@article{McCorquodale1994,
author = {{Mc Corquodale}, Robert},
doi = {10.1093/iclqaj/43.4.857},
issn = {14716895},
journal = {International and Comparative Law Quarterly},
number = {4},
pages = {857--885},
title = {{Self-determination: A human rights approach}},
volume = {43},
year = {1994}
}
@article{Blumler1997,
author = {Blumler, Jay G.},
doi = {10.1080/105846097199191},
issn = {10917675},
journal = {Political Communication},
month = {oct},
number = {4},
pages = {395--404},
title = {{Origins of the crisis of communication for citizenship}},
volume = {14},
year = {1997}
}
@article{Frie2014,
abstract = {In light of the recent emphasis on social and cultural factors in psychoanalytic theory and practice, this article will elaborate earlier attempts to bridge psychoanalysis and the study of culture. I begin by considering the disciplinary tension between the fields of psychoanalysis and anthropology and the emergence of a "psychoanalytic anthropology," which began in the 1920s and lasted through the 1950s. I then turn to the works of Harry Stack Sullivan and Erich Fromm, who developed an approach known as "cultural psychoanalysis." I suggest that Sullivan and Fromm anticipate today's sociocultural turn in psychoanalysis and that their work on culture and its role in psychological development and experience continues to be relevant. Rather than embracing a social or cultural determinism, Sullivan and Fromm focus on the interaction between culture and the person, thus creating an "integrationist" approach. Sullivan and Fromm develop a broad conception of culture that encompasses a critique of social and cultural norms and values. I suggest that this is particularly valuable because much current discussion of culture focuses chiefly on diversity and difference, thus overlooking the implicit social and cultural values at work in all human experience. I build on Sullivan and Fromm's insights to illustrate the significance of early interpersonal psychoanalysis for the sociocultural turn in contemporary psychoanalytic theory and practice.},
author = {Frie, Roger},
doi = {10.1080/00107530.2014.895929},
issn = {00107530},
journal = {Contemporary Psychoanalysis},
keywords = {Anthropology,Critical theory,Culture,Frankfurt school,Hermeneutics,Prejudice,Society},
number = {3},
pages = {371--394},
publisher = {Taylor and Francis Ltd.},
title = {{What is cultural psychoanalysis? Psychoanalytic anthropology and the interpersonal tradition}},
volume = {50},
year = {2014}
}
@article{Carr1991,
author = {Carr, Wilfred},
doi = {10.1080/00071005.1991.9973898},
issn = {14678527},
journal = {British Journal of Educational Studies},
number = {4},
pages = {373--385},
title = {{Education for Citizenship}},
volume = {39},
year = {1991}
}
@article{Banks2008,
abstract = {Worldwide immigration and quests for rights by minority groups have caused social scientists and educators to raise serious questions about liberal assimilationist conceptions of citizenship that historically have dominated citizenship education in nation-states. The author of this article challenges liberal assimilationist conceptions of citizenship and citizenship education. He argues that citizenship education should be reformed so that it reflects the home cultures and languages of students from diverse groups, and he contends that group rights can help individuals to attain structural equality. In the final part of the article, he discusses the implications of his analysis for transforming citizenship education.},
author = {Banks, James A},
doi = {10.3102/0013189X08317501},
keywords = {citizenship,citizenship education,diversity,globalization,multicultural education},
title = {{Diversity, Group Identity, and Citizenship Education in a Global Age}},
url = {http://er.aera.net},
year = {2008}
}
@misc{Ibrahim2005,
abstract = {There has been a resurgence of interest in global education in the UK as global issues are included within the requirements of citizenship education in national curricula. This paper examines the significance attached to global citizenship through Citizenship as a statutory subject at Key Stages 3 and 4 within the National Curriculum for England. Drawing on a web-based project funded by the UK Department for International Development, the paper analyses a number of secondary school texts designed to support teachers and students in incorporating global perspectives into citizenship education. It seeks to answer the question: in what ways is global citizenship being mainstreamed? It suggests that NGOs and commercial publishers have different but complementary approaches to resources for global citizenship and that there is a strong case for greater collaboration between the two sectors. {\textcopyright} 2005 University of Cambridge, Faculty of Education.},
author = {Ibrahim, Tasneem},
booktitle = {Cambridge Journal of Education},
doi = {10.1080/03057640500146823},
issn = {0305764X},
month = {jun},
number = {2},
pages = {177--194},
