Lynn Dobson
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780719069529
- eISBN:
- 9781781702154
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719069529.003.0012
- Subject:
- Political Science, European Union
Working in normative theory, the book presents a new theory of citizenship simpliciter: as an institutional role permitting moral agency within a complex and differentiated institutional space. ...
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Working in normative theory, the book presents a new theory of citizenship simpliciter: as an institutional role permitting moral agency within a complex and differentiated institutional space. Further, in today's world of complex rule-making interdependence the prospects for democratically authoritative decision-making beyond the state depends on our being able to develop a new conception of citizenship, one able to accommodate national affiliation but not be bound by it, and one able to be institutionally and thus politically consequential. The Conclusion summarises the author's response to this problem: a conception of supranational citizenship as the institutional embodiment of the active and collective agency of reasonable composite selves in a community of rights, shaping their common and separate destinies under conditions of political equality and mutual recognition and respect. Whatever its territorial scope, insofar as that citizenship consists in effective powers and constitutes a political order conducing to the well-being and freedom of individuals, it authorises and justifies the framework of political authority. Additionally the chapter suggests in what ways the book contributes to Gewirth scholarship and to international political theory more generally.Less
Working in normative theory, the book presents a new theory of citizenship simpliciter: as an institutional role permitting moral agency within a complex and differentiated institutional space. Further, in today's world of complex rule-making interdependence the prospects for democratically authoritative decision-making beyond the state depends on our being able to develop a new conception of citizenship, one able to accommodate national affiliation but not be bound by it, and one able to be institutionally and thus politically consequential. The Conclusion summarises the author's response to this problem: a conception of supranational citizenship as the institutional embodiment of the active and collective agency of reasonable composite selves in a community of rights, shaping their common and separate destinies under conditions of political equality and mutual recognition and respect. Whatever its territorial scope, insofar as that citizenship consists in effective powers and constitutes a political order conducing to the well-being and freedom of individuals, it authorises and justifies the framework of political authority. Additionally the chapter suggests in what ways the book contributes to Gewirth scholarship and to international political theory more generally.
Carol Vincent
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9781447351955
- eISBN:
- 9781447351993
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447351955.003.0006
- Subject:
- Education, Educational Policy and Politics
Chapter 5 considers the response of Engagement to the FBV requirement. This is the more infrequent instances of direct engagement with the FBV in schools, including teachers’ incursions into ...
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Chapter 5 considers the response of Engagement to the FBV requirement. This is the more infrequent instances of direct engagement with the FBV in schools, including teachers’ incursions into controversial/sensitive issues. The chapter explores some of the practical and affective constraints for teachers, on conducting what Cantle has called ‘dangerous conversations’. Chapter 5 also explores the priorities of teacher-respondents, their interpretation of the FBV policy to fit with their emphasis on developing students’ moral behaviours, especially mutual respect, and the commonalities and differences across the schools in the research, in terms of how ‘useful’ staff understood the FBV requirement to be in relation to their pupil populations.Less
Chapter 5 considers the response of Engagement to the FBV requirement. This is the more infrequent instances of direct engagement with the FBV in schools, including teachers’ incursions into controversial/sensitive issues. The chapter explores some of the practical and affective constraints for teachers, on conducting what Cantle has called ‘dangerous conversations’. Chapter 5 also explores the priorities of teacher-respondents, their interpretation of the FBV policy to fit with their emphasis on developing students’ moral behaviours, especially mutual respect, and the commonalities and differences across the schools in the research, in terms of how ‘useful’ staff understood the FBV requirement to be in relation to their pupil populations.
