Relevant bibliographies by topics / Kulturell pluralism

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Academic literature on the topic 'Kulturell pluralism'

Author: Grafiati
Published: 25 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Kulturell pluralism"

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Dahl, Henrik. "Danmarks Radio - mellem enhedskultur og pluralisme." MedieKultur: Journal of media and communication research 7, no. 15 (August 28, 1991): 21. http://dx.doi.org/10.7146/mediekultur.v7i15.877.

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Radioen er ikke, hvad den har været. Engang var Stadsradiofonien et lands- dækkende monopol med en næsten ophøjet kulturel og politisk status. I dag er Danmarks Radio blot ét blandt mange medietilbud, der konsumeres mens vi foretager os alt muligt andet; står op, kører bil, spiser og går i seng. Til gengæld har vi flere radioapparater pr. indbygger og bruger mere tid på radiolytning end nogensinde før. Mange af radioens fortalere har i dag svært ved at vænne sig til dens æn- drede status og længes måske ubevidst tilbage til dengang, radioen slet og ret konstituerede en landsdækkende kultur og den politiske dagsorden. Henrik Dahl analyserer her vores brug af radioen og hovedtrækkene i vores programmønster fra 20´erne og til idag. Han viser herved dels skiftet i ra- dioens kulturelle funktion og dels de ændrede programmæssige og orga- nisatoriske udfordringer, som denne nye og mere pluralistiske funktion stiller til Danmarks Radio. Hvordan kan organisationen på en gang fast- holde sin genkendelighed, dvs. en kanalidentitet i henholdsvis P1,2 og 3, bevare flertallet af lytterne og politikernes velvilje, og samtidig opret- holde en kulturel profil som public service-institution? - i en tid præget af lokalradioernes og andre mediers kommercielt betingede konkurrence om lytterne.
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Nugroho, Muhammad Aji. "Pendidikan Islam Berwawasan Multikultural; Sebuah Upaya Membangun Pemahaman Keberagamaan Inklusif pada Umat Muslim." MUDARRISA: Jurnal Kajian Pendidikan Islam 8, no. 1 (September 10, 2016): 31–60. http://dx.doi.org/10.18326/mdr.v8i1.31-60.

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Masyarakat majemuk bagian dari sunnatullah, yang memberikan sumbangan besar bagi munculnya ketegangan, konflik dan krisis sosial, sehingga tuntutan reformasi sistem pendidikan Islam yang terkesan sebagai alat indoktrinasi yang anti realitas multikultural perlu dilakukan agar mampu menciptakan tatanan kehidupan masyarakat yang damai, harmonis, menjunjung tinggi nilai kemanusiaan, dan mampu beradaptasi dengan berbagai golongan yang berbeda namun tetap tidak terlepas dari akar budaya, agama, jati dirinya, dalam masyarakat yang plural sebagai insān kamīl (manusia paripurna). Pendidikan Islam berwawasan multikultural hadir bertujuan untuk: 1) menghapus prasangka “prejudice”, dan sekaligus untuk melatih dan membangun karakter siswa agar mampu bersikap demokratis, humanis dan pluralis; 2) membangun pemahaman keberagaman siswa yang inklusif sehingga mampu mengeliminir jarak sosial antar peserta didik yang berbeda agama guna terciptanya persaudaraan sejati; 3) mengajarkan bagaimana cara hidup ditengah pluralisme bangsanya; 4) memberikan perlindungan dari diskriminasi; 5) mengakui dan meng-akomodasi kebebasan individu kelompok minoritas, seperti berbicara, berkelompok, menjalankan agama dan sebagainya yang berakar dari nilai-nilai kebebasan, kesetaraan dan demokrasi, sehingga hak-hak kultural minoritas dapat terakomodasi dengan baik, yang berarti bahwa setiap peserta didik mempunyai hak untuk masuk dalam budaya tertentu, ikut dibentuk dan membentuk budaya itu. Plural society is a part of sunnatullah, which contributed greatly to the emergence of tension, conflict and social crisis, so that the demands for reform Islamic education system that impressed as a indoctrination of anti realities of multicultural needs to be done on creating a social order that is peaceful, harmonious, uphold humanity, and able to adapt to different groups but still cannot be separated from the roots of culture, religion, identity, in pluralistic society as insān kamīl. Islamic Education aims to present a multicultural conception: 1) remove the prejudice, and to train and build the character of students to be able to be democratic, humanist and pluralist; 2) build understanding of the diversity of students' inclusive to eliminate the social distance between learners of different religions to create true brotherhood; 3 ) teaches how to live amid pluralism nation; 4) providing protection from discrimination; 5) recognizes accommodation individual freedom of minority groups, such as talking, group, practice religion and so on are rooted in the values of freedom, equality and democracy, so cultural rights of minorities can be accommodated properly, which means that every student has the right to enter into a particular culture, are formed and participate in shaping the culture.
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Anweiler, Oskar. "Regionalismus und kultureller Pluralismus im Bildungswesen." Bildung und Erziehung 39, no. 1 (March 1986): 1–4. http://dx.doi.org/10.7788/bue.1986.39.1.1.

