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Intro -- Preface -- References -- Contents -- About the Editor -- Contributors -- 1 The Trouble with Toleration -- Introduction: The Language of Toleration -- Summary and Future Directions -- References -- 2 Toleration: Concept and Conceptions -- Introduction -- The Concept of Toleration and Its Paradoxes -- Four Conceptions of Toleration -- Summary and Future Directions -- Cross-References -- References -- 3 Defining Toleration -- Introduction -- Related Concepts -- A. Indifference, Simple Noninterference, Resignation -- B. A Principle of Toleration -- C. Pluralism, Multiculturalism, Diversity -- D. Permissiveness, Relativism, Pessimism -- E. Neutrality -- F. Tolerance -- The Conditions of Toleration -- 1. Agent (``an agent tolerates when she ´´). -- 2. Intentional (``an agent tolerates when she intentionally ´´) -- 3. Value (``an agent tolerates when she intentionally and on principle ´´). -- 4. Noninterference (``an agent tolerates when she intentionally and on principle refrains from interfering ´´) -- 5. Opposition (``an agent tolerates when she intentionally and on principle refrains from interfering with an opposed ´´). -- 6. Object (``an agent tolerates when she intentionally and on principle refrains from interfering with an opposed other (or th... -- 7. Believed Power (``an agent tolerates when she intentionally and on principle refrains from interfering with an opposed othe... -- Summary and Future Directions -- References -- 4 What Toleration Is Not -- Introduction -- Thin and Thick Concepts -- Mapping What Toleration Is Not -- The Formal Components of Toleration -- None of the Cognate Concepts Satisfy the Formal Conditions of Toleration -- What´s Left of Toleration? -- References -- 5 Toleration -- Introductory Notes -- The Origin of the Doctrine of Toleration -- Toleration: Concept, Reasons, and Related Concepts -- The Concept.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of contributors -- Acknowledgments -- 1. Radicalization and Violent Extremism: Some Preliminary Considerations -- 2. Re-thinking Violence: An Interview with C.A.J. Coady -- 3. Radicalization, Violent Extremism, and Terrorism: An Interview with Quassim Cassam -- 4. Violence and Social (In)Justice: An Interview with Vittorio Bufacchi -- 5. 9/11 at 20: An Interview with Virginia Held -- 6. The Ethics of Espionage: An Interview with Cécile Fabre -- 7. Making Sense of Political Violence: An Interview with Marc Sageman -- 8. The Ethics of Securitization: An Interview with Rita Floyd -- 9. The Psychology of Radicalization: An Interview with Fathali M. Moghaddam -- 10. Radicalization vs. Counter-Radicalization Narratives: An Interview with Kurt Braddock -- 11. Democracy and Political Violence: An Interview with Donatella Della Porta -- 12. Theorizing Radicalization and Violent Extremism: An Interview with Rik Coolsaet -- 13. Radicalization, Violent Extremism, and Conflicting Diversity: An Interview with Michel Wieviorka -- 14. The Good, the Bad, and the Ugly of Radicalization: An Interview with Arun Kundnani -- 15. The Trouble with Terrorism: An Interview with Mark Sedgwick -- 16. Making Sense of Terrorism: An Interview with Lisa Stampnitzky -- 17. Theorizing About Just War: An Interview with Helen Frowe -- 18. The Ethics of War and Terrorism: An Interview with Uwe Steinhoff -- Index.

Klappentext: In 'Citizenship, Inclusion, and Democracy', six expert contributors explore the conceptual and empirical significance of the work of leading contemporary political philosopher, Iris Marion Young, and her work in the field of education. Illuminates the discussion about the centrality of public education. Explores the idea of an inclusive, publicly mandated, system if education by looking at the topics of citizenship, group-based politics, social justice, difference, democracy, equality, and inclusion in education. Includes a thorough introduction from editor Mitja Sardoc, and a response essay from Iris Marion Young.

