Relevant bibliographies by topics / Multicultural society

Academic literature on the topic 'Multicultural society'

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Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Multicultural society"

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Ha, Seongran, and Gyunyeol Park. "Multicultural Society and Multicultural Education." Journal of Humanities and Social sciences 21 12, no. 4 (August 31, 2021): 2239–50. http://dx.doi.org/10.22143/hss21.12.4.159.

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Samajdar, Dr Neerja. "Language in Multicultural Society." SMART MOVES JOURNAL IJELLH 8, no. 7 (July 22, 2020): 69–77. http://dx.doi.org/10.24113/ijellh.v8i7.10658.

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Learning a language, is not only learning sounds, alphabets and grammar, but it also means learning the customs and cultural norms. We all grow up in social circles, we informally learn how to use language expressions, gestures, tones. We get to learn the acceptable behaviors or language use in our society. We all speak Languages. We all imbibe Cultures. Language expresses a particular meaning that represents the culture of a particular social group. We interact with a language and culture becomes its reference point. Krober(1923) expresses, "Culture, then, began when speech was present, and from then on, the enrichment of either means the further development of the others". Hence, language and culture are complex, yet inseparable form of human interactions. Culture is complexly intertwined with language. Human interactions are defined as communication. The communicative force of culture works not only in representing aspects of reality, but also in connecting one context with another. According to the linguistic relativity principle, the way we think about the world, gets influenced by the language we use to express it and vice versa. Therefore, consciously or unconsciously, we show certain behaviors and carry certain language habits which are deeply rooted in our culture. Thus learning a language means learning and adopting that culture. This paper deals with this very relationship of language and culture with a cross-cultural interaction, how teaching and learning a foreign language plays a role in learning the target culture. This paper will make recommendations for effective culture education in foreign language classroom to develop intercultural competence.
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Kraja, Meri. "MULTICULTURAL SOCIETY AND DEMOCRACY." IJASOS- International E-journal of Advances in Social Sciences 1, no. 2 (August 31, 2015): 180. http://dx.doi.org/10.18769/ijasos.94270.

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D’Haenens, Leen. "ICT in Multicultural Society." Gazette (Leiden, Netherlands) 65, no. 4-5 (August 2003): 401–21. http://dx.doi.org/10.1177/0016549203654006.

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Sani, Serena. "The transition from a multicultural society to an intercultural society. Educational implications." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 75–81. http://dx.doi.org/10.18844/gjhss.v3i1.1735.

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Grant, Carl A. "A better multicultural society: woke citizenship and multicultural activism." Multicultural Education Review 10, no. 4 (October 2, 2018): 327–33. http://dx.doi.org/10.1080/2005615x.2018.1532225.

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Lee, Gil-Yeon. "Rev. Sun Myung Moon’s Multicultural Pacifism in Multicultural Society." Journal of Peace Studies 16, no. 1 (March 31, 2015): 249–68. http://dx.doi.org/10.14363/kaps.2015.16.1.249.

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Han, Gi-Jung, and Chul-Ju Park. "Analysis of Multicultural Education Counseling Influence in Multicultural Society." Journal of Wellbeing Management and Applied Psychology 1, no. 1 (February 28, 2018): 1–13. http://dx.doi.org/10.13106/jwmap.2018.vol1.no1.1.

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Al-Ma'ruf, Ali Imron. "PEMBELAJARAN SASTRA MULTIKULTURAL DI SEKOLAH: APLIKASI NOVEL BURUNG-BURUNG RANTAU." Kajian Linguistik dan Sastra 19, no. 1 (March 25, 2015): 60–75. http://dx.doi.org/10.23917/kls.v19i1.4410.

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The learning of multiculturalism opens ones’ fundamental reality in society. Thisarticle aims to describe the learning of multicultural literature at school with applyingto novel “Burung-burung Rantau” (BbR), a work of Y.B. Mangunwijaya inSemiotics analysis. Indonesian multicultural literature is expected from the processof ‘Indonesianisation’ from many good cultural expressions of local colour, nation,and global-universal. With enthusiasm of posmodernisme, multicultural literaturecan pierce religion limit, culture, class, ethnic, and nation. Novel BbR expressesbrainchild multicultural past event of tissue and actors: Anggi, Neti, Bowo, andCandra. Brainchild multiculture in BbR among others covers: (1) the born of generationpost-Indonesia in educations values of multiculture, (2) the present generationthat flies freely to every where even to the foreign state or to their own world,(3) the escape from the tradition ties and local cultures even from their nationalculture so they have freedom in creativity, (4) the melting of local and nationalculture, west and east, (5) education values of multicultural pierce in ethnic limits,religion, nationality, class, and gender. Learning of multicultural literatures leadsto harmony with cultures of social transformation existences and life value changesto global culture. For that case, immediate literature teachers are needed to realizethe multicultural paradigms.
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Suliatytska, T. V., and M. P. Plakhtiy. "EDUCATION IN A MULTICULTURAL SOCIETY." Perspectives. Socio-political journal, no. 1 (2022): 121–28. http://dx.doi.org/10.24195/spj1561-1264.2022.1.17.

