Mutliculturalism Research Papers - Academia.edu (original) (raw)

In un periodo estremamente complesso per le questioni religiose e per la laicità, nel quale non passa giorno che qualcuno non rivendichi e mette in atto il proprio diritto a discriminare e ad uccidere in nome di Dio, questa lettera è un sincero tentativo di instaurare un dialogo leale e produttivo con i miei amici credenti. Le vostre riflessioni e i vostri commenti sono ben accetti.

- by Giovanni Gaetani
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- Religion, Ethics, Philosophy Of Religion, Atheism

Developing Hegel’s ideas on the dialectic of recognition and its role in the evolution of civilization, Charles Taylor in a seminal work, Multiculturalism and the “Politics of Recognition” (since translated into Italian, French and German), defended multiculturalism, in which different cultures within a country are recognized and respected, as a new phase in ethical and political development (Taylor and Gutmann, 1992; Taylor, 1994). Australia is unique in modern history in the extent to which it has embraced multiculturalism and abandoned nationalism - the commitment to a territorial community the membership of which is defined first and foremost in terms of place of birth. It appears to be a post-nationalist, multicultural society that celebrates its cultural diversity. Far from being social outcastes, immigrants, who are selected for their level of education, have a higher average income than native-born Australians. Australia, therefore, might seem to provide a vision of the future for those countries striving to overcome the exclusionary tendencies of their nationalist heritage. Here I will that the Australian experience brings into question the whole idea of multiculturalism.

- by Arran Gare
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- Racism, Pierre Bourdieu, Social Exclusion, Charles Taylor

In this article we explore connections between multicultural social justice education, democracy, and education for democracy. Just as critical multicultural (social justice) education does not simply involve examining the equal contributions of culture(s) to a society, thick education for democracy does not seek to merely educate learners about processes of equal representation of citizens. These projects must introduce the realities of the power imbalances in society that directly connect to the elements of cultures, identities, experiences and realities constructed by its members. Interrogating future educators’ perspectives, we found that while the majority of respondents viewed democracy in its’ hegemonic context of formal politics, voting, and elections, some also perceived these projects in alternative ways that emphasize equity and social justice. These findings underpin the need to include critical pedagogies that focus on reflexivity, transmediation, autobiography, and pow...

- by Paul R Carr
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- Sociology, Democratic Education, Teacher Education, Political Science
- by Till Kinzel
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- Postcolonial Studies, Migration, Identity (Culture), Canadian Literature

Th is chapter focuses on how second generation Muslim children of Turkish descent in Belgium (Flanders) move between their home and school culture and how they deal with competing expectations from both worlds. Th e chapter is based on qualitative empirical case-study work on three groups of ten-year-old children attending two diff erent Catholic schools. In general, the children as social actors adopt creative strategies to connect the two worlds. However, specifi c school and home contexts may interfere with children's agency. Th e chapter argues that the way adults at school and at home deploy their power status and introduce ethnic/ religious symbols of diff erence is crucial in understanding this process.

- by RICARD ZAPATA BARRERO
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- Religion, Sociology, Psychology, Identity (Culture)

In this article we explore connections between multicultural social justice education, democracy, and education for democracy. Just as critical multicultural, social justice education does not simply involve examining the equal contributions of culture(s) to a society, thick education for democracy does not seek to merely educate learners about electoral processes and representative government. These projects aim to address the realities of power imbalances that directly connect to cultures, identities, experiences and realities constructed by diverse groups and individuals in society. When we interrogated future educators' perspectives we found that while the majority of respondents viewed democracy in its' hegemonic context of formal politics, voting, and elections, some also perceived these projects in alternative ways that emphasize equity and social justice. Our findings underpin the need to include critical pedagogies that focus on reflexivity, transmediation, autobiography, and self-positionality throughout the educational process. A broad, multi-pronged framework for conceptualizing a critical, engaged, transformative education for democracy is proposed, in which multicultural social justice education is inextricably interwoven.

- by Paul R Carr and +2
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- Democratic Education, Teacher Education, Education for Citizenship, Social Justice in Education

