Relevant bibliographies by topics / Mono-ethnic

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Mono-ethnic'

Author: Grafiati
Published: 25 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Mono-ethnic"

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Semyonov, Moshe. "Bi-Ethnic Labor Markets, Mono-Ethnic Labor Markets, and Socioeconomic Inequality." American Sociological Review 53, no. 2 (April 1988): 256. http://dx.doi.org/10.2307/2095691.

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Sikevich, Zinaida V., and Yuliya A. Possel. "The Structure and Typology of the Ethnic Identity of Members of Interethnic and Mono-ethnic Families (a comparative analysis)." Sociological Journal 25, no. 1 (2019): 121–36. http://dx.doi.org/10.19181/socjour.2018.25.1.6282.

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This article is devoted to a comparative analysis of ethnic identity in interethnic and mono-ethnic families on the example of St. Petersburg, and is based on data from a sociological survey conducted in 2017. During the study, members of 106 interethnic families were interviewed and 45 mono-ethnic families were analyzed as a control group. The main conclusions of the study include the following. In interethnic families ethnic identity is established, in the case of a mono-ethnic identity it coincides with the identity of mothers, mostly Russians. In general, the influence of mothers on the ethnic self-identification of children is stronger than the impact of fathers. This is due to the dominance of maternal socialization, inherent in the national tradition, and also because most Russian mothers bring up their children in the Russian cultural environment. The attitude towards their ethnic identity in children is more indifferent compared to the sense of “national pride” inherent in most parents. For all categories of the sample, with the exception of fathers from interethnic families, cultural signs of self-identification are more important than others. Fathers of different cultures allot special importance to blood kinship. The main features of ethnic consolidation for all survey participants are cultural traditions and the native language. National identity for all survey participants, except for “non-Russian” fathers, prevails over ethnic self-determination. Ethnic prejudices dominate over religious prejudices. In comparison to Christians, Muslims are more rejecting. The presence of ethnic prejudice is not connected with membership in an interethnic or mono-ethnic family, and is most likely due to the personal attitudes of the respondents.
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Maximova, Svetlana G., Daria A. Omelchenko, and Oksana E. Noyanzina. "THE ETHNIC IDENTIFICATION OF RUSSIANS IN MONO- AND POLYETHNIC REGIONS: REPERTORY GRID ANALYSIS." Society and Security Insights 3, no. 2 (April 8, 2020): 13–40. http://dx.doi.org/10.14258/ssi(2020)2-01.

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The identity of ethnic Russians has been shaped in co-habitation with various ethnic groups and implementation of nation-building projects, where they always had special status and mission. Its peculiarities are important for understanding the actual inter-ethnic relations in Russia and perspectives of their development. A study based on the of repertory grid approach was conducted in two border regions with different ethnic composition – the Altai territory (mono-ethnic region, n = 543, 16 to 75 years) and the Republic of Altai (poly-ethnic region, n = 354, 16 to 75 years). It was found, that the most important characteristics for identification and evaluation of ethnic groups are related to security, social and economic position, mental similarity. In mono-ethnic region the image of Russians is constructed on the base of positive stereotypes and opposed to ethnic groups, perceived as different. In poly-ethnic region the self-perception is more differentiated, the ethnic identity acquires additional traits, bringing Russians and cohabitating groups closer. Our study has implications for theories of social identity and interethnic cooperation, as well as for the literature on national policy under cultural and ethnic diversity. It could be used for replication in the repertory grid analysis aimed at ethnic identity issues.
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Athiemoolam, Logamurthie, and Annaline Vermaak. "Teaching approaches adopted by teachers in multicultural classrooms in secondary schools in Port Elizabeth, South Africa." Journal for Multicultural Education 15, no. 2 (May 5, 2021): 168–83. http://dx.doi.org/10.1108/jme-01-2021-0003.