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Dissertations / Theses on the topic "Multicultural society"

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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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Hwang, Kyu-ho. "Liberal education in a multicultural society." Thesis, King's College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338483.

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Stander, Adrie. "Computer user interfaces in a multicultural society." Thesis, Cape Technikon, 1997. http://hdl.handle.net/20.500.11838/1369.

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Thesis (MTech(Information Technology))--Cape Technikon, Cape Town, 1997
This research discusses some of the cultural issues that could influence the human computer encounter in a multicultural community. The results of research to determine differences in computer usage caused by cultural differences when using computer user interfaces in simulated and real-world environments are also discussed. Various cultural aspects could possibly influence the effectiveness of the user interface in a multicultural society. Language is an important factor and studies have shown that simple translation will increase productivity (Bodley, 1993:23). However all languages do not contain the necessary technical vocabulary. Mothers from a lower social class typically use a limited language code when communicating with their children (Mussen et aI.,1984:206). As this causes the children to think in more concrete and less conceptual terms, it may influence the human computer interaction, particularly where a high degree of abstraction, such as in graphical interfaces, is used. Symbolism is problematic as symbols like light bulbs, recycle bins and VCR controls do not feature in the life of users living in slum and backward rural conditions. Lack of exposure to technology might negatively influence user attitude (Downton, 1991:25) with a corresponding inhibition of learning and performance. All external locus of control is common among disadvantaged groups due to the high degree of rejection, hostile control and criticism they experience. As the sense of being out of control is largely associated with the indication to avoid stressful situations, users from these groups might prefer to avoid situations where they do not feel in control. The strong differentiation between the roles of the sexes in certain cultures can also influence the encounter with the computer (Downton, 1991:10) It has been shown that the different gender orientations towards problem solving in these cultures can have an important influence on computer usage. The intracultural factors of social class play a significant role in determining how a person acts and thinks (Baruth & Manning, 1991 :9-1 0). Such differences may sometimes be more pronounced than those resulting from cultural diversity and may influence the orientation of the user towards abstraction and generalization.
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Ganyi, Pamela Ayum. "Religious diversity in post-colonial multicultural Nigerian society." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53406.

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Chapter one set out the aims of this study, and outlined the scope and methodology employed in achieving this. Chapter two dealt with the definition of some key terms employed in this study and also gave the historical background of pre-colonial and colonial Nigerian society. It highlighted the divisions that existed in the pre-colonial societies that make up what is today Nigeria, and pointed out that, apart from the major differences in culture, ranging from language to religion, these societies each had different political systems, the most organised at the time, being the Hausa/Fulani system, where the Sokoto Caliphate linked over 30 different independent Hausa kingdoms, creating the most powerful Islamic state in West Africa. As noted in this chapter, the caliphate provided the longest resistance to British colonial rule in Nigeria, and although it was annexed in 1903, some of its political systems adopted prior to British occupation, were retained by the colonial government. Unfortunately, the gradual transition of British influence in the region that is today Nigeria, from slave trade to legitimate trade and then to colonialism did not allow enough time for the local people to mount any formidable opposition to British annexation. In the beginning, the growing British influence was seen as a welcome relief from the oppressive period of the slave trade. The encouragement of legitimate trade and the coming of the missionaries led the local people to be more open to British occupation of the region, believing that this was for the greater good of the people. In addition, some traditional rulers who resisted British occupation were quickly subdued by the much more advanced military might of the British forces. Nevertheless, throughout the period of British colonial rule in Nigeria, cultural differences, while extant, did not necessarily lead to conflicts as the political and economic systems were managed by the British administrators. In addition, by the mid-20th century, the wave of nationalism movements provided a distraction from the focus on cultural affinities. Nigerians saw the British colonial government as a common enemy and they, therefore, overlooked their cultural differences and regional affinities and, together, emphasised a common national identity and a collective goal of attaining independence from Britain. When Nigeria became independent in 1960, the expectations for the country s future were positive. The population density provided a labour force and a consumer market which showed great potential for economic growth. This, coupled with the fact that commercial quantities of petroleum had been discovered in the Niger Delta region in 1958, led many people to believe that Nigeria was destined for a leading position, not just in Africa, but also in world affairs. Unfortunately, this was not to be, as independence from Britain did not bring with it the perfect society which Nigerians had envisaged. According to Falola and Heaton (2008: 158), by 1970, Nigeria s stability and prestige had been greatly damaged by a decade of political corruption, economic underdevelopment and military coups. Most damaging, however, was the culmination of these problems in a civil war from 1967 to 1970 that rent the country along regional and ethnic lines, killed between 1 and 3 million people, and nearly destroyed the fragile federal bonds that held together the Nigerian state.
Mini Dissertation (MA)--University of Pretoria, 2015.
Modern European Languages
MA
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Meier, Lori T. "Social Studies Education in a Multicultural Society (Elementary Education)." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etsu-oer/7.

