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Drawing on new empirical research with disabled people in the UK, and considering the work of theorists such as Berlin, Habermas and Mouffe, Ellison's ideas of proactive and defensive engagement and Turner's 'sociology of the body', Beckett proposes a new model of 'active' citizenship that rests upon an understanding of 'vulnerable personhood'.
This open access book sheds light on a range of complex interdependencies between adult education, young adults in vulnerable situations and active citizenship. Adult education has been increasingly recognized as a means to engage and re-engage young adults and facilitate their life chances and social inclusion thus contributing to an active citizenship within their societal contexts. This collection of chapters dealing with issues of social inclusion of young people represents the first book to explicitly approach the complex interdependencies between adult education, young adults in vulnerable situations and active citizenship from the European perspective. Social exclusion, disengagement and disaffection of young adults have been among the most significant concerns faced by EU member states over the last decade. It has been increasingly recognised by a range of stakeholders that there is a growing number of young people suffering from the various effects of the unstable social, economic and political situations affecting Europe and its neighbouring countries. Young adults who experience different degrees of vulnerability are especially at risk of being excluded and marginalised. Engaging young adults through adult education has been strongly related to addressing the specific needs and requirements that would facilitate their participation in social, economic and civic/political life in their country contexts. Fostering the active citizenship of young people, both directly and indirectly, is an area where many AE programmes overlap, and this has become a core approach to integration. This book considers social, economic and political dimensions of active citizenship, encompassing the development of social competences and social capital, civic and political participation and the skills related to the economy and labour market. The cross-national consideration of the notions of vulnerability, inclusion and active citizenship underpins the complexity of translating these concepts into the national contexts of adult education programmes.
Within the liberal tradition, the physical body has been treated as a focus of rights discussion and a source of economic and democratic value; it needs protection but it is also one's dominion, tool, and property, and thus something over which we should be able to exercise free will. However, the day-to-day reality of how we live in our bodies and how we make choices about them is not something over which we can exercise full control. In this way, embodiment mirrors life in a pluralist body politic: we are interdependent and vulnerable, exposed with and to others while desiring agency. As disability, feminist, and critical race scholars have all suggested, barriers to bodily control are often a problem of public and political will and social and economic structures that render relationality and caring responsibilities private, invisible, and low value. These scholarly traditions firmly maintain the importance of bodily integrity and self-determination, but make clear that autonomy is not a matter of mere non-interference but rather requires extensive material and social support. Autonomy is thus totally intertwined with, not opposed to, vulnerability. Put another way, the pursuit of autonomy requires practices of humility. Given this, what do we learn about agency and self-determination, as well as trust, self-knowledge, dependence, and resistance under such conditions of acute vulnerability? The Virtues of Vulnerability looks at the question of how we navigate "choice" and control over our bodies when it comes to conditions like birth, illness, and death, particularly as they are experienced within mainstream medical institutions operating under the pressures of neoliberal capitalism. There is often a deep disconnect between what people say they want in navigating birth, illness, and death, and what they actually experience through all of these life events. Practices such as informed consent, the birth plan, advanced directives, and the patient satisfaction survey typically offer a thin and unreliable version of self-determination. In reality, "choice" in these instances is encumbered and often determined by our vulnerability at the most critical moments. This book looks at the ways in which we navigate birth, illness, and death in order to think about how vulnerability and humility can inform political will. Overall, the book asks under what conditions vulnerability and interdependence enhance or diminish our sense of ourselves as agents. In exploring this question it aims to produce a new vocabulary for democratic politics, highlighting traits that have profound political implications in terms of how citizens aspire, struggle, relate to, and persevere with each other.
Migration movements have been a constant in the societies of the past, as well as in postmodern society. However, in the past ten years, the increase in political, economic, and religious conflict amongst nations; the increase of the poverty index; and many and various natural disasters have duplicated the forced displacement of millions of people across the seven continents of the planet. This situation brings important challenges in terms of the vulnerability, inequity, and discrimination that certain peoples suffer. Professionals from the fields of the social sciences, education, psychology, and international law share the fact that education represents an opportunity for children and young migrants to become members with full rights in the societies they arrive in. Empirical studies show that that the implementation of the right to education for migrants presents some challenges and dilemmas to the governments of host countries and more specifically to the education centers, NGOs, universities, and the professionals working in them, hence the need for more research on these issues of immigration, refugees, social justice, and intercultural education. The Handbook of Research on Promoting Social Justice for Immigrants and Refugees Through Active Citizenship and Intercultural Education provides visibility to issues such as the increase in migration and displacement and the difficulties in political agreements, educational contexts, and in cultural issues, stigmatization, vulnerability, social exclusion, racism, and hatred amongst host communities. This book gives possible solutions to this current complex situation and helps foster and promote sensitivity, perspective, and critical thinking for a respectful and tolerant coexistence and promotion of equity and social justice. The chapters promote cultural diversity and inclusion in classrooms by offering knowledge, strategies, and research on organizational development for educational institutions and multicultural environments. This book is essential for administrators, policymakers, leaders, teachers, practitioners, researchers, academicians, and students interested in the promotion of social justice in education for immigrants and refugees.
The need for care and welfare services puts elderly and persons with intellectual disabilities, chronic conditions and dementia in vulnerable situations. How are they recognized as citizens with rights and duties? In this book, the challenges and resources for persons in vulnerable life situations are made visible through a relational and rightsbased perspective of citizenship. The chapters are based on the authors' studies of lived citizenship in different contexts within professional health and welfare practices and the everyday life of citizens in vulnerable life situations in Norway. This edited book is the result of contributions from the interdisciplinary research group 'Citizenship', hosted at the Faculty of Health Studies at VID Specialized University. The aim of the research group is exploring and enhancing citizenship through theoretical as well as empirical studies. The book brings contributions to scholars and researchers in the broad field of interdisciplinary disability and citizenship studies, as well as graduate students.
The mass violence of the twentieth century’s two world wars—followed more recently by decentralized and privatized warfare, manifested in terrorism, ethnic cleansing, and other localized forms of killing—has led to a heightened awareness of human beings’ vulnerability and the precarious nature of the institutions they create to protect themselves from violence and exploitation. This vulnerability, something humans share amid the diversity of cultural beliefs and values that mark their differences, provides solid ground on which to construct a framework of human rights. Bryan Turner undertakes this task here, developing a sociology of rights from a sociology of the human body. His blending of empirical research with normative analysis constitutes an important step forward for the discipline of sociology. Like anthropology, sociology has traditionally eschewed the study of justice as beyond the limits of a discipline that pays homage to cultural relativism and the “value neutrality” of positivistic science. Turner’s expanded approach accordingly involves a truly interdisciplinary dialogue with the literature of economics, law, medicine, philosophy, political science, and religion.