Geographies of citizenship in higher education: An introduction

Abstract

This special section explores multiple ways of thinking about citizenship as informed by higher education students’ experiences. The papers collectively examine universities as a locus of citizenship production and consumption among students, but also highlight the role of young people in enacting alternative expressions of citizenship. All the papers locate experiences of higher education within their national contexts operating within broader geopolitical and geo‐economic practices, even as they take into consideration “postnational” forms of citizenship construct as well as a growing range of educational institutions and actors occupying subnational terrains that mediate citizenship values, ideals and norms. Drawing on these insights, we point towards three promising avenues for further research in the geographies of citizenship in higher education, while maintaining that this an area of studies that requires a plurality of perspectives.

Exploring the Innovation Practice of Teaching Civics Education in Universities in the Network Era

“…According to the theory of linear algebra, any matrix , has its full rank decomposition. Then, the scoring matrix can be decomposed as two matrices multiplied as (9) Embodying this decomposition in collaborative filtering, there is: (10) In such a decomposition model, represents the user's hidden factor matrix (indicating the degree of user 's preference for factor ), and represents the hidden factor matrix (indicating the degree of movie on factor ).…”

“…Currently, university Civics courses have begun to use Internet platforms for online teaching and learning [9]. Ramirez, C used the Arizona-Sonora Region as an example of an approach to promoting global citizenship education through online international collaborative learning and sought new pedagogical approaches and collaborative opportunities to achieve this goal [10].…”

Learning spaces: built, natural and digital considerations for learning and learners

“…It also focuses largely on students', teachers' and university managers'/ leaders' perceptions of the bene ts ...children's environmental attitudes and behaviours, and that children attending schools designed for sustainability had more pro-environmental attitudes and behaviours than children in conventional schools and identities, key work by geographers of education has highlighted how -particularly for students from minority ethnic and religious groups -the physical spaces of a university campus may be exclusionary since they can embody and symbolize majority cultural norms (Hopkins, 2011;Bunce et al, 2019). Meanwhile, several important studies have demonstrated how the campus, halls of residence and purposebuilt social spaces are key places at which students develop senses of identity (particularly those learners living away from home for the rst time and transitioning to adulthood), belonging and 'home' (Brooks, Byford and Sela, 2016;Holton and Riley, 2016;Sykes, 2016;Cheng and Holton, 2019).…”

Towards a democratic and fair society: Civic competences of Brazilian graduates

“…Universities are seen as safe spaces for citizenship production where, through interaction with peers and teaching staff, students can learn from and negotiate diversity, experiment with political ideas and practices, debate controversial topics that encourage reflection and criticality, consider various viewpoints and learn tolerance and respect for the other (Cheng and Holton, 2019; Englund, 2002; McCowan, 2012). According to Suspitsyna (2012), the scientific ethos of universities is convergent with the agonistic model of democracy which allows questioning and contestation: ‘Preparing students for agonistic citizenship requires teaching them how to draw on their identities to tirelessly scrutinize, doubt and challenge the naturalness and inevitability of dominant discourses and their consequences’ (Suspitsyna, 2012: 67).…”