Comparisons of Civic Engagement in Europe: Evidence from European Values Study
The research is focused on the nature of civic engagement across European countries and its prediction, based on European Values Study data (2008). A model of civic engagement which includes scalesof civic concern, civic confidence, non-violent elite-changing actions and organizational activities, which has been tested both on cross-country level and in pooled data, implies two factors, corresponding to “cognition” and “activity” parts of civic engagement. An attempt is made to envisage and conceptualize the predictors of civic engagement in different parts of Europe with the help of classical OLS regression and multilevel regression modelling, in such a way testing research hypotheses. It is shown that differences in civic engagement may be conceptualized within the framework of Laurent Thevenot’s three regimes of engagement.
This paper considers the efforts of local activists to participatein public discussions on contested territories in St. Petersburg, Russia, and influence political decision-making on their (re)development and change. It also questions to what degree such grassroots efforts become political and analyzes different contexts for, and barriers to, politicization. Complementing sociological theorization on civic engagement and civic participation with French pragmatism, we examine how these activists constantly shift between informal, context-specific forms of protest and more institutionalized and politicized ones. Using a case-study approach, we describe and compare two recent conflicts in St. Petersburg where local residents resisted (re)development projects imposed by political and economic elites: the defence of the Yurgens House in the historic center of the city against its expected demolition, and the protest against renovation in Alexandrino, a park area on the city’s periphery. The analysis is based on semi-structured interviews with local activists, participant and non-participant observation at public rallies and other gatherings, and qualitative analysis of protesters’ communication practices on social networks. We demonstrate that external political and social constraints encourage activists to be flexiblein their forms of engagement, using a wide repertoire of tools of contestation, using local knowledge tactically, operating rationally within legal frameworks, and addressing broad audiences in search for public justification and support. We conclude that, whether theselocal activists remain at the level of informal place-based initiatives or opt for more institutionalized and professionalized forms of civic participation, they insistently reject the political rationale of their efforts.
Higher education is valued as one of the main sources of civic participation and social benefit. In spite of the significant growth in the number of students over the last 20 years, Russia is still considered to be a country with a low level of civic engagement. Our study aims to respond to this contradictory standing and to explain the causes of student civic engagement. The survey conducted in 10 state universities has shown a difference in civic engagement index values among students from 4 educational programmes. The results of linear regression models have shown that, in addition to the ‘pure teaching effect’, such factors as religiosity and social capital influence student civic engagement.
This study aims to analyze the gender attitudes of Muslim migrants in Western Europe compared to people in their sending societies and the European receiving societies. I employ the European Social Survey, the European Values Study, and the World Values Survey as data sources. Using cross-classified multilevel analysis, I compare individuals with respect to their country of origin and receiving society characteristics simultaneously. The results show that migrants are closer in their attitude to employment rights to local Europeans than to the public in their sending societies. People who left their predominantly Islamic countries of origin are much less prone to gender discrimination than those who stayed. This paper argues that the majority of Muslim migrants do not adhere to the values and attitudes of their countries of origin, but fall closer to the attitudes of the receiving societies as reflected in their perception of gender roles, particularly within the labor market.
This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe’s “migration crisis”, radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners.
This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN.
The article concerns interpretations of the term «civic engagement», operationalization of civic engagement phenomenon.
Objective To define indicators of civic engagement. The article consists of three parts. Firstly an interpretations of the term, secondly indicators of civic engagement and finally the characteristics and features of civil engagement in Russia. Methods of research
Public Opinion Foundation interviews for citizens of the Russian Federation aged 18 and over. These took place in person at the interviewees’ place of residence. Results
Foreign and Russian researchers have observed that civic engagement is a complex concept with no universal meaning. Researchers emphasise that behavioral practices and ideological preferences (such as social and interpersonal trust and willingness to cooperate) are significant components of civic engagement. The empirical section of the study indicated that Russians show a tendency to be involved in individual informal aspects of civic engagement (i.e., helping behavior). Participation levels in the activities of not for profit organisations and interest in politics appeared insubstantial. In short, dissociation between the citizens and the state was revealed in the sphere of civic engagement.
The results may prove a useful framework in the analysis of empirical social and political surveys.
Several approaches to the concept of fatherhood present in Western sociological tradition are analyzed and compared: biological determinism, social constructivism and biosocial theory. The problematics of fatherhood and men’s parental practices is marginalized in modern Russian social research devoted to family and this fact makes the traditional inequality in family relations, when the father’s role is considered secondary compared to that of mother, even stronger. However, in Western critical men’s studies several stages can be outlined: the development of “sex roles” paradigm (biological determinism), the emergence of the hegemonic masculinity concept, inter-disciplinary stage (biosocial theory). According to the approach of biological determinism, the role of a father is that of the patriarch, he continues the family line and serves as a model for his ascendants. Social constructivism looks into man’s functions in the family from the point of view of masculine pressure and establishing hegemony over a woman and children. Biosocial theory aims to unite the biological determinacy of fatherhood with social, cultural and personal context. It is shown that these approaches are directly connected with the level of the society development, marriage and family perceptions, the level of egality of gender order.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.