In recent decades, discussions regarding citizenship and citizenship education have evolved from a marginal issue in political philosophy and the philosophy of education to one of the most pressing topics in contemporary discussions about the civic aims of public schooling. The place and contribution of citizenship education in public schools have become central points of discussion and debate in terms of theory, research, policy, and practice. Yet, existing conceptions of citizenship education differ considerably over various issues, including the basic motivational impulses associated with the civic aims of public education. In particular, the recent upsurge of phenomena as diverse as hate speech, populism, the shrinking civic space, radicalisation, and violent extremism have shifted the main justificatory impulse from consequentialist to urgency-based arguments. This shift of emphasis has had some unreflected consequences related to the justification for citizenship education in public schools. The central purpose of this article is to expound on the two main impulses associated with the civic aims of public schools and their interrelationship with social changes. The main part contrasts these two opposing motivational impulses associated with the justification of citizenship education. Each of the two impulses is presented and then clarified with an example to shed light on the basic justificatory procedure associated with it. The concluding part of this paper sketches the most distinctive challenges of the alternative conception of justifying citizenship education and its interplay with social change. (DIPF/Orig.)

This article introduces the thematic section of Two Homelands celebrating the 25th anniversary of the publication of Will Kymlicka's Liberalism, Community and Culture, one of the seminal books on multiculturalism and contemporary political theory in general. It contextualizes this symposium [thematic section] by identifying some of the assumptions that the then-existing liberal conceptions of justice were based upon when addressing issues related to cultural diversity. At the same time, it summarizes the argument for cultural rights advanced by Kymlicka in Liberalism, Community and Culture. It then presents the papers that are part of this symposium [thematic section] and their contribution to the understanding the liberal conception of multiculturalism has had on all subsequent theorizing over cultural diversity and civic equality.

This article introduces the thematic section of Two Homelands celebrating the 25th anniversary of the publication of Will Kymlicka's Liberalism, Community and Culture, one of the seminal books on multiculturalism and contemporary political theory in general. It contextualizes this symposium [thematic section] by identifying some of the assumptions that the then-existing liberal conceptions of justice were based upon when addressing issues related to cultural diversity. At the same time, it summarizes the argument for cultural rights advanced by Kymlicka in Liberalism, Community and Culture. It then presents the papers that are part of this symposium [thematic section] and their contribution to the understanding the liberal conception of multiculturalism has had on all subsequent theorizing over cultural diversity and civic equality. ; Prispevek predstavlja tematski sklop revijeDvedomovini,ki obeležuje 25-letnico izida knjige Willa KymlickeLiberalism, Community and Culture, ene od utemeljitvenih del multikulturalizma in sodobne politične teorije nasploh. Prispevek simpozij [tematski sklop] kontekstualizira skozi identifikacijo nekaterih predpostavk, na katerih so temeljila liberalna pojmovanja pravičnosti pri reševanju vprašanj, povezanih s kulturno raznolikostjo. Hkrati povzema argument Willa Kymlicke za kulturne pravice, predstavljen v knjigiLiberalism, Community and Culture. Sledi predstavitev člankov, ki so del simpozija [tematskega sklopa] ter njegovega prispevka k razumevanju vloge liberalnega pojmovanja multikulturalizma pri vseh poznejših teoretiziranjih kulturne raznolikosti in državljanske enakosti.

The Routledge Handbook on the American Dream: Volume 2 explores the social, economic, and cultural aspects of the American Dream in both theory and reality in the twenty-first century. This collection of essays brings together leading scholars from a range of fields to further develop the themes and issues explored in the first volume.The concept of the American Dream, first expounded by James Truslow Adams in The Epic of America in 1931, is at once both ubiquitous and difficult to define. The term perfectly captures the hopes of freedom, opportunity and upward social mobility invested in the nation. However, the American Dream appears increasingly illusory in the face of widening inequality and apparent lack of opportunity, particularly for the poor and ethnic, or otherwise marginalized, minorities in the United States. As such, an understanding of the American Dream through both theoretical analyses and empirical studies, whether qualitative or quantitative, is crucial to understanding contemporary America. Like the first volume of The Routledge Handbook on the American Dream, this collection will be of great interest to students and researchers in a range of fields in the humanities and social sciences