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AFIF, MOHAMAD. "MENGGUGAT PLURALISME BARAT, MENGGAGAS PLURALISME SYARI'AT." ALQALAM 24, no. 1 (April 30, 2007): 87. http://dx.doi.org/10.32678/alqalam.v24i1.1657.

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Salah satu faktor utama penyebab munculnya gagasan pluralisme adalah pesatnya perkembangan teknologi transportasi dan komunikasi, yang membawa implikasi kepada fakta bahwa tidak ada satu tempatpun di dunia ini yang terisolasi dan terasing. Dunia berubah menjadi perkampungan global ''global village" dengan beragam etnis, kultur dan keyakinan, dimana sebuah komunitas harus berhadapan dengan tradisi asing: tradisi yang diacuhkan dan dibencinya. Hal ini menimbulkan ketidakpastian teologis, psikologis, sosial dan kultural keyakinan dan tradisi yang dianggap asli, unggul dan unik, berhadapan dengan keyakinan dan tradisi lain yang juga dianggap asli, unggul dan unik.Dampaknya bisa dilihat dalam perubahan sikap dan pandangan pemeluk agama terhadap agama lain. Terjadi perubahan sudut pandang yang semula ekslusif dan intoleran menjadi lebih inklusif dan toleran, dan karenanya menerima realitas pluralistik sebagai sebuah kenyataan. Dengan kata lain, globalisasi telah membuat pluralisme sebagai salah satu bentuk pandangan yang diterima oleh para pemeluk agama-agama.Gaung wacana pluralisme semakin menguat dan respon terhadapnya beragam. Pendukung dan penentangnya terkadang memiliki pandangan yang ekstrim, sehingga menjurus pada sikap yang kontraproduktif. Pendukung pluralisme terjebak pada penerimaan total pluralisme tanpa sikap kritis dengan keyakinan bahwa pluralisme tanpa kekurangan. Sebaliknya, penentangnya acuh dengan keyakinan pluralisme tidak mengandung nilai positif. Dua bentuk sikap yang dalam kerangka ilmiah dan akademis tidak patut dan pantas.
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Garrido, Jose Luis Garcia. "Regionalismus und kultureller Pluralismus im spanischen Bildungssystem." Bildung und Erziehung 39, no. 1 (March 1986): 49–62. http://dx.doi.org/10.7788/bue.1986.39.1.49.

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Stephan, Werner. "Regionalismus und kultureller Pluralismus im kanadischen Bildungswesen." Bildung und Erziehung 39, no. 1 (March 1986): 5–16. http://dx.doi.org/10.7788/bue.1986.39.1.5.

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Musolff, Hans-Ulrich. "Kultureller Pluralismus als Chance der politischen Bildung." Bildung und Erziehung 53, no. 2 (June 2000): 223–38. http://dx.doi.org/10.7788/bue.2000.53.2.223.

