Wired Citizenship examines the evolving patterns of youth learning and activism in the Middle East and North Africa (MENA). In today’s digital age, in which formal schooling often competes with the peer-driven outlets provided by social media, youth all over the globe have forged new models of civic engagement, rewriting the script of what it means to live in a democratic society. As a result, state-society relationships have shifted—never more clearly than in the MENA region, where recent uprisings were spurred by the mobilization of tech-savvy and politicized youth. Combining original research with a thorough exploration of theories of democracy, communications, and critical pedagogy, this edited collection describes how youth are performing citizenship, innovating systems of learning, and re-imagining the practices of activism in the information age. Recent case studies illustrate the context-specific effects of these revolutionary new forms of learning and social engagement in the MENA region.

Alevis have been struggling for the right of recognition and equal citizenship in Turkey for decades. Alevi media enables a particular form of transversal citizenship. Emre presents Alevia media for the first time, demonstrating the flourishing of ethno-religious imaginaries through community media.

Securitizations of Citizenship critically assesses the fate of citizenship in relation to securitized practices of surveillance and control that have emerged in the post-9/11 period.

The Arab Spring did not arise out of nowhere. It was the physical manifestation of more than a decade of new media diffusion, use, and experimentation that empowered ordinary people during their everyday lives. In this book, Billie Jeanne Brownlee offers a refreshing insight into the way new media can facilitate a culture of resistance and dissent in authoritarian states. Investigating the root causes of the Syrian uprising of 2011, New Media and Revolution shows how acts of online resistance prepared the ground for better-organised street mobilisation. The book interprets the uprising not as the start of Syria's social mobilisation but as a shift from online to offline contestation, and from localised and hidden practices of digital dissent to tangible mass street protests. Brownlee goes beyond the common dichotomy that frames new media as either a deus ex machina or a means of expression to demonstrate that, in Syria, media was a nontraditional institution that enabled resistance to digitally manifest and gestate below, within, and parallel to formal institutions of power. To refute the idea that the population of Syria was largely apathetic and apolitical prior to the uprising, Brownlee explains that social media and technology created camouflaged geographies and spaces where individuals could protest without being detected. Challenging the myth of authoritarian stability, New Media and Revolution uncovers the dynamics of grassroots resistance blossoming under the radar of ordinary politics.

Moldova Constitution and Citizenship Laws Handbook - Strategic Information and Basic Laws

How, long before the advent of computers and the internet, educators used technology to help students become media-literate, future-ready, and world-minded citizens. Today, educators, technology leaders, and policy makers promote the importance of “global,” “wired,” and “multimodal” learning; efforts to teach young people to become engaged global citizens and skilled users of media often go hand in hand. But the use of technology to bring students into closer contact with the outside world did not begin with the first computer in a classroom. In this book, Katie Day Good traces the roots of the digital era's “connected learning” and “global classrooms” to the first half of the twentieth century, when educators adopted a range of media and materials—including lantern slides, bulletin boards, radios, and film projectors—as what she terms “technologies of global citizenship.” Good describes how progressive reformers in the early twentieth century made a case for deploying diverse media technologies in the classroom to promote cosmopolitanism and civic-minded learning. To “bring the world to the child,” these reformers praised not only new mechanical media—including stereoscopes, photography, and educational films—but also humbler forms of media, created by teachers and children, including scrapbooks, peace pageants, and pen pal correspondence. The goal was a “mediated cosmopolitanism,” teaching children to look outward onto a fast-changing world—and inward, at their own national greatness. Good argues that the public school system became a fraught site of global media reception, production, and exchange in American life, teaching children to engage with cultural differences while reinforcing hegemonic ideas about race, citizenship, and US-world relations.

"During the Gilded Age and the Progressive Era, thousands upon thousands of American men devoted their time and money to the creation of an unsought - and in some quarters unwelcome - revived state militia. In this book, Eleanor L. Hannah studies the social history of the National Guard, focusing on issues of manhood and citizenship as they relate to the rise of the state militias." "The implications of this book are far-reaching, for it offers historians a fresh look at a long-ignored group of men and unites social and cultural history to explore changing notions of manhood and citizenship during years of frenetic change in the American landscape."--BOOK JACKET.