Developing Capacities for Inclusive Citizenship in Multicultural Societies: The Role of Deliberative Theory and Citizenship Education

Political frameworks such as assimilation, accommodation and multiculturalism that have sought to address difference have failed to achieve political equality and inclusion for immigrants, driven primarily by the flawed understanding of culture and identity in multicultural states. Offering a brief critique of these models, this essay advocates the use of deliberative theory in citizenship education as instrumental to building capacities for inclusive citizenship and cultivating belonging and inclusion in diverse societies. Deliberative practice enables the reconceptualization of citizenship as performative, involving responsibilities for dialogic engagement. Such capacities and responsibilities are indispensable for a just political order in multicultural societies. © 2012 The Author(s).published_or_final_versio

Why education in public schools should include religious ideals

This article aims to open a new line of debate about religion in public schools by focusing on religious ideals. The article begins with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents in Western liberal democracies that are the focus of this article. The fifth and most important section "Reasonable pluralism and the inclusion of religious ideals in public secondary schools" provides three arguments for our claim that public schools should include religious ideals, namely that they are important to religious people, that they are conducive for the development of pupils into citizens of a liberal democracy, and that the flourishing of pupils as adults is advanced by encountering religious ideals. We also offer a more practical reason: religious ideals can more easily be included within public education than religious dogmas and rules

Subjectivity in a context of environmental change: opening new dialogues in mental health research

In a period of unstable experimentation with challenges of globalization of associated risks, and disenchantment with ‘enduring injustice’, we bring forward a consideration of subjectivity to the study of environmental change and mental health. We begin by identifying how mainstream climate change and mental health studies are unable to explain the emergent and co-evolutionary pathways of agency. As a means of freeing these studies of their objective dimensions of linear-causation, we argue in favour of a re-positioning of subjectivity within an appreciation of recognition conflicts and beyond the over-deterministic interpretations of power centres—state, market or religion. We draw on one example of scientific research that was conducted in a region undergoing strong environmental, social and cultural changes, in the state of São Paulo/Brazil, with the aim to open mental health research to new dialogues, to which we contribute with the notion of the ‘pluriversal subject’

UK initiatives on forced marriage : regulation, dialogue and exit

The literature on feminism and multiculturalism has identified potential conflicts between the recognition of cultural diversity and securing women’s equality. Three broad approaches to this dilemma have emerged in the practices of contemporary states: regulation, working with the communities, and exit. Each of these is apparent in current initiatives regarding forced marriage, but the overwhelming emphasis in the UK has been on enabling individuals to exit from the threat or reality of a forced marriage. In assessing these initiatives, we highlight the limitations of exit and the danger of moving towards immigration regulation as the preferred solution