Chapter 3 is a summary of the theoretical concepts that lead to the logic to grant independence to central banks, ways to measure CBI and its empirical effects on price stability. We show that different schools of thought (Chicago, Virginia, Freiburg) come to similar conclusions, although their methodological starting points are very different.

This contribution introduces the concept of ‘victims of citizenship’, encompassing the majority of the world’s population for whom citizenship is a set of liabilities and obstacles rather than a bundle of rights, who are caged in spaces of no opportunity by border-crossing and visa rules designed to keep them out of the ‘First World’, and who thus find themselves on the ‘other side’ of the concept of citizenship, behind its Western façade of equality, political self-determination and rights. The global status quo that citizenship is there to perpetuate does not work in their favour: they are kept out for others to be ‘free’. The whole point of citizenship is to perpetuate the victims’ of citizenship exclusion from dignity and rights without any justification defensible in terms of the values officially underpinning any modern constitutional system. The path to the sale of citizenship is thus paved with the status’s conflicted nature. Marketisation is helped by the uneven pace in the growth of global wealth when compared to the dynamics of the quality of particular citizenship statuses. Simultaneously, the same processes allow the normative compatibility of citizenship with the ideals alleged to underpin contemporary constitutionalism to be called into question as such.

Chapter 6 delves into the second phase of the BLL framework, the Build phase. This phase involves creating and layering activities and tasks and ensures that the course is centered upon active student learning. The Build phase considers teaching objectives, learning outcomes, and the organizational structure of a BLL course (course mapping, course and unit outline), which greatly informs the blended path. The chapter is rife with examples of activities delivered in the online component of the blended path with the help of technology tools. The final section of the chapter encourages educators to conduct a reflection on the integration process of such tools in the blended path.