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Purpose The purpose of this paper is to examine teaching approaches adopted by teachers in ex-Model C English medium secondary schools (former mono-ethnic White Schools) currently in Port Elizabeth, South Africa, after schools became desegregated in 1994 and changed from being mono-ethnic to multi-ethnic. Design/methodology/approach This study was conducted through a qualitative research approach against the backdrop of a phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from four ex-Model C English medium secondary schools (former White schools) who had experiences of teaching both pre-1994, when schools were mono-ethnic, and post-1994 when the schools were multi-ethnic. The interviews were transcribed, and the data were analysed and categorised into themes and sub-themes. Findings The findings indicated that although the teachers were positive towards teaching in multi-ethnic contexts, the majority of them tended to adopt approaches that militated against multicultural education in their classes; such as assimilationist, colour blind and business-as-usual approaches, while a minority incorporated various aspects of multicultural education in their teaching to a limited degree. Originality/value The study is original in the sense that it focused on the application of Castagno’s framework of typologies to teachers’ approaches to teaching in multi-ethnic classes. Research of this nature, which explored teachers’ approaches to diversity within their multi-ethnic contexts according to Castagno’s framework, has not been previously undertaken in South Africa.
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Zamurueva, N. A. "MULTICULTURAL EDUCATION: CONCEPT, GOALS AND OBJECTIVES." Education and Science without Limits: Fundamental and Applied Researches, no. 10 (November 25, 2019): 256–57. http://dx.doi.org/10.36683/2500-249x-2019-10-256-257.

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In the modern world, there are practically no mono-ethnic countries. Multicultural education, as a complex multidimensional concept, combines different approaches to solving problems related to racial, ethnic, cultural heterogeneity of modern society. It is an integral part in the system of general and professional education.
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Bakshi, G. D. "Mono, ethnic solutions: The Taliban's cheque book campaign, autumn 1998." Strategic Analysis 22, no. 9 (December 1998): 1297–310. http://dx.doi.org/10.1080/09700169808458884.

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Chebotareva, Elena Yu, and Marina I. Volk. "Life and Family Values Similarity in Inter-Ethnic and Inter-Faith Couples." Behavioral Sciences 10, no. 1 (January 19, 2020): 38. http://dx.doi.org/10.3390/bs10010038.

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Inter-cultural families are an integral part of modern society, the institution of mutual influence of different cultures, of a person’s identity transformation. The studies of marital adjustment, values, and attitudes consistency in inter-cultural couples provide contradictory results. To resolve contradictions in this area, comparative studies of inter-cultural families of different types are important. The aim of the study is the comparative analysis of life and family values in inter-cultural couples, differing by the ethnic and religious affiliation of spouses. The participants: 69 couples: 20 mono-ethnic Russian, 30—inter-ethnic, inter-faith (Russians/Arabs); 19—inter-ethnic, with a common religion (Russian/Transcaucasian, Christians). The methods: Value Survey (Schwartz), Marital Role Expectations and Aspirations (Volkova), Marital Satisfaction Test (Stolin et al.), Mann–Whitney U-test, paired T-test. In inter-cultural couples, the spouses’ life-values coincidence is significantly less strong than in mono-cultural ones. However, in couples with common religious differences, their life values reflect not so much the contradictions, but the complementarity of traditional gender values. In general, the different cultures of spouses (both ethnic and religious) optimizes the process of comparing values and family attitudes. Despite a number of difficulties, spouses from inter-cultural couples generally have more consistent ideas about their family life.
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Balasundaram, Nirmanusan. "Sri Lanka: An Ethnocratic State Endangering Positive Peace in the Island." Cosmopolitan Civil Societies: An Interdisciplinary Journal 8, no. 3 (November 30, 2016): 38–58. http://dx.doi.org/10.5130/ccs.v8i3.5194.