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The materials in this OER collection are designed to complement the course, Social Studies Education in a Multicultural Society. This course, designed for senior-level students in an elementary education teacher preparation program, explores the foundations, themes, content, and pedagogies of elementary social studies education in a multicultural society. Presented as a series of video episodes, each episode focuses on a foundational element of social studies teaching and learning. From curriculum frameworks to national social studies publications to historical thinking to geographic awareness, each episode is meant to support the development of the elementary social studies teacher.
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Farate, Eduardo J. "Protecting children in a multicultural society: an Australian story." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/1402.

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This thesis is based on a research study examining the extent to which cultural background and cultural factors are taken into account by Child Protection Workers investigating allegations of child maltreatment due to inappropriate or excessive punishment. Profiles of child discipline practices within a cultural and historical context were developed and qualitative and quantitative data was gathered through a survey questionnaire sent to all the metropolitan offices of Family and Children's Services. Data was also collected from ethnic leaders, some of their community members and from refugees. The data collected was examined in relation to Child Maltreatment Guidelines of Family & Children's Services and current Child Protection Laws in Western Australia, with a particular focus on practice implications for child protection workers.
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Farate, Eduardo J. "Protecting children in a multicultural society : an Australian story /." Curtin University of Technology, School of Social Work and Social Policy, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13282.

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This thesis is based on a research study examining the extent to which cultural background and cultural factors are taken into account by Child Protection Workers investigating allegations of child maltreatment due to inappropriate or excessive punishment. Profiles of child discipline practices within a cultural and historical context were developed and qualitative and quantitative data was gathered through a survey questionnaire sent to all the metropolitan offices of Family and Children's Services. Data was also collected from ethnic leaders, some of their community members and from refugees. The data collected was examined in relation to Child Maltreatment Guidelines of Family & Children's Services and current Child Protection Laws in Western Australia, with a particular focus on practice implications for child protection workers.
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Saifulloh, Ahmad. "Indonesian Pesantren: Creating ‘Good’ Citizens for Indonesia’s Multicultural Society." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/27590.

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As an emerging democratic country, Indonesia faces notable challenges in building harmony and peace in its multicultural society. Many scholars have argued that educational institutions including pesantren can play a crucial role in addressing those challenges. More specifically pesantren citizenship education has the potential to create citizens who can address the potential challenges of multicultural societies. The primary aim of this study was to investigate conceptions of citizenship education; curriculum design for citizenship education; and the delivery of that curriculum in three types of Indonesian pesantren. While multiple case study and phenomenography were used as research design, Bronfenbrenner’s (1979) Ecological Systems Theory was employed as theoretical framework. This study found that the conceptions of citizenship education were similar across pesantren. Distinct curriculum design for citizenship education was found in each pesantren, reflecting differences in attributes within the referential and structural aspects of the citizenship education conceptions across pesantren. However, each pesantren had a similar combination of formal, informal and hidden curricula. This model of curriculum was integrated into the pesantren’s environmental factors. Similar pedagogy was found in the delivery of the formal curriculum. Regarding the delivery of informal and hidden curriculum, the unique system of pesantren facilitated a more intricate curriculum implementation than is possible for other models of school. One implication of this study is that religious citizenship education could be considered an alternative for Indonesia in addressing the challenges of a multicultural society. Also, educational institutions aiming to employ a comprehensive approach to their citizenship education might consider an ecological model of pesantren-based citizenship education as a reference.
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Rizgar, Shahyan. "The Crisis of Identity in a Multicultural Society : A Multicultural Reading of Zadie Smith’s White Teeth." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30710.

