Imagined communities: Reflections on the origin and spread of nationalism

Since the late 1980s, Critical Discourse Analysis (CDA) has become a well-established field in the social sciences. However, in contrast with some branches of linguistics, CDA is not a discrete academic discipline in the traditional sense, with a fixed set of research methods. The manifold roots of CDA lie in a myriad of disciplines including rhetoric, anthropology, philosophy and cognitive science, to name a few. This four-volume set brings together seminal articles on the subject from varied sources, creating an invaluable roadmap for scholars seeking to consolidate their knowledge of CDA, and of its continued development. Sculpted and edited by a leading voice in the field, this work covers the interdisciplinary roots, the most important approaches and methodologies of CDA, as well as applications in other disciplines in an updated and comprehensive way. Structured thematically, the four volumes cover a wide range of aspects and considerations: Volume One: Histories, Concepts and Interdisciplinarity Volume Two: Theoretical Approaches and Methodologies Volume Three: 'Doing CDA' - Case Studies Volume Four: Applications and Perspectives - New Trends in CDA

https://ndl.ethernet.edu.et/bitstream/123456789/18225/1/94pdf.pdf

Critical Discourse Analysis

Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy

Benedict Anderson’s deservedly famous thesis about the origins and nature
of modern nationalism turns around the central notion of an “imagined
community.” This category provides him with a matrix out of which one
can apprehend-theoretically and historically-the different variants of nationalist discourse formulated over the last two hundred years. We will refer,
in the brief comments that follow, to three basic dimensions structuring
the fabric of Anderson’s argument: 1) the presuppositions implicit in the
notion of an “imagined” community; 2) the kind of substitutability or solidarity which is required to be a member of such a community; 3) the kind
of relationship that is established between such a community-which is by
definition finite or limited-and its outside. Before that, however, let us
describe the main features of Anderson’s thesis.

On Imagined Communities

It made it possible to improve people's lives. Now it prevents all forms of discrimination in the world. It helps to improve our world.

Universal Declaration of Human Rights

Introduction Part one: Changing citizenship 1. Cosmopolitan citizenship 2. Human rights, democracy and development 3. Children as citizens Part two: Learning for inclusion 4. The right to education 5. Learning for cosmopolitan citizenship 6. Practising citizenship 7.Mainstreaming antiracism Part three: Democratising schools 8. Democratic schooling 9. Rights and responsibilities 10. Changing leadership References Index.

Changing Citizenship: Democracy and Inclusion in Education

Since citizenship is a contested concept, education for citizenship is also a site of debate and controversy. This article explores the limitations of education for national citizenship, and reflects on the deficit models of young people which are often presented in justifying citizenship education. Extending political theorist David Held's model of cosmopolitan democracy, the authors propose the term education for cosmopolitan citizenship. They explore the features of education for citizenship in the context of globalisation, noting that citizenship education addresses local, national, regional and global issues. Such a perspective is critical in preparing young people to live together in increasingly diverse local communities and an interdependent world. The authors report on research carried out with young people living in multicultural communities in Leicester, UK, to explore understandings of community and levels of civic engagement. They explore the multiple identities and loyalties of these young people and identify sites of learning for citizenship in homes and communities. Drawing on these findings, the article concludes that a re-conceptualised education for cosmopolitan citizenship needs to address peace, human rights, democracy and development, equipping young people to make a difference at all levels, from the local to the global.

Learning for cosmopolitan citizenship: theoretical debates and young people's experiences

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Learning for Cosmopolitan Citizenship: Theoretical debates and young people's experiences

This paper provides a synthesis of the scholarly literature on education for democratic citizenship (EDC) in the school sector in England since 1995. Following the publication of the Crick Report (QCA, 1998), citizenship education was introduced to secondary schools in 2002 as a statutory subject. Primary schools are also required to show, through inspection, how they are preparing learners for citizenship. The implementation of citizenship as a national curriculum subject in England is taking place during a period of constitutional reform and was the most significant innovation of curriculum 2000. Recent parallel initiatives in EDC are taking place elsewhere in the UK, in Europe and internationally. In both established democracies and newlyestablished democratic states, such as those of Eastern and Central Europe and Latin America, there is a recognition that democracy is essentially fragile and that it depends on the active engagement of citizens, not just in voting, but in developing and participating in sustainable and cohesive communities. The paper examines the role of EDC in responding to these political challenges, setting national policy developments in both European and international contexts and exploring the growing international consensus on human rights as the underpinning principles of EDC. It identifies some key themes within the research, such as diversity and unity; global and cosmopolitan citizenship; children as citizens; democratic schooling; students’ understandings of citizenship and democracy; the complementary roles of schools and communities; European citizenship; and the practicalities of implementing EDC at school level. It identifies some gaps in the research literature and concludes by proposing an on-going agenda for research.

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Audrey Osler

Papers

Changing Citizenship: Democracy and Inclusion in Education

Learning for cosmopolitan citizenship: theoretical debates and young people's experiences

Learning for Cosmopolitan Citizenship: Theoretical debates and young people's experiences

Education for Democratic Citizenship: a review of research, policy and practice 1995-2005

Education for Democratic Citizenship: a review of research, policy and practice 1995-2005