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Although proclaimed as a democratic republic, the Sri Lankan state is strongly controlled and ruled by Sinhala Buddhist influence due to a deep engrained belief that the island belongs to the Sinhala Buddhists. The modus operandi of the Sri Lankan state apparatus outlines the ethnocratic characteristics of the state. This mono-ethnic and mono-religious attitude has led to the widening and deepening of the discrimination against a particular ethnic group known as the Tamils who traditionally inhabit the North and East of the island. Ethnocracy continues to be defended and justified by the state in the name of sovereignty, territorial integrity and national security and has led to further polarization of the already divided ethnic groups. As a consequence and outcome of the ethnocratic nature of the Sri Lankan state, a bloody war erupted between successive governments of Sri Lanka and the Liberation Tigers of Tamil Eelam (LTTE). After nearly 38 years the prolonged war came to a brutal end in May 2009 amidst blatant violations of international law. However, the root causes of this conflict, which occurred due to ethnocratic nature of the state, have not yet been addressed resulting in the continuation of the ethnic conflict despite the end of the war.
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Luchinkina, Irina, and Natalia Senchenko. "Features of multicultural competence of young people with different types of ethnic identity." E3S Web of Conferences 210 (2020): 17018. http://dx.doi.org/10.1051/e3sconf/202021017018.

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The article analyzes the multicultural competence of an individual based on his ethnic socialization. The authors note that multicultural competence determines the life orientation of an individual, the ability to orientate in various spheres of life, and determines the quality of personal relationships in a multicultural society and also presupposes the formation of a personality capable of high-quality, effective life activity in a multicultural society, motivated to understand, differentiate and take into account the differences of ethnic groups. In the course of the empirical research, the ethnic composition of the respondents’ families, self-identification of students with ethnic groups, the attitude of respondents to their ethnic groups / affiliations, the type of ethnic identity, its dominant components and multicultural competence of the individual were investigated. The study revealed significant differences in the parameters of ethnic identity and multicultural competence of mono-ethnic, bi-ethnic, zero, marginal groups, and their specificity and features were described.
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Dulani, Boniface, Adam S. Harris, Jeremy Horowitz, and Happy Kayuni. "Electoral Preferences Among Multiethnic Voters in Africa." Comparative Political Studies 54, no. 2 (June 23, 2020): 280–311. http://dx.doi.org/10.1177/0010414020926196.

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Intermarriage is transforming Africa’s ethnic landscape. In several countries on the continent more than a fifth of all marriages now cut across ethnic lines. As a result, there is a growing population of multiethnic citizens who descend from diverse family lineages. The growth of Africa’s mixed population has the potential to affect politics in a variety of potentially far-reaching ways. In this article, we focus on one possible implication by examining the electoral preferences of multiethnic voters in contexts where ethnic bloc voting is commonplace. Drawing on survey data from Malawi and Kenya, we find that mixed individuals are less likely to support the party associated with their stated ethnic group, relative to mono-ethnics. We outline several possible explanations related to identity measurement, the link between identities and preferences, and social networks.
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Dissertations / Theses on the topic "Mono-ethnic"

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Boeke, Nick R. "Pastoral leadership in the transition of a mono-ethnic church to a multi-ethnic church." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Spenst, Richard A. "Comparing Interracial Couples' Experience of Belonging at Multiethnic Churches and at Mono-Ethnic Churches." Thesis, Nyack College, Alliance Theological Seminary, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262727.

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This project looked at the experience of 14 interracial couples who are connected with Fort Lee Gospel Church and a second multiethnic church. The question being addressed was whether or not a multiethnic church was better positioned to minister to an interracial couple than a mono-ethnic church. The questions were organized around the topic of general opposition, or failure to belong, experienced by interracial couples, how interracial couples experienced various churches, and how they experienced belonging in a multiethnic church. The experience of belonging was organized around five constructs: verbal affirmation, sense of commonality, feelings of inclusion, feelings of positive regard, and absence of prejudice or racism. On each of these constructs it was determined that an ethnically diverse church is a better setting for interracial couples to experience belonging. In addition, the transcultural experience of interracial couples uniquely equips them to help overcome racial differences that naturally occur within a multiethnic church.

