Citizenship within our current international system signifies being fully human, or being worthy of fundamental human rights. For some vulnerable groups, however, this form of political membership is limited or missing entirely, and they face human rights challenges despite a prevalence of international human rights law. These protection gaps are central to hierarchies of personhood, or inequalities that render some people more "worthy" than others for protections and political membership. As a remedy, Lindsey N. Kingston proposes the ideal of "functioning citizenship," which requires an active and mutually-beneficial relationship between the state and the individual and necessitates the opening of political space for those who cannot be neatly categorized. It signifies membership in a political community, in which citizens support their government while enjoying the protections and services associated with their privileged legal status. At the same time, an inclusive understanding of functioning citizenship also acknowledges that political membership cannot always be limited by the borders of the state or proven with a passport. Fully Human builds its theory by looking at several hierarchies of personhood, from the stateless to the forcibly displaced, migrants, nomadic peoples, indigenous nations, and "second class" citizens in the United States. It challenges the binary between citizen and noncitizen, arguing that rights are routinely violated in the space between the two. By recognizing these realities, we uncover limitations built into our current international system--but also begin to envision a path toward the realization of human rights norms founded on universality and inalienability. The ideal of functioning citizenship acknowledges the persistent power of the state, yet it does not rely solely on traditional conceptions of citizenship that have proven too flawed and limited for securing true rights protection.

When a person is not recognised as a citizen anywhere, they are typically referred to as ‘stateless’. This can give rise to challenges both for individuals and for the institutions that try to govern them. Statelessness, governance, and the problem of citizenship breaks from tradition by relocating the ‘problem’ to be addressed from one of statelessness to one of citizenship. It problematises the governance of citizenship – and the use of citizenship as a governance tool – and traces the ‘problem of citizenship’ from global and regional governance mechanisms to national and even individual levels.With contributions from activists, affected persons, artists, lawyers, academics, and national and international policy experts, this volume rejects the idea that statelessness and stateless persons are a problem. It argues that the reality of statelessness helps to uncover a more fundamental challenge: the problem of citizenship.

When a person is not recognised as a citizen anywhere, they are typically referred to as ‘stateless’. This can give rise to challenges both for individuals and for the institutions that try to govern them. Statelessness, governance, and the problem of citizenship breaks from tradition by relocating the ‘problem’ to be addressed from one of statelessness to one of citizenship. It problematises the governance of citizenship – and the use of citizenship as a governance tool – and traces the ‘problem of citizenship’ from global and regional governance mechanisms to national and even individual levels.With contributions from activists, affected persons, artists, lawyers, academics, and national and international policy experts, this volume rejects the idea that statelessness and stateless persons are a problem. It argues that the reality of statelessness helps to uncover a more fundamental challenge: the problem of citizenship.

This book focuses on human rights education (HRE) in higher education, with an emphasis on supporting undergraduate education for social justice and global citizenship at the institutional, classroom, and community levels. Drawing from the work of human rights scholars and advocates at Webster University, Kingston begins a critical discussion about the potential of HRE on college campuses and beyond. Chapter contributors address the institutional issues inherent to building a “human rights campus,” promoting just governance models, facilitating student research, and fostering inclusive campus communities. They further explore opportunities within the classroom by highlighting dynamic courses on global sustainable development and post-genocide reconciliation, as well as considering how to create trauma sensitive learning spaces and utilize photography as a human rights teaching tool. Finally, scholar-advocates detail how HRE can be expanded to include the broader community—including teaching critical criminology to aspiring police officers, facilitating community dialogue through academic conferences, and engaging in social justice work related to access to justice, domestic violence, and human trafficking.

This book focuses on human rights education (HRE) in higher education, with an emphasis on supporting undergraduate education for social justice and global citizenship at the institutional, classroom, and community levels. Drawing from the work of human rights scholars and advocates at Webster University, Kingston begins a critical discussion about the potential of HRE on college campuses and beyond. Chapter contributors address the institutional issues inherent to building a “human rights campus,” promoting just governance models, facilitating student research, and fostering inclusive campus communities. They further explore opportunities within the classroom by highlighting dynamic courses on global sustainable development and post-genocide reconciliation, as well as considering how to create trauma sensitive learning spaces and utilize photography as a human rights teaching tool. Finally, scholar-advocates detail how HRE can be expanded to include the broader community—including teaching critical criminology to aspiring police officers, facilitating community dialogue through academic conferences, and engaging in social justice work related to access to justice, domestic violence, and human trafficking.