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Pawito, Pawito, and Drajat Tri Kartono. "Konstruksi Identitas Kultural Masyarakat Pluralis dalam Terpaan Globalisasi." MIMBAR, Jurnal Sosial dan Pembangunan 29, no. 1 (June 20, 2013): 111. http://dx.doi.org/10.29313/mimbar.v29i1.376.

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This article aims to consider the construction of cultural identity through communication process within globalization era. The article based on qualitative research to look at communicatioan procces in which the cultural identity construction is taken place. The recent research focus on cultural identity of community living along the sea area, named Kaliwungu sub district, Kendal, Central of Java. This research conclude that cultural identity constructed by people of Kaliwunggu is influenced by global mass media. Televisioan as main media has good and bad impact toward people of Kaliwungu. Nevertheless, their tradition, local people forum and central mosque has been achore in which local value and tradition is maintained.
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Dahari, Dahari. "Pendidikan Multi Kultural Dalam Al-Qur’an." Asy-Syukriyyah 19, no. 2 (October 2, 2018): 91–120. http://dx.doi.org/10.36769/asy.v19i2.37.

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Multicultural education emerged as part of the response to the phenomenon of ethnic, social, and cultural conflicts that often emerged in the middle of multicultural faced communities. Multiculturalism is an understanding of the acceptance of pluralism in society so as to avoid horizontal conflict in society. The concept of multicultural education emphasizes the cultivation of a respectful, sincere and tolerant way of life towards the diversity of cultures that live in the midst of a pluralistic society. The goal of multicultural education is to be able to produce generations of people beside being knowledgeable and skilled can also live together in society as khoiru ummah (the best society).
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Hanik, Umi. "PLURALISME AGAMA DAN KERUKUNAN HIDUP BERAGAMA." Jurnal Pemikiran Keislaman 26, no. 2 (May 28, 2016): 431–43. http://dx.doi.org/10.33367/tribakti.v26i2.225.

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Artikel ini membahas tentang konsep pluralisme agama dan kaitannya dengan kehidupan masyarakat beragama yang rukun. Sebagaimana karakteristik masyarakat Indonesia yang sangat majemuk (plural society), yang jika tidak ada sistem masyarakat yang mengikat satu sama lain akan menjadi sumber konfil, baik vertical maupun horizontal.Perlu ditegaskan bahwa pluralisme yang dimaksud disini harus diartikan dan difahami dalam kerangka Pluralisme menurut ukuran ke Indonesiaan, bukan menurut ukuran dan dalam konteks masyarakat kolonial. Sebagaimana dikatakan Nasikun, bahwa masyarakat Indonesia merupakan masyarakat yang bersifat Plural yang berbeda.Pluralisme yang dimiliki oleh bangsa Indonesia tersebut secara positif telah mampu memperkaya khasanah kultural bangsa Indonesia yang menjadi kebanggaan nasional dalam kerangka “Nasionalisme Bangsa” Namun disilain , Pluralisme sebagaimana sering diungkapkan oleh para ahli menjadi potensi sosial yang meredam berbagai sumber konflik. Karena adanya potensi sosial ke arah disintegrasi, sangatlah wajar apabila pluralisme menjadi persoalan pelik dalam integrasi nasional di Indonesia.
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Dissertations / Theses on the topic "Kulturell pluralism"

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Sandin, Lars. "Några grundskollärares uppfattningar om kulturell mångfald, värden och kunskap tolkade som ideologi." Thesis, Mid Sweden University, Department of Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11588.

