Dissertations / Theses on the topic 'Multicultural citizenship'
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Bennett, Fred. "Multicultural citizenship or citizenship in a multicultural polity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66122.pdf.
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Kuyurtar, Erol. "Multicultural citizenship in a liberal society." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:7020.
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Gough, Michael John. "Rousseau, liberalism and the politics of multicultural citizenship." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390652.
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Iordanou, George. "Exporting multicultural citizenship and the case of Cyprus." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/73923/.
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This thesis examines how to export liberal theories of Multicultural Citizenship (MC) to post-violent conflict contexts, applying Kymlicka’s theory of MC to the case of Cyprus. The thesis modifies Kymlicka’s normative theory in order to make it applicable to contexts beyond those of its inception, focusing on cases where cultural identities are highly politicised and securitised. It provides a new theory of MC, a methodological approach for applying normative theories to different contexts, and a multicultural constitutional alternative for Cyprus. To facilitate the modification of Kymlicka’s MC and its application to Cyprus, the thesis develops a methodological approach called the Reciprocal Model (RM). The RM provides a systematic method for the re-examination of the fundamental assumptions of normative theories, using input from empirical cases. The RM also provides the conceptual tools for extracting policy-relevant suggestions from normative political theories. Through an immanent critique of Kymlicka’s theory of MC, a new multicultural theory is developed that has an internationally facilitated process of recognition at its core. The theory defended in this thesis adopts an ethnically-blind role for the state that dismisses reified notions of culture while also rejecting the exceptional treatment of cultural identities. It places culture on a level playing field with other individual identities and defends group-differentiated rights to minority groups on the grounds of equality of opportunity, replacing the autonomy-based defence of Kymlicka. The revised theory of MC, advanced through the application of the RM to the case of Cyprus, allowed for the development of a constitutional model for Cyprus based on multicultural citizenship. The multicultural constitutional model is defended as an alternative to Bizonal Bicommunal Federation – the bicommunal constitutional model underpinning the negotiations for a comprehensive solution to the Cyprus problem.
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Yesmin, Shova Tahmina. "Liberal Citizenship in a Multicultural Society : Brian Barry's and William Galston's Approaches to Citizenship." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138441.
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This thesis demonstrates a comparative and analytic discussion of citizenship idea based on two distinct liberal doctrines of two contemporary political philosophers: Brian Barry and William Galston. Barry's egalitarian liberalism argues for 'common citizenship' notion in order to promote liberty and equal treatment of all individuals irrespective of any social differences. On the other hand, 'liberal pluralist citizenship' of William Galston's signifies his liberal pluralism to mitigate cultural and religious conflicts of liberal democratic society. The fundamental disagreements among these liberal approaches over the issues of public recognition of group rights and restricted state authority are analysed in this study. Finally, by analysing both the liberal positions under the challenge of multicultural issues the author defends Galston's liberal idea and judges it as more convincing than Barry's liberal approach.
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Molina, Girón Luz Alison. "Educating Good Citizens: A Case Study of Citizenship Education in Four Multicultural High School Classrooms in Ontario." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20713.
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Providing citizenship education that reflects Canada’s diverse cultural make-up and that promotes common civic virtues is a challenging task. This research examines how citizenship education is practiced in Ontario, and how teachers’ instruction responds to the diversity found in their classrooms and Canadian society. This qualitative, multiple case study took place in four multicultural Grade 10 Civics classes in Ottawa. The research methodology included non-participant observations of classroom instruction, interviews with each civics teacher and 30 students, and citizenship education-related document analysis. The theories of conceptions of good citizenship (Westheimer & Kahne, 2004) and approaches to multicultural content integration (Banks, 2003) are the primary analytical lenses. Data analysis followed two phases: within-case and cross-case analyses (Stakes, 2006).
Despite shared provincial guidelines, very different types of citizenship instruction occur, shaped by teachers’ personal conceptions of good citizenship. While all teachers stressed the importance of civic knowledge acquisition and aimed to educate active citizens, some emphasized the education of personally-responsible citizens, while others adopted either a participatory or justice-oriented approach to citizenship education. These distinct orientations lead to different approaches to teaching about active citizenship, ranging from an emphasis on conventional citizenship behaviours, to altruistically motivated make-a-difference citizenship participation, to a more thoughtful, politically-oriented citizenship participation that aims to produce societal change. Teachers’ differing conceptions of good citizenship also affect how their instruction responds to cultural diversity. While some teachers tended to avoid discussing issues of cultural and other forms of difference, others made them integral to their instruction. As such, a predominately personally-responsible approach to instruction tends to be blind to cultural difference. The participatory conception of citizenship education pays some attention to cultural difference, but aims to help marginalized people rather than address historical or structural inequality. A justice-oriented approach, in contrast, is the only approach that recognizes the importance of addressing the conflicts and tensions that exist in multicultural societies as an integral aspect of educating for democratic citizenship.
This study advances new knowledge of the practice of citizenship education and offers valuable insights to developing education policy and strategies that strengthen educating engaged citizens for pluralistic, democratic societies.
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Souza, Marisa Alves de. "As múltiplas significações do conceito de cidadania - exemplos do senso comum e da abordagem acadêmica sob a perspectiva de uma terapia filosófica de inspiração wittgensteiniana." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30092011-105151/.
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Esta dissertação apresenta uma pesquisa de mestrado baseada na busca de esclarecimentos acerca dos possíveis significados que os conceitos de cidadania e de cidadão podem manifestar. No desenvolvimento desta pesquisa, inspirada numa concepção de terapia filosófica de cunho wittgeinsteiniano, considerou-se que os sentidos atribuídos ao conceito de cidadania estariam vinculados a situações de uso deste conceito e que somente nestas situações de uso seus diferentes significados poderiam ser compreendidos. Assim, a pesquisa foi desenvolvida a partir da análise de discursos extraídos de dois ambientes diversos. O primeiro grupo de discursos foi extraído de um ambiente correlato ao senso-comum (discursos veiculados em sites da internet e coletados em dezembro de 2008). O segundo grupo de discursos foi coletado em periódicos acadêmicos da área pedagógica veiculados entre janeiro de 1997 e dezembro de 2007; os periódicos pesquisados foram: Cadernos Cedes (UNICAMP), Cadernos de Pesquisa (Fundação Carlos Chagas) e Educação e Pesquisa (USP). A partir das análises desses discursos, verificou-se as semelhanças e as diferenças que aproximavam ou distanciavam os significados atribuídos ao conceito de cidadania em cada um deles. A partir da reflexão proporcionada pela verificação dessas aproximações e distanciamentos, pelas amostras de discursos analisados, descobrimos que é possível significar o conceito de cidadania a partir de, pelo menos, duas perspectivas: uma perspectiva que foi chamada de cidadania clássica e outra perspectiva que foi chamada de cidadania multicultural. Assim, os discursos coletados como exemplos puderam ser classificados em três diferentes grupos: um grupo de discursos atrelados a uma concepção de cidadania clássica, outro grupo de discursos atrelados a uma concepção de cidadania multicultural e, por fim, um terceiro grupo de discursos classificados como híbridos pelo fato de que, de alguma maneira, transitavam ou procuravam lidar com os pressupostos ou reivindicações de ambos os tipos de cidadanias, com implicações para as propostas correlatas de uma educação para a cidadania.This M.A thesis presents research based on the search for enlightenment regarding the possible meanings that the concepts of citizenship and citizen may manifest. In the development of this research, inspired by a Wittgensteinian conception of philosophical therapy, it was assumed that the meanings attributed to the concept of citizenship would be bound to situations in which this concept is used, and that its different meanings could be understood only in these situations. Therefore, the research was developed based on the analysis of discourses extracted from two diverse environments. The first group of discourses was extracted from common sense-like sources (discourses published on web sites, collected in December, 2008). The second group of discourses was collected from pedagogical academic journals, published between January, 1997 and December, 2007. The journals were: Cadernos Cedes (UNICAMP), Cadernos de Pesquisa (Fundação Carlos Chagas), and Educação e Pesquisa (USP). The analyses of these discourses pointed at similarities and differences which brought together or kept away the meanings attributed to the concept of citizenship in each of them. Based on the aforementioned material, it is arguable that it is possible to signify the concept of citizenship from at least two perspectives, here named classic citizenship and multicultural citizenship. As a consequence, the discourses in the corpus could be classified into three different groups: the first connected to the concept of classic citizenship; the second to the multicultural one; and a third hybrid group. The third group was called hybrid because its discourses were in between assumptions and claims of the other two groups, or at least tried to address them, with implications for their proposals of citizenship education.
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Marroquin, Vanessa. "Latino mixed citizenship status families and access to higher education." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708288.
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While research on undocumented students and access to higher education is of growing concern, it is equally important to examine mixed citizenship status families. Mixed citizenship status families are families that consist of both documented and undocumented members. Passel and Cohn explain that the number of U.S.-born children in mixed citizenship status families has shown significant growth in recent years, from 2.7 million children in 2004 to 4 million in 2008.
This study utilizes Bronfenbrenner' s Ecological Systems Theory as a lens to examine the different experiences that members in these families experience through their schooling and in accessing higher education.
This qualitative comparative case study examined the experiences of three Southern Californian families, consisting of one undocumented student in higher education, undocumented parents, and at least one documented student currently attending high school. This study examined, compared, and contrasted the experiences of 14 different participants and their schooling experiences.
