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Author:   Katariina Holma ,  Tiina Kontinen
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.640kg
ISBN:  

9780367232962

ISBN 10:   0367232960
Pages:   246
Publication Date:   19 November 2019
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"1. Introduction PART I: CONCEPTS ANCHORED IN THE PHILOSOPHICAL PRAGMATISM 2. Practices and habits of citizenship and learning 3. Pragmatism, social inquiry and the method of democracy 4. John Dewey’s notion of social intelligence PART II: LOCALIZED PRACTICES AND HABITS OF CITIZENSHIP 5. Contextualizing citizenship in Uganda 6. Contextualizing citizenship in Tanzania 7. The everyday and spectacle of subdued citizenship in northern Uganda 8. Gendered citizenship in rural Uganda: Localized, exclusive and active 9. ""A good believer is a good citizen"": Connecting Islamic morals with civic virtues in rural Tanzania 10. Habits of contributing citizenship: Self-help groups in rural Tanzania PART III: TRANFORMATIVE IDEALS AND INCREMENTAL CHANGE 11. Participatory methodology in exploring citizenship: A critical learning process 12. Learning in a Ugandan gender advocacy NGO: Organizational growth and institutional wrestling 13. The crafting of ""critical education"": Experiences of a Ugandan NGO 14. Social accountability monitoring as an approach to promoting active citizenship in Tanzania 15. Conclusions"

Reviews

This vital collection offers fresh insight into the nature of citizen engagement. Challenging liberal and universalist framings of democratic participation, the authors focus on people's everyday habits, practices and experiences of cooperation for livelihoods and survival. Citizenship is repositioned as a gradual, learned and contextual process that spans public and private life. This highly empirical and theoretically innovative work by African and European scholars is essential reading. - Jethro Pettit, Emeritus Fellow, Institute of Development Studies, University of Sussex, UK

Author Information

Katariina Holma is Professor of Education at the University of Oulu, Finland. Tiina Kontinen is an Academy of Finland Research Fellow at the Department of Social Sciences and Philosophy, University of Jyväskylä, Finland.

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