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In this study, the conceptions of a number of teachers in the Swedish primary and lower-secondary school about cultural pluralism, the values connected to this pluralism by the Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre, Lpo 94, and the possibilities for pupils to gain knowledge about these values, were studied. The conceptions of the teachers were regarded and interpreted as ideology, since the study was made from a point of departure containing an assumption about how the content of the curriculum is of importance for the development of relations of power and dominance between different groups in society. The purpose of the study was to interpret the statements of a limited number of teachers about cultural pluralism, values and knowledge, regarding the ontological, axiological and epistemological assumptions and conceptions expressed therein. The empirical data of the study was gathered through qualitative interviews with eleven teachers working in six different primary and lower-secondary schools in the Mid-Sweden region. The conceptions expressed in the statements given by the respondents were categorized. These categories were then interpreted through a typology containing four different types of ideology, here called restorative (implying a return to a social order of the past), transmissive (implying a conveyance of existing values, relations and conditions), moderative (implying short-term adjustments of existing institutions and conditions) and transformative (implying long-term and radical change) ideology. This interpretation showed that only fragmentary parts of the restorative and transformative types of ideology were expressed through the different assumptions and conceptions, while distinct and substantially developed expressions of transmissive as well as moderative ideology could be interpreted. This was discussed with reference to three different themes: the connotations conveyed by the concept of culture, the ideological content of official and semi-official documents of the curriculum – mainly Lpo 94 and the report (Skola för bildning) of the Committee of Curriculum – and the historically strong progressivist tradition in the Swedish school system.

Keywords: conceptions, cultural pluralism, curriculum, ideology, knowledge, primary and lower-secondary school, teachers, values.

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Ångerud, Susanna, and Hugo Lindqvist. "Native Americans och First Nations : En jämförande studie gällande lagar i USA och Kanada." Thesis, Jönköping University, HLK, Globala studier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53553.

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Denna undersökning kommer undersöka ursprungsbefolkningen i Kanada och i USA, First Nations (Kanada) respektive Native Americans (USA). Fokuset ligger på olika lagar i respektive land som behandlat och behandlar dessa ursprungsbefolkningar. Ursprungsbefolkningar har diskriminerats genom historien och diskrimineras även idag vilketvi anser är värt att undersöka, då båda länderna idag är ledande inom arbetet kring mänskliga rättigheter. När lagar trätt i kraft har motiveringen varit att det ska gynna och skyddaursprungsbefolkningar, frågan är om det historisk verkligen varit så? Teorierna som valts är andrafiering, samt assimilation i jämförelse med kulturell pluralism och metoden är en innehållsanalys samt en komparativ metod. I denna undersökningen kommer en jämförelse aven lag från Kanada; the indian act, och lagar från USA; the general allotment act, the indian reorganization act och the indian civil rights act. Syftet är att jämföra hur ursprungsbefolkningarnas rättigheter har behandlats genom de nämnda lagarna ovan. Materialet är insamlat från regeringens egna webbsidor i både Kanada och USA och består av de juridiska dokument där lagarna beskrivs. I undersökningens analys framkommer det att det finns både skillnader och likheter i ländernas hantering, att lagarna har bidragit till andrafiering, samt att målet med lagarna har utvecklats från enbart assimilation som mål till mer kulturell pluralism.
This research will look into the indigenous peoples in Canada and The United States of America, First Nations (Canada) and Native Americans (United States). The focus is on different acts in both countries that deal with indigenous peoples rights. Indigenous people have been and still are being discriminated, which is something we believe is worthy of investigation, since both of these nations today are among the leading countries on the actions for human rights. When acts are ratified the motivation behind them is to benefit and protect those indiginous people, the question is, is it historically true? The theories chosen for this research are othering and assimilation in comparison with cultural pluralism and the methods are a content analysis and a comparative method. There will be a comparison between an act in Canada; the indian act, and acts from The United States; the general allotment act, the indian reorganization act and the indian civil rights act. The purpose is to compare the rights of indigenous peoples through the acts mentioned above. The material is collected from the states´ websites and are legal documents where the acts are described. The analysis shows that there are both similarities and differences in both nations policies towards the indigenous peoples, the acts have contributed to a rise in othering towards the natives, and how the main goal with the acts have shifted from assimilation towards cultural pluralism.
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Scheidler, Monika. "Interkulturelles Lernen in der Gemeinde : Analysen und Orientierungen zur Katechese unter Bedingungen kultureller Differenz /." Ostfildern : Schwabenverlag, 2002. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009947516&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Books on the topic "Kulturell pluralism"

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Grounding human rights in a pluralist world. Washington, D.C: Georgetown University Press, 2011.

