Citizenship "Matters": Young Citizen Becoming in the Posthuman Present

Autor/inn/en	Mulcahy, Dianne; Healy, Sarah
Titel	Citizenship "Matters": Young Citizen Becoming in the Posthuman Present
Quelle	In: Educational Philosophy and Theory, 55 (2023) 12, S.1363-1374 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulcahy, Dianne) ORCID (Healy, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2161892
Schlagwörter	Citizenship; Feminism; Affective Behavior; Vignettes; Models; Citizenship Education; Educational Philosophy; Citizen Participation; Teaching Methods + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Feminismus; Affective disturbance; Active behaviour; Affektive Störung; Analogiemodell; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bildungsphilosophie; Erziehungsphilosophie; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article contributes new insights to research on citizenship and young citizen subject formation in the context of the posthuman condition. Bringing a feminist materialist sensibility to bear, we explore citizenship as "materially" mobilised and produced. Considering the constitutive role that embodied and affective phenomena play in this production, we attend particularly to acts of citizenship. We show by way of vignettes how human subjects and material and natural objects 'intra-act' to produce civic capacities and bring citizen subjectivity into effect. The forces by which these capacities are produced come into view inviting challenge to normative, human-centred framings of (youth) citizenship. The forces in question are various--affective, corporeal, temporal, spatial, spectral--but it is affect that provides the main impetus to action. Supplementing the more conventional frame of citizenship as belonging, we propose a framework of citizen "becoming" as a generative way to think and do citizenship in the posthuman present. The argument is made that analytic frames that attune to citizenship as an affective movement of becoming best address current conditions for producing citizen subjects and usefully extend individualised models of citizenship that have long influenced education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01