title = {{Global citizenship education: Mainstreaming the curriculum?}},
volume = {35},
year = {2005}
}
@article{Osler2002,
author = {Osler, A and Vincent, K},
title = {{Citizenship and the challenge of global education}},
url = {http://irep.ntu.ac.uk/id/eprint/8220/},
year = {2002}
}
@article{Minten,
author = {Minten, B and development and Poverty, L Randrianarison - {\ldots} and undefined 2007},
journal = {books.google.com},
title = {{12 Global Supply Chains, Poverty and the Environment: Evidence from Madagascar}},
url = {https://www.google.com/books?hl=id{\&}lr={\&}id=Yw9u3{\_}Sy39UC{\&}oi=fnd{\&}pg=PA147{\&}dq=Madagascar+is+one+of+the+poorest+countries+in+the+world{\&}ots=LsuUHjbDHV{\&}sig=xIAH6YSpyObTbamLKspMxEhGuCo}
}
@misc{ShivaKumar,
abstract = {An attempt to construct the Human Development Index (HDI) for 17 Indian states and to rank these states with the countries for which the HDI has been computed in the UNDP's Human Development Report 1990.},
author = {{Shiva Kumar}, A K},
booktitle = {Economic and Political Weekly},
doi = {10.2307/4398148},
pages = {2343--2345},
publisher = {Economic and Political Weekly},
title = {{UNDP's Human Development Index: A Computation for Indian States}},
url = {https://www.jstor.org/stable/4398148},
volume = {26}
}
@article{Geschiere2006,
abstract = {The recent upsurge of “autochthony” and similar notions of belonging is certainly not special to Africa. All over the world, processes of intensifying globalization seem to go together with fierce struggles over belonging and exclusion of “strangers.” A central question in the contributions to this special issue concerns the apparent “naturalness” of autochthony in highly different settings. How can similar slogans seem so self-evident and hence have such mobilizing force under very different circumstances? Another recurrent theme is the somewhat surprising “nervousness” of discourses on autochthony. They seem to promise a basic security of being rooted in the soil as a primal form of belonging. Yet in practice, belonging turns out to be always relative: there is always the danger of being unmasked as “not really” belonging, or even of being a “fake” autochthon. A comparative perspective on autochthony—as a particular pregnant form of entrenchment—may help to unravel the paradoxes of the preoccupation with belonging in a globalizing world. {\textcopyright} 2006, African Studies Association. All rights reserved.},
author = {Geschiere, Peter and Jackson, Stephen},
doi = {10.1353/arw.2006.0104},
issn = {15552462},
journal = {African Studies Review},
number = {2},
pages = {1--8},
title = {{Autochthony and the Crisis of Citizenship: Democratization, Decentralization, and the Politics of Belonging}},
volume = {49},
year = {2006}
}
@article{McSweeney2008,
abstract = {Purpose - The purpose of this paper is to examine the claim that the pursuit of maximum value (wealth) for shareholders optimises economic and social benefits for society as a whole. Design/methodology/approach - Evidence cited in support of the claim and the methodology employed by its supporters are examined. Counter-evidence from a wide range of disciplines, including accounting, economics, finance, and medical sociology, is considered. Findings - The evidence does not support the claim. Bias and severe methodological flaws in its supporters' research is revealed. Considerable evidence of adverse consequences is identified. Originality/value - This paper draws from an unusually wide range of disciplines to expose the fallacy and a number of powerful myths about the economic and social benefits of making maximizing shareholder value the primary aim of corporate governance. {\textcopyright} Emerald Group Publishing Limited.},
author = {McSweeney, Brendan},
doi = {10.1108/17422040810849767},
issn = {17422043},
journal = {Critical Perspectives on International Business},
keywords = {Corporate governance,Shareholder value analysis,Wealth},
number = {1},
pages = {55--74},
title = {{Maximizing shareholder-value: A panacea for economic growth or a recipe for economic and social disintegration?}},
volume = {4},
year = {2008}
}
@article{Banks2001,
abstract = {In the first part of this article, the author argues that teachers should help students to develop a delicate balance of cultural, national, and global identifications because of the rich diversity in the United States and throughout the world. To help students become effective citizens, teachers need to acquire reflective cultural, national, and global identifications. In the second part of this article, the author describes how he tries to help the students in one of his teacher education courses to challenge and critically examine their cultural and national identifications.},
author = {Banks, James A.},
doi = {10.1177/0022487101052001002},
issn = {00224871},
journal = {Journal of Teacher Education},
number = {1},
pages = {5--16},
publisher = {Corwin Press, Inc.},