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This essay, on Zadie Smith’s White Teeth, deals with the characters’ identities and the influences of multiculturalism on their complex identities. It also discusses the role of the characters roots and history in constructing their identities and how they have made life problematic for the characters in multicultural London. The roots and history of the first generation of immigrants make problematic identities for the second generation in the novel. The main aim of this essay is to demonstrate the instability of identity as depicted in the novel. The characters in the novel cannot ‘’plan’’ their identities because it is a process which continues in all stages of life. Though the first generation of immigrants want to ‘’plan’’ an identity for their children (the second generation of immigrants), they are not successful. Because identity is a process and it is changeable based on place and time. The second generation of immigrants, who live in London, tries to mix the dominant culture (English culture) with their familial culture in order to have a different identity. They also want to escape from their family’s roots and history but it is difficult, because leaving roots is not an easy process.
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Ahmad, Itrat. "An assessment framework for empowering students in a multicultural society." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23316.

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The purpose of this study is to describe, apply and critique an assessment framework, namely, 'Student-Centred Assessment' based on concepts presented by Stiggins (1994). The theoretical basis is found in the literature dealing with multiculturalism and education, the forces promoting change in assessment, and the current status of assessment methods.
The analysis of the 'Student-Centred Assessment' reveals that in such a framework there is a constant interaction between the student and the assessor leading to student engagement and that there is a need for changes in the assessment practices. Of the weaknesses noted, adapting tools for assessment is an ongoing challenge and the time needed to apply the framework effectively is a stressful problem. Based on these findings, various recommendations for practice and future research are made.
The study examines the assessment of students in a regular grade three class, divided equally into a control and an experimental group randomly. Sources of data include documents, reports, and interviews with administrators, educators, and students. The control group is assessed by the classroom teacher according to norm-based tests. This teacher and the resource teacher then assess the experimental group by means of the methods outlined in the framework, to determine the inter-scorer reliability. Thereafter, the scores of the control group are compared to those of the experimental group to ensure internal validity and to analyze the framework. As well, interviews with school personnel ascertain the current status of assessment methods including sources for empowerment.
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Books on the topic "Multicultural society"

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College, Ontario Police. Multicultural training for police: Policing a multicultural multiracial society. [Ontario]: Ontario Ministry of the Solicitor General, 1989.

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Lee, Goodhart R., ed. Understanding human differences: Multicultural education for a multicultural society. Boston: Pearson/Allyn and Bacon, 2005.

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Hampshire (England). Education Department. Education for a multicultural society. Winchester: HCC, 1988.

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Department, Hampshire (England) Education. Education for a multicultural society. Winchester: HCC, 1987.

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Todd, Roy. Education in a multicultural society. London: Cassell, 1991.

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1955-, Palmer Stephen, and Laungani Pittu, eds. Counselling in a multicultural society. London: Sage Pubications, 1999.

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Lynch, James. Multicultural education in a global society. London: Falmer, 1989.

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Black, John. Child health in a multicultural society. 2nd ed. London: British Medical Journal, 1989.

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Science for a Multicultural Society Group. Science education for a multicultural society. Leicester: Leicestershire Education Authority, 1985.

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Banerjee, Sube. Managing dementia in a multicultural society. Chichester, West Sussex: John Wiley & Sons, 2010.

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Book chapters on the topic "Multicultural society"

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Ennals, Richard. "Multicultural Society." In Work Life 2000 Yearbook 3, 158–76. London: Springer London, 2001. http://dx.doi.org/10.1007/978-1-4471-0291-5_6.

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Trueba, Henry T. "Lessons Learned: The Healing of American Society." In Healing Multicultural America, 133–54. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003331483-7.

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Parekh, Bhikhu. "Equality in a Multicultural Society." In Rethinking Multiculturalism, 239–63. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20425-6_9.

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DiTomaso, Nancy. "Inclusion in a Multicultural Society." In Inclusive Leadership, 279–88. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-19.

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Nahaboo, Zaki. "Multicultural Society Must Be Defended?" In Citizenship after Orientalism, 144–65. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137479501_8.

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de Graaf, Nan Dirk, and Dingeman Wiertz. "Migration and the multicultural society." In Societal Problems as Public Bads, 102–24. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351063463-6.

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Geiger, Klaus F. "Multicultural Society and Intercultural Education." In Approaching Transnationalisms, 141–59. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-9220-8_8.

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Güner, Pınar Burcu. "Living in a Multicultural Society." In Rekonstruktive Sozialisationsforschung, 93–114. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-26070-5_11.

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Istad, Felicia. "Towards a Multicultural Knowledge Economy?" In Korea and the Global Society, 140–56. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003301127-10.