Major findings in this study revealed that being in a mixed citizenship status family affects different relationship factors and experiences that ultimately impact the documented and undocumented individuals psychologically and academically. Such experiences have the potential of impacting their schooling experience and access to higher education. In this study, changes in policy have had ripple effects that are experienced by youth in very personal ways that have impacted their development and access to higher education. The study revealed that, whether documented or undocumented, all members experienced psychological effects that have affected their access to higher education.
Findings in this study discovered the impact of changes in policy, how mixed citizenship status families affect the educational trajectories for all members of the family, parental involvement in school, the psychological stressors that affect documented siblings, as well as undocumented, and the ways in which documented siblings may defer their own college experiences in order to keep a pace with their siblings among other findings.
This study concludes with recommendations for policy and practitioners in the educational field, including suggestions for a more comprehensive immigration policy to include citizenship access for undocumented students and their parents, improvements in the enforcement of labor laws, and professional development for teaching educators about the mixed citizenship status family, promoting home to school relationships, and supplying these families with resources to navigate and widen the pipeline into higher education.
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Seiger, Thomas Martin 1952. "Global citizenship, a model for student inquiry and decision-making." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282250.
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As a reform movement in education, multicultural education is one response to the realities of cultural diversity in the United States. Current programs in multicultural education rely on multicultural experiences to teach students to think and act multiculturally. Teachers are required to know and respond to learning differences which arise from students' cultural diversity. Goals for existing programs vary, but a generally held goal is equal access and open opportunity for all students to the benefits of education. Current multicultural education programs fail to address the cognitive patterns of students as they relate to the processing of information about cultural diversity. The information they bring to experiences enables students to inform and learn from their experiences. Without examining the a priori by which students determine the truth of their multicultural experiences, multicultural educators are perpetuating existing patterns of prejudice and discrimination. By creating a synthetic a priori, students are able to more effectively learn the intended lessons from the multicultural experiences provided in the curriculum. In anthropology, investigation into other cultures is guided by the Kluckhohn Model. This model stresses cultural relativism in the observation and collection of data about other cultures. Anthropologists suspend, as far as reasonably possible, their own cultural values as they describe other cultures in terms of those cultures' own systems of values, beliefs, and responses to the world. Once the other culture is responsibly understood, comparisons may be made in reference to the anthropologists' own culture, and evaluations may be made based on reliable data. By adapting the Kluckhohn Model to education, and implementing it as part of proposed and existing programs in multicultural education, the effectiveness of those programs will be greatly improved. Students will create a synthetic a priori which will empower them to approach multicultuiral experiences in the manner of the anthropologist. Their ability to make reasoned inquiry into and decisions about cultural diversity will be enhanced. Resistance to multiculturalism from a variety of sources cannot change the realities of global and national cultural pluralism. Through the Kluckhohn Model, education will provide students with the skills necessary to assume first-class national and global citizenship.
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Shah, Ambreen. "South Asian Muslims : adjustments to British citizenship." Thesis, University of Bedfordshire, 2002. http://hdl.handle.net/10547/292565.
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Over the last twenty years there has been growing evidence of a distinct Islamic identity emerging from within the Western world, an identity that has been portrayed as incompatible with Western ideals. This thesis is based on a small-scale qualitative study of the reality of this identity, as experienced by twenty-three South Asian Muslims living in the south of England, and the impact on notions of citizenship and the rights and obligations this infers. The thesis contrasts Western notions of citizenship with Islamic thinking. It recognises that although there are points of convergence between the two, a fundamental difference remains. It is argued, where Western notions of citizenship give priority to individual sovereignty, Islamic notions place sovereignty in God and as such define citizenship as the relationship of the individual not to the state, but to God via the state. The thesis explores how this Islamic ideal is made relevant by South Asian Muslims living in Britain. Theoretically the thesis explores the way in which Muslim identity is universal, group centred and individual. It is argued that, despite differences, as humans we do share some universally shared values that give us a 'cornman human identity'. However these shared values are culturally embedded and experienced through distinct (albeit complex) 'cultural communities'. It is argued that just because people have, in certain circumstances, a group identity, it should not necessarily lead to the conclusion that everyone in that group will experience that identity in the same way. As such identity is simultaneously individual. Results of the research suggest that for South Asian Muslims of Britain assimilation is impossible and largely undesirable. However, they suggest that this does not mean that most Muslims do not want to be an 'integrated' aspect of British life. However integration does not mean 'being the same as'. There is a strong recognition that Muslims are different and there is to a large extent a desire for this difference to be maintained. Final analysis, of the data generated, indicates that there are four ideal typical strategies employed by British Muslims in making sense of their faith in the British context. These are identified as: That of 'Lapsed'/ambivalent Muslims where Islam is deemed important in that is provides a 'moral code' by which to live life but is, in the main, relegated to the private sphere. That of Selective Muslims where being a Muslim is of importance but for whom Islam does not impact on their lives in any substantive way. That of 'Traditional' Muslims where being a Muslim is very important but of equal importance is the ethno-cultural similarities they have with other Muslims. That of Engaged Muslims where there is an active engagement with Islam and a conscientious effort to implement Islam in all aspects of life Three levels of engagement with British society are also identified (although it must be recognised engagement with Islam does not necessarily lead to (dis)engagement with citizenship/the public sphere): engagement, partial engagement and disengagement. The thesis recognises that a multiculturalist paradigm has encouraged difference to be seen as static and unchanging, rather then fluid and dynamic as it is in reality. In this context Muslims' desire to keep to their faith (even if it is variously expressed), and retain (certain) social differences can be misunderstood as an unwillingness to 'integrate'. An ethnic notion of citizenship has made it hard for Muslims to be equal citizens contributing to their sense of being an 'outsider'. This thesis argues for a more inclusive definition of citizenship that understands that citizens will have multiple loyalties and responsibilities. Essentialist notions of Islam have perpetuated the misconception of Muslims as different with no commonalties with majority society. This is at the expense of historically rooted social and economic deprivation, and continuing (albeit not as obvious) prejudice and discrimination that many Muslim communities experience.
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Pescetta, Marxan Elizabeth. "Teaching Digital Citizenship in a Global Academy." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/275.
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As technology continues to change the way society communicates, teachers need to prepare their students for digital literacy and competencies in their adulthood. Specific training is necessary for educators in the appropriate and effective methods for incorporating technologies such as smart phones and hand-held devices. Teachers, who work in international boarding schools, are more effective in their use of technology when they understand the classroom cultural differences and are able to clarify any misconceptions. To determine what experienced teachers find missing in their instruction and what should be included in a teachers' instructional guide, a guide was developed based upon the existing literature; the guide was tested and revised under three conditions.
In the first phase, a panel of subject-matter experts reviewed the guide draft to identify the instructional goals and validate the survey instrument. In the second phase, a teacher's workshop was conducted and provided in-depth discussions on how they use technology in the classroom. Teachers shared examples of how culture affected students' use and misuse of technology. In the final phase, observations were conducted as teachers used the lessons and resources in their instruction. The final revision, presented in this document, includes closing comments made by participating teachers.
The goal was to develop a digital citizenship guide for teachers in international boarding schools that reflected best practices from the literature and the input from experts and teachers. The results identified the specific skills and competencies that are required to teach students how to communicate in the digital world and become good digital citizens. The culturally diverse student population at the investigation site made it possible to generalize instructional sets that will be of value to teachers everywhere. The guide, developed through the dissertation initiative, provides educators with the knowledge, tools, and examples necessary to teach students how these technologies can be used in a multicultural learning environment. It can be used to address the fundamentals of digital citizenship and provide insight into the role culture plays in the use of technology in education.
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Josefsson, Jonathan. "Ethical Challenges of The Multicultural Classroom : A teacher's examination of Martha Nussbaum's theory of world citizenship education." Thesis, Linköpings universitet, Centrum för tillämpad etik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-89126.
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The overall objective of this thesis is to examine in what way ethical theory and ethical analysis can contribute to further understanding of the ethical challenges of the multicultural classroom. Based on the fact that the world is going through a process of globalization and migration, the education-system and daily praxis of teaching is put in front of new ethical challenges. The teacher in the multicultural classroom is on a daily base confronted with various dilemmas regarding for example conflicting duties, universal and conflicting values and citizenship. Martha Nussbaum´s theory of world citizenship is used as an analytical framework for the thesis and student interviews from upper secondary school is used as a complementary perspective to Nussbaum´s theory. The research questions of the thesis are: Can the theory of World Citizenship Education, when structured and analyzed, give guidance for teaching citizenship in a multicultural classroom? Is it a plausible theory confronted with the ethical challenges of the multicultural classroom? In what way can a student perspective from a multicultural classroom try the relevance and present a complementary perspective to the theory of World citizenship education? The theory and the interviews are analyzed and structured out of the research questions and by the three ethical challenges of universal values, conflicting values and sense of belonging. The conclusion of the thesis states that, even though Nussbaum´s theory does have some constraints, it is to a large degree applicable and possible to relate to the ethical challenges of the multicultural classroom and as a guide for teachers. The theory is plausible in some aspects because it presents reasonable arguments on the necessity of educational reform in an interconnected world and because it makes educational proposals of instrumental worth of the teacher. The theory is however not plausible in other aspects because; the universal values presented are to vague and not specified which makes the theory difficult to use in practise, it does not pay enough attention to the conflicting perspective of the ethical challenges in classroom nor the pedagogical importance of social inclusion when discussing conflicting values and finally the theory demonstrates a contradiction regarding how to act as a teacher about sense of belonging and recognising identity of the students. The interviews demonstrate similar but also different responses to the ethical challenges in comparison with the theory. The students recognize the existence of universal values across cultural borders in a similar way as Nussbaum, even though the values put forward are of another character than Nussbaum´s. They do however present a sceptical view towards the idea of a world citizenship and stresses the importance of bringing up discussions about nationhood, migration and belonging without being afraid of breaking any taboos. At the end the thesis presents some practical guidelines for the teacher in the multicultural classroom that follows logical out of the conclusion. The final discussion highlight the fact that the challenges of the multicultural classroom in Sweden will likely continue, and emphasizes the potential of using ethics as an analytical tool for further developing a professional teaching approach.
