Patricia K. Kubow - Böcker

Moving beyond Western philosophical and political frameworks, this text engages with and centers Arab-Islamic ontologies, pupil voice, and gender to explore citizen identity formation and belonging among domestic students and Syrian refugees in Jordan.Focusing on the role of double-shift schools, educational policy, and provision, the volume interrogates how citizenship and youth identity is rooted, upheld, and altered over time. With an eye to complex historical, local, and national contexts of migration and (in)security in the Middle East, the book strives for a reconceptualization of citizen identity and education to better reflect the development of socio-civic identities amidst poverty, forced migration, and unrest. Based on direct access to 10 public schools in Jordan and using qualitative data, it applies an innovative combination of different methods to ascertain student voice to theorize education for citizenship based on real and challenging experiences of Syrian refugees as well as domestic Jordanian students. Moving beyond the traditional Western philosophies that largely frame citizenship discourses, it applies process philosophy to a field dominated by political considerations while also paying attention to social contexts. As such, it goes beyond the context of Jordan to inform regional and international discourses, policies, and initiatives surrounding refugees and education in emergencies.The book will appeal to scholars, professionals, and students in the fields of comparative and international education, citizenship youth studies, social studies, and social foundations of education, as well as those working in the formal and non-formal educational development sectors.

Moving beyond Western philosophical and political frameworks, this text engages with and centers Arab-Islamic ontologies, pupil voice, and gender to explore citizen identity formation and belonging among domestic students and Syrian refugees in Jordan.Focusing on the role of double-shift schools, educational policy, and provision, the volume interrogates how citizenship and youth identity is rooted, upheld, and altered over time. With an eye to complex historical, local, and national contexts of migration and (in)security in the Middle East, the book strives for a reconceptualization of citizen identity and education to better reflect the development of socio-civic identities amidst poverty, forced migration, and unrest. Based on direct access to 10 public schools in Jordan and using qualitative data, it applies an innovative combination of different methods to ascertain student voice to theorize education for citizenship based on real and challenging experiences of Syrian refugees as well as domestic Jordanian students. Moving beyond the traditional Western philosophies that largely frame citizenship discourses, it applies process philosophy to a field dominated by political considerations while also paying attention to social contexts. As such, it goes beyond the context of Jordan to inform regional and international discourses, policies, and initiatives surrounding refugees and education in emergencies.The book will appeal to scholars, professionals, and students in the fields of comparative and international education, citizenship youth studies, social studies, and social foundations of education, as well as those working in the formal and non-formal educational development sectors.

Contestations of Citizenship, Education, and Democracy in an Era of Global Change: Children and Youth in Diverse International Contexts considers the shifting social, political, economic, and educational structures shaping contemporary experiences, understandings, and practices of citizenship among children and youth in diverse international contexts. As such, this edited book examines the meaning of citizenship in an era defined by monumental global change. Chapters from across both the Global South and North consider emerging formations of citizenship and citizen identities among children and youth in formal and non-formal education contexts, as well as the social and civic imaginaries and practices to which children and youth engage, both in and outside of schools.Rich empirical contributions from an international team of contributors call attention to the social, political, economic, and educational structures shaping the ways young people view citizenship and highlight the social and political agency of children and youth amid increasing issues of polarization, climate change, conflict, migration, extremism, and authoritarianism. The book ultimately identifies emergent forms of citizenship developing in formal and non-formal educational contexts, including those that unsettle the nation-state and democracy.Edited by a team of academics with backgrounds in education, citizenship, and youth studies, this book will appeal to scholars, researchers, and faculty who work across the broader field of youth civic engagement and democracy, as well as international and comparative education and citizenship.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.