory, and literature in order to discuss the many struggles that have characterized Americans’ quests for freedom in the midst of what is conceived to be a free society. Accounts of the lives of women, immigrants, and minority groups highlight the ways in which Americans have gone in search of openings in their lived situations, learned to look at things as if they could be otherwise, and taken action on what they found. Greene presents a unique overview of American concepts and images of freedom from Jefferson’s time to the present. She examines the ways in which the disenfranchised have historically understood and acted on their freedom—or lack of it—in dealing with perceived and real obstacles to expression and empowerment. Strong emphasis is placed on the focal role of the arts and art experience in releasing human imagination and enabling the young to reach toward their vision of the possible. The author concludes with suggestions for approaches to teaching and learning that can provoke both educators and students to take initiatives, to transcend limits, and to pursue freedom—not in solitude, but in reciprocity with others, not in privacy, but in a public space. “Greene triumphs in her search for a critical aesthetic to inform education.” —Harvard Educational Review “It is a book that deserves to be read by all who teach.” —Journal of Aesthetic Education