Dina Kiwan – författare

This book considers the philosophical, sociological and legal implications of the distinction between universal human rights accorded to all because of their membership of the human species, and the more particularistic ‘citizenship’ rights, accorded to those who are members of a political community. Contributions come from a wide range of disciplinary and interdisciplinary fields including education, law and political philosophy, as well as from practitioner perspectives. Contributions address the three themes of firstly whether human rights and citizenship are complementary or competing conceptions, secondly the justifications for human rights, and thirdly human rights and citizenship in different cultural contexts.This book was originally published as a special issue of the Cambridge Journal of Education.

Public debates on academic freedom have become increasingly contentious, and understandings of what it is and its purposes are contested within the academy, policymakers and the general public. Drawing on rich empirical interview data, this book critically examines the understudied relationship between academic freedom and its role in knowledge production across four country contexts - Lebanon, the UAE, the UK and the US - through the lived experiences of academics conducting 'controversial' research. It provides an empirically-informed transnational theory of academic freedom, contesting the predominantly national constructions of academic freedom and knowledge production and the methodological nationalism of the field. It is essential reading for academics and students of the sociology of education, as well as anyone interested in this topic of global public concern. This title is part of the Flip it Open Programme and may also be available Open Access. Check our website Cambridge Core for details.

This Handbook is a much needed international reference work, written by leading writers in the field of global citizenship and education. It is based on the most recent research and practice from across the world, with the 'Geographically-Based Overviews' section providing summaries of global citizenship and education provided for Southern Africa, Australasia, Europe, the Middle East, North America, Latin America, and East and South East Asia.The Handbook discusses, in the 'Key Ideologies' section, the philosophies that influence the meaning of global citizenship and education, including neo-liberalism and global capitalism; nationalism and internationalism; and issues of post-colonialism, indigeneity, and transnationalism. Next, the 'Key Concepts' section explores the ideas that underpin debates about global citizenship and education, with particular attention paid to issues of justice, equity, diversity, identity, and sustainable development. With these key concepts in place, the 'Principal Perspectives and Contexts' section turns to exploring global citizenship and education from a wide variety of viewpoints, including economic, political, cultural, moral, environmental, spiritual and religious, as well as taking into consideration issues of ethnicity, gender and sexuality, and social class. Finally, the 'Key Issues in the Teaching of Global Citizenship' section discusses how education can be provided through school subjects and study abroad programmes, as well as through other means including social media and online assessment, and political activism.This Handbook will be vital reading for academics, postgraduates and advanced undergraduates in the fields of sociology and education, particularly those with an interest in comparative studies.

This book considers the philosophical, sociological and legal implications of the distinction between universal human rights accorded to all because of their membership of the human species, and the more particularistic ‘citizenship’ rights, accorded to those who are members of a political community. Contributions come from a wide range of disciplinary and interdisciplinary fields including education, law and political philosophy, as well as from practitioner perspectives. Contributions address the three themes of firstly whether human rights and citizenship are complementary or competing conceptions, secondly the justifications for human rights, and thirdly human rights and citizenship in different cultural contexts.This book was originally published as a special issue of the Cambridge Journal of Education.