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Reid, Donald, and n/a. "Cultural citizenship and the TVNZ charter : the possibility for multicultural representation in the commercial television environment." University of Otago. Department of Communication Studies, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070627.112747.
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Summary: Implemented in 2003, the TVNZ Charter is a one-page document that outlines the broadcaster�s objectives to deliver programming that represents New Zealand�s ethnically and socially diverse population. This thesis will examine issues surrounding the representation of diversity especially in the context of the state-commercial television network. Using the notion of �cultural citizenship�, or the demand from minority groups within a society to be represented and included in the institutions of the state, I will examine how TVNZ is attempting to meaningfully represent New Zealand as a bicultural society and a multicultural society, while remaining commercially focused. This thesis argues that institutions of the state, of which the media is the most visible and, possibly, the most pervasive, always function as a tool of society�s dominant culture, therefore any bicultural or multicultural inclusion represented on TVNZ will always be controlled, and be at the discretion, of that singular dominant cultural force.
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McComas, Amy Benilde. "The relationship of a leader's cultural intelligence to organizational citizenship behaviors in a multicultural work group." Thesis, Indiana Wesleyan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716243.
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Globalization is resulting in increasingly culturally diverse work environments, and prompting the examination of the multicultural leader. This quantitative study explored the relationship of the cultural intelligence (CQ) of the leader and the helping and voice organizational citizenship behaviors (OCB) in a multicultural work group. The cultural intelligence of the leader as well as the organizational citizenship behaviors, particularly helping and voice behaviors amongst peers, of the multicultural work group were assessed to determine if a statistically significant relationship exists. A statistically significant relationship was found between leader metacognitive CQ and helping and voice OCB in a multicultural work group, as well as between leader behavioral CQ and helping and voice OCB in a multicultural work group.
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Ortloff, Debora Hinderliter. "Holding to tradition citizenship, diversity and education in post-unification Germany, a case study of Bavaria /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3283958.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4251. Adviser: Luise P. McCarty. Title from dissertation home page (viewed May 20, 2008).
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Maguth, Brad M. "Investigating Student Use of Technology for Informed and Active Democratic Citizenship in a Global and Multicultural Age." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248880262.
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Ngui, Samantha Biological Earth & Environmental Sciences Faculty of Science UNSW. "Freedom to worship: frameworks for the realisation of religious minority rights." Publisher:University of New South Wales. Biological, Earth & Environmental Sciences, 2008. http://handle.unsw.edu.au/1959.4/42969.
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A comparative study of the development of places of worship in Sydney was conducted primarily through the collection of data from development applications to construct or to use premises as a place of worship over a five year period from 2000-2005. The data indicated that a greater and disproportionately higher number of applications by religious minorities were rejected. The significance of the findings does not lie exclusively in identifying the likelihood of development applications gaining approval. The process of determining development applications and the impacts of the outcome of the process were also important. This is why the content of the objections raised to development applications was analysed. The underlying themes in the opposition to development applications related strongly to citizenship, particularly how the boundaries of local forms of citizenship are negotiated. In establishing places of worship religious groups seek to have their citizenship claims recognised. These citizenship claims include: the right to access, mark and use space (Dunn 2005), equality of citizenship with local residents and with other religious groups, and importantly, the right to freedom of worship. One of the main assertions made in this thesis is that by restricting access to sites that people can worship and by restricting the practice of religion, the right to freedom of worship is compromised. Churches dominate the religious landscape of Sydney. This dominance can be partially attributed to the significant levels of historical assistance from the state with the building of Churches. This included access to land, free labour, support for clergy and income support which assisted in the development of early Churches. The appropriateness of giving this type of assistance is not debated in this thesis. However, the assistance itself is significant for two main reasons. Firstly it is emblematic of the privileged relationship between the Church and the state in Australia, and secondly, it raises questions over the lack of privileges afforded to religious minorities. In responding to the question of whether secularism is likely to assist religious minorities, the establishment of places of worship demonstrates how pluralising the Church state link may be of greater utility to religious minorities than strict forms of secularism. The examination of this issue introduces the importance of an equal relationship between the state and religious groups to equality of citizenship for religious minorities. The extent to which multicultural citizenship can assist religious minorities in realising their right to freedom of worship was critically examined in this thesis. The adequacy of the institutional responses to religious diversity was assessed. This included an examination of local government, courts, the media, heritage programs and the planning profession. The planning process demonstrates how a supposedly neutral or colour-blind approach can generate uneven outcomes, which discriminate against religious minorities. The broader policy and legislative responses to religious diversity were examined in order to identify how deficiencies in the multicultural framework contributed to difficulties for religious minorities establishing places of worship.
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Wohl, Anne Frances. "Citizenship and Social Activism: A Mixed Methods Case Study to Understand Cultural Competence in Students of a Service-Learning Based Course." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26544.
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This mixed methods case study sought to understand cultural competency in the students of a service-learning based course, ?Citizenship and Social Activism (HDFS 310),? taught at North Dakota State University in Fargo, North Dakota. Cultural competency refers to how people interact with those who are of different cultural groups. For the purposes of this study, cultural competency was also defined by four components: attitudes, knowledge, awareness, and skills. Using a pre- and post-test survey, the participants showed statistically significant changes in the levels of self-reported cultural competency in the overall scores and in the subsection scores that correspond to the four components. Survey data was complemented by qualitative data collected by coding participants? reflective journals. The qualitative data provided situation-specific information about what levels of cultural competency participants were demonstrating; additionally, the journals provided information about how participants define, perceive, and struggle with the concept of cultural competency.
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Orellano, Jorge. "Indigenous Rights in Venezuela and the Problem of Recognition." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/78604.
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El reconocimiento de los derechos indígenas en la Constitución de 1999 de Venezuela supone una tensión conceptual en la forma de concebir la ciudadanía: significa el tránsito de una ciudadanía homogénea a otra de carácter multicultural. Sin embargo, la realización de esos derechos ha encontrado dificultades prácticas relativas a la titulación de tierras, carencia de respaldo político a los intereses indígenas, conflictos con las fuerzas armadas, entre otros, que hacen perder de vista los problemas conceptuales que subyacen al reconocimiento y la construcción de ciudadanía. El objetivo de este ensayo, basado en una metodología hermenéutica y apoyada en el análisis del discurso de fuentes documentales, será exponer algunas reflexiones sobre las tensiones conceptuales que subyacen a los problemas de realización de los derechos indígenas en Venezuela en la última década, en especial aquellos relacionados con la construcción de una ciudadanía multicultural. Entre los principales hallazgos destacan la asimilación solapada y el falso reconocimiento en que ha incurrido el actual régimen institucional, y se concluye apuntando la necesidad de avanzar en una concepción intercultural para superar la mera condición multicultural de los derechos indígenas, aunado al necesario impulso de un marco democrático representativo para un genuino reconocimiento y ciudadanía plena.The recognition of indigenous rights in the Constitution of Venezuela 1999 represents a conceptual tension in the way of conceiving the citizenship: means transit of a homogeneous citizenship to other multicultural character. However, the realization of those rights has found practical difficulties relating to land titling, lack of political backing for indigenous interests, conflicts with the armed forces, among others, that do lose sight of the conceptual problems underlying the recognition and the construction of citizenship. The aim of this trial, based on a hermeneutic methodology and supported in discourse analysis of documentary sources, will be present some reflections on conceptual tensions that underlie problems of realization of indigenous rights in Venezuela in the last decade, in particular those related to the construction of a multicultural citizenship.The main findings include overlapping assimilation and false recognition that has incurred the current institutional regime and we conclude pointing the need to move forward in an intercultural concept to surpass mere multicultural condition of indigenous rights coupled with the necessary impulse of a representative democratic framework for a genuine recognition and full citizenship.
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Haist, Allana [Verfasser], Alfons [Akademischer Betreuer] Söllner, Alfons [Gutachter] Söllner, and Ulrike [Gutachter] Brummert. "Securing Diversity : A Review of Will Kymlicka’s Multicultural Citizenship / Allana Haist ; Gutachter: Alfons Söllner, Ulrike Brummert ; Betreuer: Alfons Söllner." Chemnitz : Universitätsbibliothek Chemnitz, 2013. http://d-nb.info/123057705X/34.
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Jagger, Carla Beth. "Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257.
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Duty, Lisa Marie. "Changing Teachers’ Conceptualizations of Teaching for Citizenship in a Globalized World." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290522463.
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Harshman, Jason R. "Our World Around the Corner: How Youths Make Meaning of Place, Belonging, and Citizenship." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403884488.
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Foster, Caley M. "The Effect of Motive and Coworker Liking on the Intention to Perform Organizational Citizenship Behavior." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1271.