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Teshima, Takemasa. "Toward the shattering of the myth of the mono-ethnic state : Japan, the Ainu, and the rights of indigenous peoples /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/10708.

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West, Joyce Phillis. "Student teacher ethnocentrism: attitudes and beliefs about language." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80425.

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After the dismantling of apartheid in South Africa, democratic transformation included desegregating mono-ethnic environments, such as schools and higher education institutions, through the integration of learners and students from diverse multilingual and multicultural backgrounds. A further ideal encouraged mother-tongue education. Yet, a growing preference for English as the medium of instruction ensued, especially in multilingual urban areas. This study investigated the degree of ethnocentrism that student teachers studying at a mono-ethnic private higher education institution had and what their attitudes and beliefs about language-in-education issues were since such outlooks could potentially affect their classroom practices. Ethnocentrism, the tendency of an individual to identify strongly with their own ethnicity and to reject others’, draws on the premises of the social identity theory owing to the focus on in-group-out-group distinctions, racism and stereotyping. Using an online questionnaire to generate primarily quantitative data, this embedded mixed-methods study investigated 1 164 student teachers’ reasons for choosing to study at a mono-ethnic higher education institution. Their degree of ethnocentrism as well as their attitudes and beliefs about languages used for social and educational purposes were measured by the standardised Generalised Ethnocentrism and Language Attitudes of Teachers Scale. Key findings from the qualitative data indicated that student teachers chose to study at a particular institution because of a shared mono-ethnic social identity, which strongly relates to a common language (Afrikaans), culture (Afrikaner), religion (Christianity) and possible race (Caucasian). The quantitative data showed a statistically significant relationship between the student teachers’ degree of ethnocentrism and their attitudes and beliefs about language-in-education issues. Overall, in line with the social identity theory, findings pointed to the formation of social identities based on shared ethnic characteristics, such as language, culture, religion and race. The study provides a more comprehensive understanding of how ethnocentrism, social identities and particular perspectives of language-in-education issues exist on a continuum. Unchecked, such attitudes and beliefs may have far-reaching consequences for multilingual classroom practices, especially where English as the medium of instruction is the mother tongue of neither the learners nor the teacher.
Afrikaans: In Suid-Afrika het demokratiese transformasie die desegregasie van mono-etniese omgewings, soos skole en hoëronderwysinstellings, ingesluit. Dit het onder andere meegebring dat leerders en studente uit verskillende taal- en kultuuragtergronde saam in die leeromgewing verkeer. Moedertaalonderrig is ook veral tydens aanvangsonderrig aangemoedig. Tog het daar toenemend ʼn voorkeur vir Engels as onderrigmedium ontstaan, veral in meertalige stedelike gebiede. Hierdie studie stel ondersoek in na die mate van etnosentrisme wat studenteonderwysers openbaar terwyl hulle by ʼn mono-etniese private hoëronderwysinstelling ingeskryf is. Hulle houdings en oortuigings met betrekking tot taalonderrigkwessies is ook vasgestel. Etnosentrisme, die neiging van individue om sterk met hul eie etnisiteit te identifiseer en dié van ander te verwerp, is geskoei op die sosiale identiteitsteorie met ‘n fokus op binnegroep-buitegroeponderskeid, rassisme en stereotipering. ʼn Aanlyn vraelys is gebruik om hoofsaaklik kwantitatiewe data te genereer wat verskaf is deur 1 164 studenteonderwysers. Sowel hulle graad van etnosentrisme as hul houdings en oortuigings oor tale wat vir sosiale en opvoedkundige doeleindes gebruik word, is gemeet aan die hand van die gestandardiseerde Generalised Ethnocentrism en Language Attitudes of Teachers skaal. Sleutelbevindinge uit die kwalitatiewe data dui aan dat studenteonderwysers verkies om aan ʼn spesifieke instelling te studeer waar ʼn gedeelde mono-etniese sosiale identiteit, wat sterk verband hou met ʼn gemeenskaplike taal (Afrikaans), kultuur (Afrikaner), godsdiens (Christendom) en moontlik ras (blank) heers. Die kwantitatiewe data het ʼn statisties beduidende verband getoon tussen die studenteonderwyseres se graad van etnosentrisme en hul houdings en oortuigings rakende taal-in-onderwyskwessies. Die bevindinge dui ook op die ontwikkeling van sosiale identiteite gebaseer op samehorigheidseienskappe soos taal, kultuur, godsdiens en ras. Die studie bied ʼn meer omvattende begrip van hoe etnosentrisme, sosiale identiteite en bepaalde perspektiewe van taal-in-onderwys-kwessies op ʼn kontinuum bestaan. As voornemende onderwysers nie bewus gemaak word van hulle sterk etnosentriese oortuigings nie, kan dit verreikende gevolge vir meertalige praktyke in die klaskamer inhou, veral waar Engels as onderrigmedium gebruik word, maar nie die moedertaal van die leerders of die onderwyser is nie.
Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted
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Berthon, Alice. "Le Japon au musée. Le Musée national d’ethnologie et le Musée national d’histoire et de folklore : histoire comparée et enjeux." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCF005.