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Stuart, Hall. Rassismus und kulturelle Identität. Hamburg: Argument-Verlag, 1994.

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Priester, Karin. Rassismus und kulturelle Differenz. Münster: Lit, 1997.

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Die Dialektik der Globalisierung: Kulturelle Nivellierung bei gleichzeitiger Versta rkung kultureller Differenz. Karlsruhe: Univ.-Verl. Karlsruhe, 2004.

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Thomas, Meyer. Identitätspolitik: Vom Missbrauch kultureller Unterschiede. Frankfurt am Main: Suhrkamp, 2002.

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Tiefensee, Eberhard, and Claudia Kraft. Religion und Migration: Frömmigkeitsformen und kulturelle Deutungssysteme auf Wanderschaft. Münster: Aschendorff Verlag, 2011.

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Dannenbeck, Clemens. Selbst- und Fremdzuschreibungen als Aspekte kultureller Identitätsarbeit: Ein Beitrag zur Dekonstruktion kultureller Identität. Opladen: Leske + Budrich, 2002.

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Freiheitlicher Verfassungsstaat und kulturelle Identität. Tübingen: Mohr Siebeck, 2004.

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Gross, Heidrun. Kulturelle Vielfalt und Urheberrecht: Urheberrecht als Instrument im Rahmen des UNESCO-Übereinkommens zum Schutz und zur Förderung der Vielfalt kultureller Ausdrucksformen. Frankfurt am Main: PL Academic Research, 2013.

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Begegnungen von Kulturen. Wiesbaden: VS Verlag, 2011.

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Book chapters on the topic "Kulturell pluralism"

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Leggewie, Claus. "Kulturen der Kooperation." In Fragiler Pluralismus, 45–59. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-03762-8_3.

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Wierlacher, Alois. "Internationalität und Interkulturalität Der kulturelle Pluralismus als Herausforderung der Literaturwissenschaft." In Wie international ist die Literaturwissenschaft?, 550–90. Stuttgart: J.B. Metzler, 1996. http://dx.doi.org/10.1007/978-3-476-03631-5_34.

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Lehnert, Detlef. "Von der politisch-kulturellen Fragmentierung zur demokratischen Sammlung? Der „Volksblock“ des „Reichsbannerlagers“ und die katholischen Republikaner." In Pluralismus als Verfassungs- und Gesellschaftsmodell, 77–129. Wiesbaden: VS Verlag für Sozialwissenschaften, 1993. http://dx.doi.org/10.1007/978-3-322-87739-0_3.

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Faist, Thomas. "Staatsbürgerschaft und Integration in Deutschland: Assimilation, kultureller Pluralismus und Transstaatlichkeit." In Integration von Migranten, 77–104. Wiesbaden: Deutscher Universitätsverlag, 2004. http://dx.doi.org/10.1007/978-3-322-81349-7_6.

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Rösel, Jakob. "Republik vs. Leitkultur: Indien zwischen demokratischem Pluralismus und kulturellem Assimilationsdruck." In Integration von Migranten, 113–35. Wiesbaden: Deutscher Universitätsverlag, 2004. http://dx.doi.org/10.1007/978-3-322-81349-7_8.

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"Religionspluralität in Deutschland – Religiöse Differenz und kulturelle ›Kompatibilität‹ asiatischer Zuwanderer." In Religiöser Pluralismus, 123–44. transcript-Verlag, 2005. http://dx.doi.org/10.14361/9783839403501-006.

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BERGHE, PIERRE VAN DEN. "Religion, Pluralism and Conflict in South Africa." In Kulturen und Konflikte im Vergleich. Comparing Cultures and Conflicts, 396–404. Nomos, 2007. http://dx.doi.org/10.5771/9783845200415-396.

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RÜLAND, JÜRGEN. "Politischer Wandel in Indonesien: Vom „feckless pluralism“ zur konsolidierten Demokratie?" In Kulturen und Konflikte im Vergleich. Comparing Cultures and Conflicts, 674–93. Nomos, 2007. http://dx.doi.org/10.5771/9783845200415-674.

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