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Organizational Citizenship Behavior (OCB) is defined as employee behavior that benefits others yet is not required by the employee’s job description. OCB can be divided into two categories: behavior that is either directed toward individuals (OCBI) or behavior that is directed toward the organization (OCBO). Researchers have posited that there are three different motives behind OCB: impression management, prosocial values, and organizational concern. Additionally, researchers have recognized the importance of coworker relationships within organizations and have suggested that the degree to which one likes his or her coworkers may serve as an additional source of motivation to engage in different types of OCB. This research consisted of two studies investigating the effect of motive and coworker liking on intention to engage in OCBO and OCBI. Participants in both studies read a vignette manipulating motive and degree of coworker liking. The second study incorporated two additional items in the manipulation check to increase the saliency of the coworker liking manipulation. In both Study 1 and Study 2 participants were more likely to engage in OCBO than in OCBI. Both studies failed to support the hypotheses that either motive or degree of liking would predict the type of OCB performed.
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Ferguson, Rene. "Teacher development for religious and cultural diversity in citizenship education : a community of practice approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6770.
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Thesis (PhD)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the study is associated with curriculum reforms in South Africa since democratization in 1994 and the growing interest globally in the integration of Citizenship education and Religion education. In South Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject which includes Citizenship education with Religion education as key focus areas. The outcomes associated with these focus areas require school-based learners to demonstrate knowledge of diversity, co-operative and communicative forms of democracy and commitment to the values espoused in The Constitution. The question that arises in relation to the professional development of teachers in this regard, concerns whether teachers have the professional knowledge base to ensure that their learners acquire the knowledge and skills to enable them to participate as competent citizens in a pluralist democracy. Consequently the large-scale transmissionist approaches to teacher development that have dominated INSET programmes have been critiqued in this study for being inadequate for learning the complexities associated with diversity, citizenship and democracy. This study has hence advocated for teacher-learning through participation in communities of practice which arguably provide appropriate learning conditions in which dialogue and critical reflection characterise the interaction between teachers. On the grounds that South Africa’s social-political history enforced the segregation of racial groups and privileged Christianity above other religions or beliefs, a further argument is related to how this history has influenced teachers’ frames of reference and whether teachers’ frames of reference continue to influence how Citizenship education is approached in the classroom. Hence, the theoretical framework for this study has been formulated to address the issue of teacher-learning for Citizenship education and Religion education (Citizenship education/Religion education) and the extent to which the frames of reference of teachers influence their approaches to democracy, values, citizenship and diversity. To this end two learning theory perspectives have been explored, viz. Mezirow’s transformative learning theory (1991, 2000) and communities of practice, as conceptualised by Wenger (1998, 2006b). The efficacy of the communities of practice concept for teacher-learning for diversity was investigated against a transformative learning theory background, using a mixed methods approach. A cross-sectional survey was conducted amongst 60 secondary schools in the Gauteng province, followed by a phase of participatory action research (PAR) with three teachers over a period of approximately eight months. The survey questionnaire was designed to determine the perspectives of a sample of Life Orientation teachers towards learning and teaching religious and cultural diversity in Life Orientation. The findings were used to inform the action research process which in turn drew attention to the significance of the community of practice concept for assisting teachers to generate content knowledge for Citizenship education/Religion education from an inclusive and constructivist perspective. The findings of the survey questionnaire indicated that the majority of the teachers in the sample were not opposed to including religious diversity in their Life Orientation classes despite not having backgrounds in Religious Studies or meaningful in-service training. The PAR findings indicate the value of engagement by teachers in a community of practice for creating and acquiring appropriate content knowledge and for critical reflection on the meaning and application of democratic and personal values for Citizenship education/Religion education.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek fokus op onderwyser-leer ter bevordering van religieuse en kulturele diversiteit. Die agtergrond van hierdie studie is enersyds kurrikulumhervorming in Suid-Afrika sedert demokratisering in 1994 en andersyds die groeiende, wêreldwye belangstelling in die integrasie van Burgerskapopvoeding (Citizenship Education) en Religieuse-onderrig (Religion Education). Lewensoriëntering as ‘n leerarea/vak wat Burgerskapopvoeding en Religieuse-onderrig as primêre fokus insluit, is na 1994 as deel van die nuwe nasionale kurrikulum in Suid-Afrika bekendgestel. Die leeruitkomste van hierdie fokus vereis dat leerders kennis moet demonstreer rakende: diversiteit, samewerkende- en kommunikatiewe vorms van demokrasie en die verbintenis tot die waardes soos in die Grondwet vervat. Die vraag word gestel of die professionele ontwikkeling van onderwysers die nodige professionele kennisbasis bied wat kan verseker dat leerders wel kennis en vaardighede verwerf wat hulle in staat sal stel om bevoegde burgers te wees om aan ‘n pluralistiese demokrasie deel te neem. In hierdie studie word die transmissionistiese benaderings (transmissionist approaches) wat die indiensonderwysersopleiding (INSET) gedomineer het, krities ondersoek en bevraagteken ook hierdie benadering vir die onderrig-leer van kompleksiteite soos diversiteit, burgerskap en demokrasie. In hierdie studie word onderwyser-leer by wyse van deelname aan “gemeenskappe van praktyk” (communities of practice) onderskryf hoofsaaklik weens die moontlikhede wat hierdie benadering bied om gepaste leeromstandighede te skep waar onderwysers se interaksie deur dialoog en kritiese refleksie en terugskouing gekenmerk word. In die lig van Suid-Afrika se sosio-politiese geskiedenis waartydens die segregasie van rassegroepe afgedwing is en Christendom bo ander religieë of geloofsoortuigings bevoorreg was, word kritiese argumente gevoer rondom die invloed van hierdie geskiedenis op onderwysers se verwysingsraamwerke en hoe hierdie betrokke verwysingsraamwerke onderwysers se benadering tot Burgerskapopvoeding beïnvloed het. In die teoretiese raamwerk van hierdie studie word die grondliggende kwessies en diskoerse van onderwyser-leer vir Burgerskapopvoeding en Religieuse-onderrig (Burgerskapopvoeding/ Religieuse-onderrig) ondersoek asook die mate waarop die verwysingsraamwerke van onderwysers hulle onderrigbenaderinge tot demokrasie, waardes, burgerskap en diversiteit beïnvloed het. Die twee leerteorieë en perspektiewe van Mezirow se Transformatiewe Leerteorie (1991, 2000) en “gemeenskappe van praktyk”, soos deur Wenger (1998, 2006b) gekonseptualiseer is, word as vertrekpunte geneem. Die effektiwiteit van die konsep “gemeenskappe van praktyk” vir onderwys-leer in belang van diversiteit, word ondersoek teen die agtergrond van ‘n transformatiewe leerteorie deur gebruik te maak van ‘n gemengde-metodesbenadering (mixed methods approach). ‘n Deursnee-opname is aan 60 sekondêre skole in die Gauteng provinsie gedoen, gevolg deur ‘n fase van Deelnemende-Aksienavorsing met drie onderwysers oor ‘n tydperk van ongeveer agt maande. Die vraelys vir die opname is sodanig ontwerp dat ‘n steekproef Lewensoriënteringonderwysers se perspektiewe van onderrig-leer van religieuse en kulturele diversiteit in Lewensoriëntering bepaal kon word. Hierdie bevindinge is vir die aksienavorsingsfase gebruik wat die aandag gefokus het op die belangrikheid van “gemeenskappe van praktyk” as ‘n konsep wat onderwysers kan help om inhoudskennis vir Burgerskapopvoeding/Religieuse-onderrig vanuit ‘n inklusiewe en konstruktiewe benadering te genereer. Die bevindinge van die vraelysopname toon dat die meerderheid van die onderwysers, wat deel was van die steekproef, nie gekant is teen die insluiting van religieuse diversiteit in Lewensoriënteringsklasse nie ten spyte van die feit dat hulle geen agtergrond in Religieuse-onderrig of enige ander betekenisvolle indiensopleiding ontvang het nie. Die bevindings van die Deelnemende– Aksienavorsingsproses bewys die waarde van onderwyserbetrokkenheid in “gemeenskappe van praktyk” om inhoudskennis te verwerf en krities na te dink oor die betekenis en toepassings van demokratiese en persoonlike waardes vir Burgerskapopvoeding/Religieuse-onderrig.
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Edwards, Alexander Kyei. "Professional Citizenship and Otherness Leadership Development: Examining the Relationships among Meaning, Moral Reasoning, and Diversity Competencies of Graduate Students." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1242401256.
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Barbero, Maria Victoria. "DACA, Immigrant Youth, and Education: An Analysis of Elite Narratives on Nationhood, Citizenship, and Belonging in the U.S." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405518424.
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Przedpelska, Sarah. "Fitting in and standing out : immigrant youth negotiating new citizenships in multicultural Canada." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52704.
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Youth are forceful political actors who challenge mainstream conceptions of what it means to be a citizen, immigrants and a young person, contesting what it means to be representatives for these titles. We fail to realize that these individuals, especially youth who don’t fit neatly into these categories, have their own personal stories and experiences that often go unheard.
This project is about the process of negotiating belonging and citizen action in Vancouver, British Columbia. The primary contribution of this project is towards understanding how Service Provider Organizations (SPOs) can create space and guidance for immigrant youth. My thesis rests both on academic and popular research, and interviews with refugee youth who have participated in an integration program called MYCircle. I present some of the ways people feel (dis)connected to the place they live, and integration in a multicultural society. Ultimately, this project sheds light on the youth’s attitudes and opinions towards the integration process as well as conflicts and collusions between migrant youth and Canada during that process.Arts, Faculty of
Geography, Department of
Graduate
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Weigl, Leslie A. "Nurturing global leaders: The influence of global education culture at international house." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/248.