title = {{Citizenship education and diversity: Implications for teacher education}},
volume = {52},
year = {2001}
}
@misc{Schweisfurth2006,
abstract = {As a multicultural nation with aspirations to an international peacekeeping role, Canada makes an interesting context in which to study global citizenship education. This article is based on research conducted in Ontario schools. It examines how individual teachers have prioritized global citizenship issues in their teaching, in the context of other curricular demands. The methodology is based on a multiple case study approach, and methods included documentary analysis, classroom observation, and interviews. The research revealed that teachers who are determined to make global education a priority have found that the new Ontario curriculum guidelines have given them plenty of opportunities to do so. Civics Education as a compulsory subject offered possibilities. Both classroombased and extracurricular activities were seen to focus in dynamic and innovative ways on global issues, and there was considerable enthusiasm for these themes among learners. The teachers were able to 'use the expectations of the curriculum creatively to justify their approaches, and did not see their priorities as being at odds with the recent emphasis on academic standards in education. They were supported in this by a network of likeminded teachers, and by a programme geared to their interests at the University of Toronto. However, these teachers noted that while the tightening of curricular expectations did not reduce opportunities for incorporating global education priorities, they were unusual among their colleagues. Despite the potential, it was felt that many teachers were demoralized by public opinion and perceived themselves as restricted by the curriculum. The study suggests that where teachers are highly motivated and supported in pursuing goals which they consider important - global citizenship learning in particular - they had the agency to do so.},
author = {Schweisfurth, Michele},
booktitle = {Educational Review},
doi = {10.1080/00131910500352648},
issn = {00131911},
month = {feb},
number = {1},
pages = {41--50},
title = {{Education for global citizenship: Teacher agency and curricular structure in Ontario schools}},
volume = {58},
year = {2006}
}
@article{Audretsch2007,
author = {Audretsch, D. B.},
doi = {10.1093/oxrep/grm001},
issn = {0266-903X},
journal = {Oxford Review of Economic Policy},
month = {mar},
number = {1},
pages = {63--78},
title = {{Entrepreneurship capital and economic growth}},
url = {https://academic.oup.com/oxrep/article-lookup/doi/10.1093/oxrep/grm001},
volume = {23},
year = {2007}
}
@article{Livingstone2004,
abstract = {Within both academic and policy discourses, the concept of media literacy is being extended from its traditional focus on print and audiovisual media to encompass the internet and other new media. The present article addresses three central questions currently facing the public, policy-makers and academy: What is media literacy? How is it changing? And what are the uses of literacy? The article begins with a definition: media literacy is the ability to access, analyse, evaluate and create messages across a variety of contexts. This four-component model is then examined for its applicability to the internet. Having advocated this skills-based approach to media literacy in relation to the internet, the article identifies some outstanding issues for new media literacy crucial to any policy of promoting media literacy among the population. The outcome is to extend our understanding of media literacy so as to encompass the historically and culturally conditioned relationship among three processes: (i) the symbolic and material representation of knowledge, culture and values; (ii) the diffusion of interpretative skills and abilities across a (stratified) population; and (iii) the institutional, especially, the state management of the power that access to and skilled use of knowledge brings to those who are ‘literate'.},
author = {Livingstone, Sonia},
doi = {10.1080/10714420490280152},
issn = {15477487},
journal = {Communication Review},
number = {1},
pages = {3--14},
publisher = {Routledge},
title = {{Media literacy and the challenge of new information and communication technologies}},
volume = {7},
year = {2004}
}
@techreport{Sinclair2001,
author = {Sinclair, Margaret},
file = {:C$\backslash$:/Users/PPI31/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Sinclair - 2001 - Education in emergencies Past employment View project.pdf:pdf},
title = {{Education in emergencies Past employment View project}},
url = {https://www.researchgate.net/publication/44827068},
year = {2001}
}
@techreport{Hanushek2010,
author = {Hanushek, E A},
file = {:C$\backslash$:/Users/PPI31/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Hanushek - Unknown - Education and Economic Growth.pdf:pdf},
pages = {60--67},
title = {{Education and Economic Growth}},
year = {2010}
}