Citizenship within our current international system signifies being fully human, or being worthy of fundamental human rights. For some vulnerable groups, however, this form of political membership is limited or missing entirely, and they face human rights challenges despite a prevalence of international human rights law. These protection gaps are central to hierarchies of personhood, or inequalities that render some people more "worthy" than others for protections and political membership. As a remedy, Lindsey N. Kingston proposes the ideal of "functioning citizenship," which requires an active and mutually-beneficial relationship between the state and the individual and necessitates the opening of political space for those who cannot be neatly categorized. It signifies membership in a political community, in which citizens support their government while enjoying the protections and services associated with their privileged legal status. At the same time, an inclusive understanding of functioning citizenship also acknowledges that political membership cannot always be limited by the borders of the state or proven with a passport. Fully Human builds its theory by looking at several hierarchies of personhood, from the stateless to the forcibly displaced, migrants, nomadic peoples, indigenous nations, and "second class" citizens in the United States. It challenges the binary between citizen and noncitizen, arguing that rights are routinely violated in the space between the two. By recognizing these realities, we uncover limitations built into our current international system--but also begin to envision a path toward the realization of human rights norms founded on universality and inalienability. The ideal of functioning citizenship acknowledges the persistent power of the state, yet it does not rely solely on traditional conceptions of citizenship that have proven too flawed and limited for securing true rights protection.

When a person is not recognised as a citizen anywhere, they are typically referred to as ‘stateless’. This can give rise to challenges both for individuals and for the institutions that try to govern them. Statelessness, governance, and the problem of citizenship breaks from tradition by relocating the ‘problem’ to be addressed from one of statelessness to one of citizenship. It problematises the governance of citizenship – and the use of citizenship as a governance tool – and traces the ‘problem of citizenship’ from global and regional governance mechanisms to national and even individual levels.With contributions from activists, affected persons, artists, lawyers, academics, and national and international policy experts, this volume rejects the idea that statelessness and stateless persons are a problem. It argues that the reality of statelessness helps to uncover a more fundamental challenge: the problem of citizenship.

When a person is not recognised as a citizen anywhere, they are typically referred to as ‘stateless’. This can give rise to challenges both for individuals and for the institutions that try to govern them. Statelessness, governance, and the problem of citizenship breaks from tradition by relocating the ‘problem’ to be addressed from one of statelessness to one of citizenship. It problematises the governance of citizenship – and the use of citizenship as a governance tool – and traces the ‘problem of citizenship’ from global and regional governance mechanisms to national and even individual levels.With contributions from activists, affected persons, artists, lawyers, academics, and national and international policy experts, this volume rejects the idea that statelessness and stateless persons are a problem. It argues that the reality of statelessness helps to uncover a more fundamental challenge: the problem of citizenship.

This book focuses on human rights education (HRE) in higher education, with an emphasis on supporting undergraduate education for social justice and global citizenship at the institutional, classroom, and community levels. Drawing from the work of human rights scholars and advocates at Webster University, Kingston begins a critical discussion about the potential of HRE on college campuses and beyond. Chapter contributors address the institutional issues inherent to building a “human rights campus,” promoting just governance models, facilitating student research, and fostering inclusive campus communities. They further explore opportunities within the classroom by highlighting dynamic courses on global sustainable development and post-genocide reconciliation, as well as considering how to create trauma sensitive learning spaces and utilize photography as a human rights teaching tool. Finally, scholar-advocates detail how HRE can be expanded to include the broader community—including teaching critical criminology to aspiring police officers, facilitating community dialogue through academic conferences, and engaging in social justice work related to access to justice, domestic violence, and human trafficking.

This book focuses on human rights education (HRE) in higher education, with an emphasis on supporting undergraduate education for social justice and global citizenship at the institutional, classroom, and community levels. Drawing from the work of human rights scholars and advocates at Webster University, Kingston begins a critical discussion about the potential of HRE on college campuses and beyond. Chapter contributors address the institutional issues inherent to building a “human rights campus,” promoting just governance models, facilitating student research, and fostering inclusive campus communities. They further explore opportunities within the classroom by highlighting dynamic courses on global sustainable development and post-genocide reconciliation, as well as considering how to create trauma sensitive learning spaces and utilize photography as a human rights teaching tool. Finally, scholar-advocates detail how HRE can be expanded to include the broader community—including teaching critical criminology to aspiring police officers, facilitating community dialogue through academic conferences, and engaging in social justice work related to access to justice, domestic violence, and human trafficking.