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International House at the University of Alberta (I-House) is a living-learning campus residence that aims to build a strong community from an intentionally diverse population of international and Canadian students. With global education programming that focuses on leadership through community building, I-House creates opportunities for new leaders to emerge in a culturally complex environment that is thought to foster global leadership development. Eighteen I-House alumni and residents who were recognized for their leadership contributions were interviewed in-depth to determine whether and how their experiences at I-House contributed to developing their global leadership capacities and to offer insight into best practice leadership behaviors for an intensive multicultural environment. It was found that the global education culture at I-House created a nurturing environment where diverse perspectives were actively valued; I-House leaders perpetuated mechanisms of active inclusion and support, and global leadership practices that were developed in I-House continued into leaders‘ personal and professional lives.
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Martínez, Ruiz Víctor. "Formación ciudadana de docentes del suroccidente colombiano desde una perspectiva participativa." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/403951.
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Esta investigación responde a las necesidades sociales, educativas y ciudadanas de nueve municipios situados en el valle geográfico del río Cauca y, en particular, de Puerto Tejada, poblaciones sitiadas por la violencia, la vulnerabilidad y la exclusión, como consecuencia de una débil presencia del estado, el cual, a pesar de contar con una sólida legislación, dista mucho de resolver las situaciones de las comunidades donde los derechos fundamentales, económicos, sociales, culturales y ambientales son permanentemente vulnerados.
En este escenario y desde el campo de la educación para la ciudadanía esta investigación se pregunta, ¿cómo plantear un proceso educativo que permita generar alternativas reales de mejoramiento en las condiciones de vida de sus pobladores y marque una diferencia cualitativa en relación con otras ofertas de formación ciudadana que circulan en el contexto? En consecuencia, el objetivo se formula así: “Diseñar, implementar y evaluar participativamente los resultados de un programa de formación docente orientado a la transformación de las prácticas ciudadanas con enfoque de habilidades para la vida y de interculturalidad en el valle geográfico del río Cauca”.
El marco teórico considera las nociones de: ciudadanía, habilidades para la vida, interculturalidad y formación docente. Epistemológicamente, se asume el paradigma socio-crítico en diálogo con el paradigma de la complejidad. Y, metodológicamente, la investigación se aborda desde una evaluación participativa, caracterizada por ser global, flexible, procesual, sistémica, innovadora y sensible al empoderamiento de los participantes.
El diseño metodológico se organiza en cuatro fases, a las que corresponde cada uno de los objetivos específicos: diagnóstico participativo; evaluación participativa del diseño del programa; evaluación participativa del proceso de implementación del programa; y, evaluación participativa de resultados del programa.
Se construye un modelo de formación ciudadana para docentes centrado en las habilidades para la vida y el diálogo de saberes como mediaciones principales a través de las cuales se hace posible la construcción de una ciudadanía activa e intercultural y la transformación de sus prácticas. En la construcción de esta identidad ciudadana entran en juego al menos cuatro ámbitos del ser: el afectivo, el racional, el relacional y el transformador, y cuatro esferas de actuación ciudadana intercultural, a saber, las esferas del sentir, del conocer-pensar, del convivir y del hacer, los cuales generan nuevas territorialidades simbólicas en su interacción, nuevos espacios para la construcción del bien común.
El programa formativo se estructura en cuatro módulos: el primero, además de introducir la globalidad de la propuesta, trabaja sobre el contexto; el segundo, ofrece elementos conceptuales de fundamentación; el tercero, brinda algunas herramientas; y el cuarto, cierra con unas aplicaciones prácticas. Tal programa se denominó “Diplomado de formación ciudadana para la paz desde el desarrollo de habilidades para la vida y la interculturalidad” y fue tomado por sesenta y seis docentes investigadores participantes en dos grupos de trabajo, con el respaldo de dos instituciones de educación superior.
Al finalizar el proceso formativo, los participantes elaboraron veintiún proyectos pedagógicos ciudadanos los cuales implementaron con grupos de estudiantes en sus instituciones educativas, consolidando y replicando sus aprendizajes desde un aprender haciendo y un hacer aprendiendo. En tales proyectos se hizo evidente la apropiación de los docentes investigadores participantes, no sólo en relación con las temáticas y las metodologías, sino también en relación con su empoderamiento como investigadores educativos y agentes de transformación social capaces de comunicarse efectivamente y pensar críticamente, así como de producir un saber propio, elementos claves para construir convivencia pacífica y generar oportunidades de realización a los derechos humanos en la región.This research was made at the Cauca River Valley (Valle Geográfico del Río Cauca), particularly at Puerto Tejada, town located at the very south west of Colombia; where violence, vulnerability and segregation endanger the exercise of fundamental human rights. The main objective of this Thesis is: “Design, implement, and assess the results of a teaching training program oriented to the transformation of citizens’ behavior focusing on abilities for life and intercultural skills at the Cauca River Valley.” The theoretical frame develops the following concepts: citizenship, abilities for life, interculturality and teaching training. Epistemologically, it is assumed the dialog between the socio-critic paradigm and the paradigm of complexity. Methodologically, the research is approached from a participative evaluation. I created a citizens´ training program focused on the abilities for life and the dialog of plural knowledge, both as the main media that constructs and actives intercultural citizenship, as well as transforms participants’ practices. In the construction of this citizens´ identity, there are four roles of the self: affective, rational, relational, and transformer. There are also four areas of intercultural citizen action: feeling, knowing-thinking, living and doing; in their interaction they generate new symbolic territorialities and new spaces for the construction of the common good. The program was entitled Degree in citizens’ behavior training for peace through the development of abilities for life and interculturality (Diplomado de formación ciudadana para la paz desde el desarrollo de habilidades para la vida y la interculturalidad). It was accomplished by sixty six participants -both teachers and researchers-, and sponsored by two Universities. At the end of the training program, participants made evident their empowerment as teachers, researchers and agents of social transformation. They became proficient on the theories, practices, methodologies, communicative and critical thinking skills; as well as they became talented in creating their own knowledge. By all these, they are now agents of peaceful coexistence and generators of opportunities for the achievement t of the fundamental human rights.
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Pokross, Amy Elizabeth. "The American Community College's Obligation to Democracy." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5129/.
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In this thesis, I address the dichotomy between liberal arts education and terminal vocational training in the American community college. The need is for reform in the community college in relation to philosophical instruction in order to empower citizens, support justice and create more sustainable communities. My call for reform involves a multicultural integration of philosophy into terminal/vocational programs as well as evolving the traditional liberal arts course to exist in a multicultural setting. Special attention is focused on liberating the oppressed, social and economic justice and philosophy of education.
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SALSI, MONICA. "Oratorio e sfida multiculturale: sviluppi pedagogici per la formazione di una nuova cittadinanza." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10970.
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La ricerca approfondisce il contributo pedagogico degli Oratori alla formulazione di un concetto di cittadinanza planetaria. Gli oratori, istituzioni religiose italiane e contesti di formazione ed educazione rivolti alle giovani generazioni, stanno attualmente affrontando un’inedita sfida multiculturale: la crescente presenza di minori di origine straniera interpella questi dispositivi nella loro capacità di accoglienza, integrazione e accompagnamento dei giovani nello sviluppo di un senso di convivenza e cittadinanza in prospettiva planetaria, volto al rispetto e alla valorizzazione delle diversità nella costruzione di un bene comune condiviso. Attraverso l’utilizzo di strumenti di indagine quantitativa e qualitativa (interviste ai responsabili, focus group con adolescenti, indicatori di valutazione) e le attuali riflessioni sul tema dell’interculturalità e della cittadinanza planetaria, la ricerca approfondisce le potenzialità dell’educazione informale che prende forma nelle trame delle esperienze, degli apprendimenti e dei contesti quotidiani.The research focuses on the pedagogical contribution of Oratories to formulate a global citizenship concept. Oratories, peculiar Italian religious institutions and educational contexts, are now involved in a multicultural challenge: the increasing participation of minors of foreign origins stimulates Oratories, as educational “devices”, to improve their capacity of reception and integration. Moreover, Oratories can educate minors creating a sense of living together and the concept of citizenship in global perspective, which aim should be the construction of a shared common good through the respect and valorization of human diversity. According to the current development on the intercultural and global citizenship and using quantitative and qualitative research methods (interviews with educators, focuses groups with teenagers, evaluation indicators), the research focuses on the role of informal education in a integral human development, through the social dimensions and everyday relationships, learning and experiences.
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Torres, Ospina Sara. "Uncovering the Role of Community Health Worker/Lay Health Worker Programs in Addressing Health Equity for Immigrant and Refugee Women in Canada: An Instrumental and Embedded Qualitative Case Study." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23753.
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“Why do immigrants and refugees need community health workers/lay health workers (CHWs) if Canada already has a universal health care system?” Abundant evidence demonstrates that despite the universality of our health care system marginalized populations, including immigrants and refugees, experience barriers to accessing the health system. Evidence on the role of CHWs facilitating access is both lacking and urgently needed. This dissertation contributes to this evidence by providing a thick description and thorough analytical exploration of a CHW model, in Edmonton, Canada. Specifically, I examine the activities of the Multicultural Health Brokers Co-operative (MCHB Co-op) and its Multicultural Health Brokers from 1992 to 2011 as well as the relationship they have with Alberta Health Services (AHS) Edmonton Zone Public Health. The research for this study is based on an instrumental and embedded qualitative case study design. The case is the MCHB Co-op, an independently-run multicultural health worker co-operative, which contracts with health and social services providers in Edmonton to offer linguistically- and culturally-appropriate services to marginalized immigrant and refugee women and their families. The two embedded mini-cases are two programs of the MCHB Co-op: Perinatal Outreach and Health for Two, which are the raison d’être for a sustained partnership between the MCHB Co-op and AHS. The phenomenon under study is the Multicultural Health Brokers’ practice.