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Tsuneyoshi, Ryoko. "Discussing the “Multicultural” in Japanese Society." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 177–95. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2632-5_11.

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Conference papers on the topic "Multicultural society"

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Mutiah, Ms, and Puspita Sari Sukardani. "Multicultural Interreligious Society." In Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.69.

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Supriyono, Bambang. "Public Administration Challenges in a Multicultural Society." In Proceedings of the Annual International Conference of Business and Public Administration (AICoBPA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aicobpa-18.2019.18.

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Purwani, Tri, and Indah Arvianti. "The Economic Empowerment Model of Multicultural Society." In The 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.023.

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Basarab Cocos, Elena. "ROMANIAN IMMIGRANT INTEGRATION IN THE MULTICULTURAL CANADIAN SOCIETY." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.093.

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Shabani, Arafat. "MULTICULTURAL EDUCATION AND SERVICE LEARNING FOR DEMOCRATIC SOCIETY." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.086.

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Jayusman, Jayusman. "Establishment Arena of a Multicultural Society in Lasem." In Proceedings of the 1st International Conference on Environment and Sustainability Issues, ICESI 2019, 18-19 July 2019, Semarang, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.18-7-2019.2290306.

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Kompaneeva, Liudmila G., Evgenia V. Gulyaeva, and Irina I. Dubinina. "Education in Digital Society: New Challenges for Educators." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-450-456.

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Korostyleva, Natalia N. "Gender Policy of the Modern Company in Digital Society." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-385-391.

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Darmawijaya, Mr, Irwan Abbas, and Syahrir Ibnu. "Multicultural Society Explanation of Islam (Donation of Islam on Modern Man to Manage a Good Multicultural Society in the Globalization Era)." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.17.

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Bogdanova, Larisa V. "Development of Creativity as the Basic Competence in the Postindustrial Digital Society." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-405-411.

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Reports on the topic "Multicultural society"

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Ripoll, Santiago, Tabitha Hrynick, Ashley Ouvrier, Megan Schmidt-Sane, Federico Marco Federici, and Elizabeth Storer. 10 Ways Local Governments in Multicultural Urban Settings can Support Vaccine Equity in Pandemics. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.016.

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At national and aggregate levels, COVID-19 vaccination across G7 countries appears successful. To date, 79.4% of the total population of G7 countries have received a first dose, 72.9% a second, and 45.4% a booster shot (28th April 2022 data). In France, 80.6% of the total population has had a first dose, 78.2 % have had two doses, and 55.4% have had their booster jabs (28th of April 2022 data). In the UK, 79.3% of the total population has received one dose, 74.1% a second one, and 58.5% have received a booster. In Italy, 85.2% of the total population has had a first dose, 80.4% have had two doses, and 66.5% have had their booster jabs (28th of April 2022 data). These figures indicate enthusiasm across G7 countries for COVID-19 vaccines. Yet high overall vaccination rates at the national level, disguise significant in-country disparities. For example, by the end of 2021, less than 50% of residents of the Northern Districts of Marseille were vaccinated, compared with over 70% in wealthier neighbourhoods. In the Ealing borough of Northwest London, 70% of the eligible population has had a first dose – which is almost 10% percent below the national average (4th of April 2022 data). Disparities are also seen in other urban metropolises across the G7. This brief investigates these disparities through the lens of “vaccine (in)equity”, focusing on the role of local actors. It builds on ethnographic and qualitative research carried out in the Northern Districts of Marseille and ongoing research engagement around vaccine equity in Ealing (Northwest London), as well as qualitative research carried out in Italy among networks of healthcare providers, intercultural mediators, and civil society organizations that collaborated during the COVID-19 campaign in the Emilia Romagna region and in Rome. This brief is based on research conducted between October and December 2021 in Marseille and ongoing engagement in Ealing which started in May 2021. It identified how local governments, health actors, community groups and residents play key roles in shaping vaccine (in)equity. This brief was developed for SSHAP by Santiago Ripoll (IDS), Tabitha Hrynick (IDS), Ashley Ouvrier (LaSSA), Megan Schmidt-Sane (IDS), Federico Federici (UCL) and Elizabeth Storer (LSE). It was reviewed by Eloisa Franchi (Università degli Studi di Pavia) and Ellen Schwartz (Hackney Council Public Health). The research was funded through the British Academy COVID-19 Recovery: G7 Fund (COVG7210038). Research was based at the Institute of Development Studies (IDS), University of Susssex, and the Laboratoire de Sciences Sociales Appliquées (LaSSA). The brief is the responsibility of SSHAP.
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