During the Covid-19 crisis (February-September 2020), Lombardy – the most populous region in Italy - suffered more than 101,705 contagions with more than 16,880 deaths. Such an amount of cases (38,9% over the total Italian Covid-19 patients and 47,8% over Italian deaths) imposed a severe lockdown that affected ten millions of inhabitants (Istat, 2020) in one of the larger urban regions of Europe that includes the cities of Milan, Bergamo, and Brescia. Social contact where forbidden, and civil rights and mobility dramatically reduced. Therefore, over two months, three urban values (the density, the proximity, and the continuous interaction) that shaped the European lifestyle in cities were considered dangerous. The urban space itself turned in a risky environment for its inhabitants. The disruptive result has been a general decline of urban public life, and this reduction has been evident in high streets and other public spaces. Hoping that the current situation will change rapidly, we recognize that we must adapt to a new normality, where public spaces and social encounters will still have a crucial role in cities.
Regarding the rapid and profound transformation of social behaviors in Milan during the Covid-19 crisis, the research will be picking the focus on the street space as a suitable environment for converting more sociable and healthy public spaces. Starting from the case of a multiethnic consolidated neighborhood in Milan (around Via Paolo Sarpi, a pedestrian-oriented street marked by the presence of the Chinese community), the proposed chapter explores how social behaviors and their spatial impacts changed – and adapted - during the lockdown. We will involve the analysis of the changes in the living practices of the street during the pandemic not only physically but also performed as booming social media connections. In the conclusions, we will point out how several reflections about the new normality that is rising out after this extra-ordinary situation at the local level, and how this original knowledge must support a new approach to the urban planning and territorial governance in the next years.

Inter-ethnic contact has long been held as a key means of ameliorating possible inter-group tensions and facilitating the integration of increasing immigrant populations into society. However, our understanding of the role of contact in this relationship may be limited due to the omission of contact-valence; that is, whether contact is experienced positively or negatively. This paper integrates the concept of contact-valence into the question of how increasing community diversity affects attitudes towards immigrants via inter-group contact, across Europe. We posit the existence of dual, mediating pathways of both positive and negative inter-group contact. Applying generalized structural equation models to data from the 2014 European Social Survey, we find that living in more diverse communities increases the frequency of positive inter-group contact but also negative inter-group contact. While the former is positively associated with inter-group attitudes the latter is negatively associated. Testing demonstrates that diversity exerts countervailing positive and negative indirect-effects on attitudes towards immigrants via processes of inter-group contact. Furthermore, while the net-effect of diversity on attitudes via contact is positive, attitudes amongst those experiencing more frequent negative contact become progressively worse. Increasing diversity therefore leads to a polarisation in attitudes towards immigration as a result of, and not due to a lack of, inter-group contact.

- by James Laurence
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- Sociology, Social Psychology, Ethnic Studies, Social Sciences

The reflections focus on various aspects of manipulation taking place in the cultural borderland between the majority and the minority. Information manipulation has been subject to exploration from two perspectives. On one hand it concerned activities of the minority trying to take advantage of the majority's lack of knowledge of the minority culture. Such situation combines lack of intercultural education with issues tackling international laws that provide protection for cultural (and religious) diversity. For this purpose, the analysis embraced results of research carried out within execution of Polish law procedures of dealing with imprisoned foreigners. In such circumstances the prison service staff are obliged to respect cultural (and religious) diversity. Nonetheless, the question to what extent they are familiar with the specificity of the foreigners' (for instance Muslim) cultures remains open. The second aspect of the analysis considered the opposite, i.e. when public authorities such as media manipulate the social majority in order to shape their opinion on diverse culture, consequently discriminating the minority. Islamophobic content promoted in public discourse often serves as tool of discriminatory practices, generating deformed image of the " other ". Manipulating with islamophobia provides another perspective of this issue, hence the media content concentrated on islamophobic discourse on TV or Internet constituted the second aspect of exploration. The analysis embraced content that – relying on stereotypes and misconceptions – builds up distorted image of a cultural difference exemplified by Muslims.

The Bilingual Advantage draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the US labor market, countering past research that shows no such benefits exist. Collectively, the authors draw on novel methodological approaches and new data to examine the economics of bilingualism for the new generation of bilinguals entering a digital-age globalized workforce. The authors also pay considerable attention to how to best capture measures of bilingualism and biliteracy.

- by Lucrecia Santibañez and +1
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- Education, Bilingualism, Mutliculturalism
- by Jon Stratton
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- Australian Studies, Mutliculturalism

üN frecuencia se ha insistido entre algunos colegas-filósofos del Derecho españoles, durante los últimos años, en que nuestras sociedades están abocadas al multiculturalismo y que este nuevo fenómeno, estimulado fundamentalmente por los hechos migratorios y por la inmigración laboral, inevitablemente va a afectar a la teoría y a la práctica de los derechos humanos, que, como conjunto de normas jurídicas que han de regir la convivencia, no pueden permanecer ajenos a la creciente ola de innovaciones sociales. Por ello se exige la creación de nuevos planteamientos teóricos y políticas sociales que den respuesta a esos fenómenos y para los que la visión exclusivamente occidental, de los derechos humanos, que hasta ahora ha sido la predominante, ha demostrado ya su incapacidad (o su agotamiento en la postura más radicalizada) para dar adecuadas y justas soluciones. 205

- by Eusebio Fernández García
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- Political Philosophy, Human Rights, Mutliculturalism