I triangulate multiple methods (research strategies and data sources), including 46 days of participant and direct observation, 44 in-depth interviews (with Multicultural Health Brokers, mentors, women using the programs, health professionals and outsiders who knew of the work of the MCHB Co-op and Multicultural Health Brokers), and document review and analysis of policy documents, yearly reports, training manuals, educational materials as well as quantitative analysis of the Health Brokers’ 3,442 client caseload database. In addition, data include my field notes of both descriptive and analytical reflections taken throughout the onsite research. I also triangulate various theoretical frameworks to explore how historically specific social structures, economic relationships, and ideological assumptions serve to create and reinforce the conditions that give rise to the need for CHWs, and the factors that aid or hinder their ability to facilitate marginalized populations’ access to health and social services.
Findings reveal that Multicultural Health Brokers facilitate access to health and social services as well as foster community capacity building in order to address settlement, adaptation, and integration of immigrant and refugee women and their families into Canadian society. Findings also demonstrate that the Multicultural Health Broker model is an example of collaboration between community-based organizations and local systems in targeting health equity for marginalized populations; in particular, in perinatal health and violence against women. A major problem these workers face is they provide important services as part of Canada’s health human resources workforce, but their contributions are often not recognized as such. The triangulation of methods and theory provides empirical and theoretical understanding of the Multicultural Health Brokers’ contribution to immigrant and refugee women and their families’ feminist urban citizenship.
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Bursian, Olga, and olga bursian@arts monash edu au. "Uncovering the well-springs of migrant womens' agency: connecting with Australian public infrastructure." RMIT University. Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080131.113605.
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The study sought to uncover the constitution of migrant women's agency as they rebuild their lives in Australia, and to explore how contact with any publicly funded services might influence the capacity to be self determining subjects. The thesis used a framework of lifeworld theories (Bourdieu, Schutz, Giddens), materialist, trans-national feminist and post colonial writings, and a methodological approach based on critical hermeneutics (Ricoeur), feminist standpoint and decolonising theories. Thirty in depth interviews were carried out with 6 women migrating from each of 5 regions: Vietnam, Lebanon, the Horn of Africa, the former Soviet Union and the Philippines. Australian based immigration literature constituted the third corner of triangulation. The interviews were carried out through an exploration of themes format, eliciting data about the different ontological and epistemological assumptions of the cultures of origin. The findings revealed not only the women's remarkable tenacity and resilience as creative agents, but also the indispensability of Australia's publicly funded infrastructure or welfare state. The women were mostly privileged in terms of class, education and affirming relationships with males. Nevertheless, their self determination depended on contact with universal public policies, programs and with local community services. The welfare state seems to be modernity's means for re-establishing human connectedness that is the crux of the human condition. Connecting with fellow Australians in friendships and neighbourliness was also important in resettlement. Conclusions include a policy discussion in agreement with Australian and international scholars proposing that there is no alternative but for governments to invest in a welfare state for the civil societies and knowledge based economies of the 21st Century.
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Ritucci, Raffaella. "Bambine e ragazzi bilingui nelle classi multietniche di Torino." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19485.
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Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf.
Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken.
In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb.
Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft.The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement. This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language. Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education. MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.
L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico. Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera. All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace. L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale.
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Haist, Allana. "Securing Diversity: A Review of Will Kymlicka’s Multicultural Citizenship." Doctoral thesis, 2011. https://monarch.qucosa.de/id/qucosa%3A19981.
Full textAbstract:
Will Kymlicka’s seminal work on Multicultural Citizenship has done much to advance the case for minority rights worldwide. Agreeing with communitarians that culture is important, yet unwilling to relinquish liberal equality and fairness, Kymlicka builds on John Rawls’s monumental Theory of Justice to show group rights are not only accord with liberalism, but are its true fulfilment. Yet, while Kymlicka’s theory has received accolades for elegantly tying liberalism and culturalism together theoretically, it has been met with equal scepticism over the tenability of its praxis. In this book, I argue that much of the criticism wielded against Kymlicka’s theory results from his crucial reliance on the definition of societal cultures and the contradictions embedded therein. This is further compounded by the tendency of Kymlicka to neglect his commitment to dynamic culture and liberalism in favour of a monolithic treatment of culture, leading us down the path to illiberal conclusions. I suggest that for Kymlicka’s theory of “Multicultural Citizenship” to embrace a truly vibrant multiculturalism, the theory must overcome its internal contradictions and reaffirm its commitment to a multi-layered and recursive approach to group rights. I shall review the strengths and weaknesses of Kymlicka’s theory set against contemporary debates on the topics of nationalism and minority rights and will suggest how the theory can reduce its inner tensions to embolden its critical support for multiculturalism in Canada and worldwide.
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Castro, Antonio Jamie. "Promoting critical multicultural citizenship : a case study of preparing social studies teachers." 2009. http://hdl.handle.net/2152/17291.
Full textAbstract:
Given the growing cultural and economic diversity of today’s students, this qualitative case study investigates how 4 social studies preservice teachers taught for critical multicultural citizenship during their student teaching semester. The tenets of critical citizenship emerge out of the intersection of critical pedagogy and multicultural education. These tenets for critical multicultural citizenship education include seeking out and challenging gaps in democracy, promoting critical reflection and consciousness, and advocating for collective action to transform institutional injustices. This case study traced perspectives held by participants about the nature of democracy and citizenship and explored how these preservice teachers enacted these views in their classroom teaching. Data collection measures included five observations, reflective journals, three interviews, and other assignments related to the participant’s student teaching coursework. Findings suggest that these participants, all preservice teachers of color, adopted views and teaching practices that aligned with critical multicultural citizenship; however, participants struggled to overcome constraints in their student teaching contexts in order to teach for this kind of citizenship.text
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Canas, Cuevas Sandra. "Entre pueblo mágico y ciudad multicultural : ciudadanías diversas en la Periferia Urbana de San Cristóbal de Las Casas, Chiapas = Between enchanted town and multicultural city : citizenship formations among the Mayas in San Cristobal de Las Casas, Chiapas, Mexico." Thesis, 2014. http://hdl.handle.net/2152/26862.
Full textAbstract:
This dissertation is an ethnographic analysis of state led multiculturalism and its impacts on indigenous people in the former colonial city of San Cristobal de Las Casas in Southern Mexico. Based on an eighteen-month period of fieldwork, it examines how the colonial order is being redeployed in the urban space through multicultural programs that seek to govern indigenous people. In particular, it discusses how indigenous people are transformed into multicultural citizens and their lands into natural reserves. In showing how indigenous people are being produced as citizens and governed through particular citizenship regimes, it also emphasizes on how they produce themselves as political subjects. Drawing upon indigenous people experiences at the urban periphery, this dissertation discusses the complexities and contradictions they face in the process of building a community of their own. It investigates how multiple citizenships, religious and gender regimes coexist in the urban periphery, and how indigenous people navigate them in the process of building new forms of belonging. This dissertation complicates the civil society vs. State opposition by focusing on how citizenship among indigenous people is built on a daily basis through contradictory and problematic articulations. Through their articulations with peasant organizations, the State, political parties, NGOs and religious discourses, indigenous people become agents of their own government. They do so by directing each other actions and decisions, shaping their leaders practices and holding them accountable, and monitoring gender relations and religious practice to secure women’s participation in both politics and religion. Finally, this dissertation argues that indigenous people in the urban periphery of San Cristóbal de Las Casas refuse to become multicultural citizens. Instead they struggle to build horizontal and inclusive communities through land occupation and conversion to Islam, and in the process they are calling into question the limits and contradictions of state led multiculturalism, and expanding liberal notions of citizenship.text
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Azzam, Raneem. "Teaching Civility: How Teachers Negotiate Race, Culture and Citizenship in the Multicultural School." Thesis, 2011. http://hdl.handle.net/1807/30074.
Full textAbstract:
In this project, I ask: How do Ontario public schools participate in the construction and perpetuation of a racial hierarchy of Canadian citizenship? I argue that the discourse of white civility produces and organizes a governable Canadian populace that serves to legitimize the nation-state. Employing a critical anti-colonial, anti-racist framework, I analyze the narratives of teachers as they relate to the notions of citizenship, multiculturalism and professionalism. I aim to shed light on the role of the teacher within the circuits of power that serve to regulate ‘Canadian-ness’ and respectability. Through a discourse analysis of the statements of educators working with newcomer students, I illustrate some of the obstacles to equitable praxis. I conclude by challenging teachers to consider their investments in the systems that perpetuate oppression.
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Dickout, Leslie. "The quest to negotiate equitable civic engagement : response of Toronto’s Sri Lankan Tamil community to social development planning in Canada’s largest multicultural metropolis." Thesis, 2004. http://hdl.handle.net/2429/15449.