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En 1974 et 1981, deux musées nationaux d’un genre nouveau ont été fondés au Japon : successivement, le Musée national d’ethnologie dans le Kansai, et le Musée national d’histoire et de folklore dans le Kantô. Le premier expose l’ensemble des cultures étrangères ainsi que celle de l’archipel, à travers une approche ethnologique, quand le second se concentre sur l’histoire, le folklore et l’archéologie du Japon. Ce travail vise à analyser le processus de construction et la manière dont le Japon est (re)présenté à travers ces deux musées, en les inscrivant dans une histoire aussi bien muséale que disciplinaire. Leur création dans un Japon en plein essor économique et, par surcroît, qui venait de rejoindre les grandes puissances sur la scène internationale, les associe d’emblée à une volonté de positionner la culture et l’histoire nationale, afin de rendre compte de son particularisme, ou encore de son homogénéité ; théories alors largement répandues à cette période. Si ce contexte idéologique rejaillit en partie dans les choix muséographiques et programmatiques, ce n’est pas tant pour y adhérer que sous forme de tensions propres au caractère national de ces deux musées. La muséographie étant à la charge des chercheurs et non des conservateurs, ce sont d’abord des enjeux disciplinaires qui conditionnent l’exposition. La tension se situe aussi bien dans la peur de l’instrumentalisation que dans l’exigence de la rigueur scientifique pour se légitimer ; ce qui se traduira sous forme de négociations et d’ajustements entre l’autorité du discours scientifique et celui, plus politique, de l’État-nation
In 1974 and 1981, two national museums of a new kind were established in Japan : successively, the National Museum of Ethnology in the Kansai region, and the National Museum of History and Folklore in the Kantô region. The first exhibits foreign cultures, as well as cultures of the Japanese archipelago, using an ethnological approach, whereas the second focuses on the history, folklore and archeology of Japan. This work aims at analysing the process of construction and the way Japan is (re)presented in these two museums, while replacing them in both museum and disciplinary history. Their establishment, in the context of Japanese economic growth, in a country who had just joined the ranks of global powers is thus linked with a strong will to present national history and culture in order to show its particularism, or its homogeneity ; both such theories were widely prevalent in this period. If this ideological context is partly reflected in the museographic and programmatic choices, it’s not so much to adhere to them, but can be perceived in the form of tensions, pertaining to the national character of these two museums. Since the museography was left to researchers and not curators, it is first and foremost the disciplinary stakes which condition the exhibition. The tension arises from the clash of intrumentalisation, and the demand for scientific rigor to legitimate certain claims, materilazed by negociations and adjustments between the authority of the scientific discourse and that, more political, of the nation-state
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Darby, Tiffany M. "WHITE COUNSELOR TRAINEES' AND WHITE SUPERVISORS'EXPERIENCES OF CROSS-RACIAL/ETHNIC COUNSELING SUPERVISION." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416044269.