Full textAbstract:
In this study I examine the connections between urban governance, social planning, civic
participation and engagement, and the quest for full, active, democratic citizenship by marginalized
groups, particularly immigrant communities living in Canada's multicultural cities. The notion of
'inclusive planning' within an ethno-culturally diverse urban context is explored through the
examination of both the City of Toronto's approach to social development planning and the
response of one newcomer community, the Sri Lankan Tamils, particularly through the work of the
newly formed national organization, the Canadian Tamil Congress. My study is guided by five
research questions that explore the roles and responsibilities of government, planners and
communities in this context. I conclude by presenting a number of recommendations related to
how planners can work toward a democratic renewal of planning in multicultural cities such as
Toronto through the support and development of planning policies and practices that recognize
equitable engagement, communication, negotiation, and partnership as guiding principles. These
include a wide range of ideas related to identifying and challenging the forces of exclusion
identified within my research, in order to construct a form of citizenship that is grounded in ongoing
negotiation between the state and its citizenry.
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Santos, Marli Alves. "Discovering new paths for global citizenship education in Brazil : three casestudies." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=80968&T=F.
Full text
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Park, Ahram. "Humane Citizenship: A Participatory Ethnography Engaging with Young People's Multi-Consciousness in an Alternative-to-Detention Afterschool Program." Thesis, 2019. https://doi.org/10.7916/d8-7rme-gm28.
Full textAbstract:
“What does it mean to be a person in the world?” has been a question that initiated this study with young people in an alternative-to-detention afterschool program. I used a participatory ethnographic approach to explore how a group of young people identify themselves by negotiating the labels placed on them. This study engaged with the philosophical reflections of Du Bois’s double consciousness and Greene’s continuous being to offer a conceptual framework of multi-consciousness. This multi-consciousness framework offered a way to examine young people’s geographical, ideological, linguistic, social, economical, and other representational boundaries. Similar to the intrinsically intertwined banyan tree, young people's lives intertwined through their demographic identities, their involvement in the digital and physical spaces, and their status in the justice system. The data for the study were collected through a participatory ethnographic approach using traditional ethnographic methods, such as conducting interviews, making participant observant, and co-producing artifacts with young people. These artifacts provided insight into the intricate relationships of how young people practice everyday citizenship in their daily lives. This study called for the embodiment of humane citizenship that included young people—particularly those in the juvenile justice system—to engage not as ornamental collaborators, but rather as genuine contributors who shape how we freely include and participate across the multiple networks in which we live and exist.
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Russell, Deborah Faye. "Republicanism and multiculturalism." Phd thesis, 2001. http://hdl.handle.net/1885/12626.
Full textAbstract:
One of the most pressing problems facing contemporary politics is the issue of accommodating multicultural diversity. Various political theorists have developed
accounts of multiculturalism in an attempt to understand the problems raised by
multicultural diversity, and to respond to that diversity. This thesis is a contribution
to the ongoing conversation about multiculturalism. It draws on contemporary
republican theory, as developed in particular by Philip Pettit, to understand and respond to issue of multiculturalism.
Contemporary republican political theory embraces freedom as non-domination. Freedom as non-domination is instantiated through traditional republican institutions of the rule of law, checks and balances, and civic virtue, and in Pettit's account, contestatory democracy. This thesis uses the account of freedom as non-domination to analyse the claims made by diverse ethnic groups, utilising in particular the republican understanding of how individuals may be subject to domination in virtue of their membership of a group. It then draws on the institutions of republicanism to respond to those claims, developing a comprehensive set of proposals for accommodating ethnic diversity. As part of the ongoing discussion of multiculturalism within political theory, the republican response to issues of multiculturalism is compared to other theoretical responses to multiculturalism, in particular to the responses developed by Will Kymlicka in Multicultural Citizenship, and Chandran Kukathas in The Liberal Archipelago. It also attempts to consider what minority ethnic groups would say about the republican response, drawing on James Tully's Strange Multiplicity to access a possible minority ethnic group response. The republican response to issues of multiculturalism developed in this thesis is robust when it is compared to both other theoretical responses, and to the possible response from minority ethnic groups. This robustness serves two ends. It demonstrates that republicanism is a viable political theory, because it can respond effectively to a pressing problem in both political theory and in political life. It also validates the republican response as a valuable contribution to the continuing discussion about issues of multicultural diversity.
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HEJTMÁNKOVÁ, Milena. "Srovnání ekonomické úrovně regionů pro účely dotazníkového průzkumu v programu Grundtvig - projekt MEEC (Multicultural Education for European Citizenship)." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-52467.
Full textAbstract:
The thesis consists in the basic comparison of several socioeconomic indicators predicating about the level of picked European regions which were engaged in the project Multicultural Education for European Citizenship (MEEC) and in which the questionnaire survey ``Questionnaire survey on perception of European citizenship in project countries{\crqq} was realized. The first aim of the thesis was to work up the working papers (by the method of selected regional economic comparison) which might be used for the formulation and verification of hypotheses on this topic: whether the picked regional economical factors, which certainly influence life in regions, could also have an impact on the respondents{\crq} value spectrum of responses in regions involved. The second aim was to work up the thesis methodically and contently together in order that the socioeconomic comparison of regions could be usable in pedagogy as one of the instigations in Education for European citizenship. The thesis is based on the usage of wide spectrum of extensive information resources, which comprise literature concerning the methodology of comparison or regional science, monographs, statistical resources (yearbooks, reports, analyses) and observed regions {--} most of the resources are available in the electronic form. Own reports on this topic, previously published in a collective volume and a subject publication (collective volume, subject publication), and materials from own lectures with presentations, realized during the project MEEC, are also used in the thesis.
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Oliveira, Alexandra da Conceição Marques. "Educação para a Cidadania Multicultural: Estudo de perceções, atitudes e experiências em Jovens Universitários." Master's thesis, 2019. http://hdl.handle.net/11328/2970.
Full textAbstract:
Os objetivos principais desta investigação visam a análise de percepções e de atitudes
face aos estrangeiros e aos imigrantes em estudantes universitários para promover o
reconhecimento da multiculturalidade e da tolerância empática, desenvolvendo-se igualmente
um projeto experimental de educação para a cidadania.
Os participantes neste estudo são 98 estudantes da Universidade Portucalense Infante
D. Henrique (Porto), com idades compreendidas entre os 18 e os 25 anos, incluindo
estudantes portugueses e estrangeiros. O plano metodológico para esta investigação é de
natureza mista, com a realização de inquéritos por questionários quantitativos (Escala de
Ideologia Multicultural e Escala de Tolerância Étnica; Neto, 2007) e entrevistas biográficas
sobre experiências de vida relativas à inclusão e exclusão/discriminação (5 estudantes
cidadãos de países africanos lusófonos). Um subgrupo de 30 estudantes participou ainda em
actividades de investigação-ação, envolvendo a conceção e implementação de um programa
de educação para a cidadania com vista a estimular atitudes positivas de tolerância,
reconhecimento e empatia.
Os resultados dos questionários mostram valores elevados de atitudes favoráveis à
multiculturalidade e de tolerância étnica. As entrevistas biográficas revelam diferenças
qualitativas nas experiências vividas no contexto dos grupos de pares em meio universitário,
onde predomina a inclusão e o acolhimento, em contraste com a sociedade em geral, onde as
experiências discriminatórias e as ofensas xenófobas/racistas são frequentes. O Programa de
educação para a cidadania proporcionou reflexão e debate crítico sobre os valores da
sociedade democrática, fortalecendo as atitudes e a sua expressão intencional e
argumentativa.
Contudo, o contributo mais original e significativo desta pesquisa consistiu na
conceção e execução do Programa de Educação para a Cidadania que, futuramente, deveria
ser devidamente avaliado com pré-teste e pós-teste em diferentes grupos de participantes para
se analisar a sua eficácia e proceder a melhorias nos conteúdos e nos métodos.The main objectives of this research aim at analyzing perceptions and attitudes towards foreigners and immigrants in college students in order to promote the recognition of multiculturalism and empathic tolerance, developing also an experimental citizenship education project. Participants in this study are 98 students from the University Portucalense Infante D. Henrique (Porto), aged between 18 and 25 years, including Portuguese and foreign students. The methodological design for this research is a mixed methods design, with surveys using quantitative questionnaires (e.g. Multicultural Ideology Scale and Ethnic Tolerance Scale; Neto, 2007) and biographical interviews on life experiences related to social inclusion and exclusion or discrimination (with 5 students from Lusophone African countries). A subgroup of 30 students also participated in action-research activities involving the design and implementation of a citizenship education program to foster positive attitudes of tolerance, recognition and empathy. The results of the questionnaires show high values of favorable attitudes towards multiculturalism and ethnic tolerance. The biographical interviews reveal qualitative differences in the experiences lived in the context of university peer groups, where inclusion and acceptance predominate, in contrast to society in general, where discriminatory experiences and xenophobic / racist offenses are frequent. The Citizenship Education Program provided reflection and critical debate on the values of democratic society, strengthening positive attitudes as well as their intentional and argumentative expression. However, the most original and significant contribution of this research was the design and implementation of the Citizenship Education Program which, in the future, should be properly evaluated with pretest and posttest measures in different groups of participants to analyze its effectiveness and to improve its content and methods.
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"Re-thinking Engineering Doctoral Students’ Sense of Belonging: In Consideration of Diversity in Citizenship and Interpersonal Interactions." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.62796.
Full textAbstract:
abstract: A defining feature of many United States (U.S.) doctoral engineering programs is their large proportion of international students. Despite the large student body and the significant impacts that they bring to the U.S. education and economy, a scarcity of research on engineering doctoral students has taken into consideration the existence of international students and the consequential diversity in citizenship among all students. This study was designed to bridge the research gap to improve the understanding of sense of belonging from the perspective of international engineering doctoral students.
A multi-phase mixed methods research approach was taken for this study. The qualitative strand focused on international engineering doctoral students’ sense of belonging and its constructs. Semi-structured interview data were collected from eight international students enrolled at engineering doctoral programs at four different institutions. Thematic analysis and further literature review produced a conceptual structure of sense of belonging among international engineering doctoral students: authentic-self, problem behavior, academic self-efficacy, academic belonging, sociocultural belonging, and perceived institutional support.
The quantitative strand of this study broadened the study’s population to all engineering doctoral students, including domestic students, and conducted comparative analyses between international and domestic student groups. An instrument to measure the Engineering Doctoral Students’ Quality of Interaction (EDQI instrument) was developed while considering the multicultural nature of interactions and the discipline-specific characteristics of engineering doctoral programs. Survey data were collected from 653 engineering doctoral students (383 domestic and 270 international) at 36 R1 institutions across the U.S. Exploratory Factor Analysis results confirmed the construct validity and reliability of the data collected from the instrument and indicated the factor structures for the students’ perceived quality interactions among domestic and international student groups. A set of separate regression analyses results indicated the significance of having meaningful interactions to students’ sense of belonging and identified the groups of people who make significant impacts on students’ sense of belonging for each subgroup. The emergent findings provide an understanding of the similarities and differences in the contributors of sense of belonging between international and domestic students, which can be used to develop tailored support structures for specific student groups.Dissertation/Thesis
Doctoral Dissertation Engineering Education Systems and Design 2020
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Machado, Maria Isabel Cipriano. "A arte literária na didática de PLS, em contexto multicultural: um caminho para o Outro? – Proposta de didatização da obra Iracema, Lenda do Ceará, de José de Alencar." Master's thesis, 2018. http://hdl.handle.net/10362/46726.
Full textAbstract:
Perante um contexto de heterogeneidade cultural, o desenvolvimento de práticas
pedagógicas no âmbito da didatização de conteúdos culturais numa aula de Português
como Língua Segunda (PLS) deve estar na base do processo de ensino/ aprendizagem.
Consequentemente, coloca-se a necessidade de dar resposta a essas diferenças culturais
e linguísticas, em contexto de sala de aula, flexibilizando e diferenciando as práticas
pedagógicas.
Por outro lado, considerando que a obra literária poderá despertar uma dialética
entre literatura, língua e cultura, coloca-se, pois, a hipótese de que a mesma permite
explorar elementos culturais e linguísticos diferenciados, que fazem parte da bagagem
de cada aluno. Neste sentido, o presente trabalho pretende ser um contributo para a
reflexão sobre a realidade heterogénea em contexto de sala de aula, estabelecendo um
elo de ligação com a obra Iracema, de José de Alencar.
A mesma aborda não só as diferentes realidades étnicas representadas pelo
elenco de personagens, como também este encontro de culturas que constitui a própria
história do povo brasileiro. A imagem do “Outro” aí presente poderá ser um bom ponto
de partida para a abordagem e desenvolvimento de competências interculturais em
contexto de sala de aula, a par da aprendizagem da língua e da cultura portuguesas.
Assim sendo, este trabalho terá como principais objetivos: i) refletir sobre as
formas de conhecimento que o texto literário, em geral, e esta obra de língua
portuguesa, em particular, poderão propiciar na aquisição do Português como Língua
Segunda e no desenvolvimento de competências interculturais; ii) verificar como este
romance pode ser utilizado pedagogicamente, no sentido de proporcionar aos
aprendentes o trabalho com questões interculturais e como pode melhorar e contribuir
para a sua aproximação ao “Outro”; iii) compreender de que forma o caráter autêntico
de um texto literário e, portanto, sem fins didáticos, pode ser objeto de didatização.
Espera-se, assim, que o presente trabalho seja um contributo para o
desenvolvimento futuro de uma prática pedagógica que privilegie a comunicação, numa
abordagem orientada para a ação, por meio de uma obra literária de língua portuguesa.
Uma abordagem ao texto literário direcionada não só para a fruição do sentido estético
do mesmo, como também para uma aproximação cultural dos aprendentes, poderá
constituir uma valiosa ferramenta didática na aquisição do Português como Língua
Segunda.Before a context of cultural heterogeneity, the development of pedagogical practices in the scope of the didactisation of cultural contents in a Portuguese as Foreign Language (PFL) class must be at the core of the teaching/learning process. As a consequence, we face the need of giving an answer to those cultural and linguistic differences, in a classroom context, making pedagogical practices more flexible and differentiated. On the other hand, considering that a literary work might foster a dialectic relation between literature, language and culture, the hypothesis that such enables to explore cultural and linguistic differentiated elements, which are part of each student’s knowledge, poses itself. In this sense, the present work intends to contribute to the reflection about a heterogeneous reality in a classroom context, while connecting with the work Iracema, of José de Alencar. Alencar’s work approaches not only the different ethnic realities represented by the characters’ cast, as well as this cultural encounter that constitutes Brazilian peoples’ own history. The image of the “Other” present there might be a good starting point to approach and develop intercultural skills in a classroom context, while learning Portuguese language and culture. Therefore, this work has as its main objectives: i) to reflect upon the forms of knowledge that the literary text, in general, and this Portuguese language literary work, in particular, might propitiate in the acquisition of Portuguese as Foreign Language and in the development of intercultural skills; ii) to ascertain the way this romance can be used pedagogically, in an effort to make possible for the learners to work with intercultural questions and how can it improve and contribute to its approximation to the “Other”; iii) to understand the way in which the authentic character of a literary text and, thus, without a didactical purpose, might be an object of didactisation. It is then expected that the present work might contribute to a future development of a pedagogical practice that privileges the communicative practice, in an action orientated approach, by means of a Portuguese language literary work. In an approach to literary text directed not only to the fruition of its esthetical sense, but as well to a cultural approximation of the learners, it might constitute a precious didactic tool in the acquisition of Portuguese as Foreign Language.
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Parker, Christina Ashlee. "Inclusion in Peacebuilding Education: Discussion of Diversity and Conflict as Learning Opportunities for Immigrant Students." Thesis, 2012. http://hdl.handle.net/1807/34834.
Full textAbstract:
Ethnocultural minority immigrant students carry diverse histories, perspectives, and experiences, which can serve as resources for critical reflection and discussion about social conflicts. Inclusion of diverse students’ identities in the curriculum requires acknowledgement and open discussion of diversity and conflictual issues. In democratic peacebuilding education, diverse students are encouraged to express divergent points of view in open, inclusive dialogue. This ethnographic study with a critical perspective examined how three teachers in urban public elementary school classrooms with ethnocultural minority first- and second-generation immigrant students (aged 9 to 13) implemented different kinds of curriculum content and pedagogy, and how those pedagogies facilitated or impeded inclusive democratic experiences for various students. In these classrooms, peers and teachers shared similar and different cultural backgrounds and migration histories. Data included 110 classroom observations of three teachers and 75 ethnocultural minority students, six interviews with three teachers, 29 group interviews with 53 students, document analysis of ungraded student work and teachers’ planning materials, and a personal journal. Results showed how diverse students experienced and responded to implemented curriculum: when content was explicitly linked to students’ identities and experiences, opportunities for democratic peacebuilding inclusion increased. Dialogic pedagogical processes that encouraged cooperation among students strengthened the class community and invited constructive conflict education. The implicit and explicit curriculum implemented in these three diverse classrooms also shaped how students interpreted democracy in the context of multiculturalism in Canada. Teaching students as though they were all the same, and teaching curriculum content as if it were neutral and uncontestable, did not create equitable social relations. Explicit attention to conflict provided opportunities to uncover the hidden curriculum and to acknowledge structures of power and domination, creating space for development of critical consciousness. Thus culturally relevant curricula and democratic learning opportunities encouraged social and academic engagement and resulted in the inclusion of a wider range of diverse students’ voices.
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Varga, Michael. "Towards an ethic of cultural harmonization : translating history textbooks in the province of Québec." Thèse, 2010. http://hdl.handle.net/1866/5240.
Full textAbstract:
Confronté à un projet de traduction de manuels d’histoire du français à l’anglais, destinés aux écoles publiques anglophones au Québec, Michael Varga définit une méthode qui ne s’appuie pas sur les théories de traduction classiques reliées aux structures binaires, mais qui s’inspire plutôt du modèle de la narratologie (narrative theory) prôné par Mona Baker. Varga reconnaît la légitimité d’une pluralité de narrations en compétition entre elles qui se manifestent parmi les différents groupes socioculturels faisant partie d’une même société (le Québec). Il identifie des passages en provenance du texte d’origine qui mettent en relief des conflits reliés à l’accommodation culturelle. Il traite la façon dont ces conflits échouent à communiquer adéquatement des réalités culturelles appropriées, lesquelles seront en concert avec les normes et valeurs propres à la société québécoise. Il propose des traductions, apte au domaine pédagogique, qui désamorceront ces conflits et les accommoderont tout en respectant la pluralité des réalités culturelles en évidence dans la société québécoise.Faced with the task of translating history textbooks from French to English for use in Québec’s English-language public school system, Michael Varga outlines a translation approach that circumvents classical translation theories based on binary constructs in favour of a model inspired by narrative theory as proposed by Mona Baker. Acknowledging the legitimacy of multiple parallel narratives as they pertain to different socio-cultural groups within the same society (Québec), he identifies source text sections that expose conflicts related to intercultural harmony. He discusses how these conflicts may fall short of communicating appropriate cultural realities that conform to the norms and values that govern Québec society. With a focus on the educational context, he proposes translations that defuse these conflicts in a spirit of harmonization and respect for the pluralist cultural realities in evidence in Québec society.