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Books on the topic "Mono-ethnic"

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1953-, Lee Martha J., and Yosemite Association, eds. Tradition and innovation: A basket history of the Indians of the Yosemite-Mono Lake Area. Yosemite National Park, Calif: Yosemite Association, 1990.

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Lee, Martha J., and Craig D. Bates. Tradition and Innovation: A Basket History of the Indians of the Yosemite-Mono Lake Area. Yosemite Association, 1991.

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Alperson, Philip. Musical Improvisation and the Philosophy of Music. Edited by George E. Lewis and Benjamin Piekut. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780195370935.013.001.

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This chapter argues that the prevailing orienting concepts and tenets of contemporary philosophy of music—the centrality of aesthetic objects, the assumption of the mono-functionality of music, the paradigm of European classical music, and the spectatorialist perspective—do not provide the basis for an adequate understanding of musical improvisation. The essays calls for a more robust philosophical consideration of the gamut of improvisational activity, including the aesthetic aspects of musical improvisation, the range of musical and social skills made manifest by improvisers, and the deeper social meanings of the practice, including the implicit reference to human freedom and situated meanings that arise from the national, ethnic, racial, gendered, and socio-economic contexts in which the music arises. Such a view would be theoretically nuanced, empirically informed, phenomenologically sensitive, and ineliminably indexed to the manifold ways in which improvised music situates itself in the complex of human affairs.
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Book chapters on the topic "Mono-ethnic"

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"Ethnic Diversity and Leadership Roles among Australian Protestant Churchgoers in Mono-Ethnic and Multi-Ethnic Congregations." In Research in the Social Scientific Study of Religion, Volume 31, 219–50. BRILL, 2020. http://dx.doi.org/10.1163/9789004443969_012.

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Vsevolod, Konstantinov, Shumilkina Evgeniia, and Osin Roman. "INTERPERSONAL RELATIONS IN A CROSS-CULTURAL TEAM." In Advances in Psychology and Psychological Trends, 54–66. inScience Press, 2020. http://dx.doi.org/10.36315/2021pad06.

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In the conditions of fragility of building interethnic relations, turning to the problem of developing interpersonal relations in mono-cultural and multi-cultural teams of employees of an enterprise in the period of reorganization is extremely relevant. The article presents the results of the empirical research conducted by the authors, the conclusions were made after processing data using mathematical statistics methods. The analysis of theobtained empirical data shows that in the period of reorganization the factor of cross-cultural composition of the employees teams under study actively manifests itself in interpersonal relations. Differences were found in the level of certain characteristics of employees in different types of ethnic environments. In general, more statistically significant connections between personal and behavioral characteristics were found in the sample of employees in a multi-ethnic environment compared to the employeesin a mono-ethnic environment. The development of interpersonal interaction in a team of employees in a multi-ethnic environment in the period of reorganization should be based on the development of the most significant characteristics of their personalityand behavior: positive ethnic identity, empathy, interpersonal trust and skills and abilities of building interpersonal interaction.
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"Chapter 4. Arab/Muslim Scientific Heritage: A Mono or Multi-Ethnic/Religious Enterprise?" In Linguistic and Cultural Studies in Aramaic and Arabic, 51–66. Piscataway, NJ, USA: Gorgias Press, 2009. http://dx.doi.org/10.31826/9781463218195-007.

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"Mono-ethnic Transnationalism? Romanian Public Perceptions of Hungarian Ethno-political Claims and Kin-state Policies." In Populism, Memory and Minority Rights, 186–233. Brill | Nijhoff, 2018. http://dx.doi.org/10.1163/9789004386426_011.

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Reports on the topic "Mono-ethnic"

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Zaman, S. M. Anisuz. The Rise of Mono-Ethnic Religious Nationalism in Myanmar and Its Impacts on the Security Situation of the South Asian Region. Portland State University Library, April 2020. http://dx.doi.org/10.15760/etd.7309.

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