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, 1997This 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
Unrestricted
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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.https://dc.etsu.edu/etsu-oer/1006/thumbnail.jpg
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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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Khanlou, Nazilla. "Adolescent cultural identity and self-esteem in a multicultural society." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0030/NQ66214.pdf.
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Wijaya, Muhammad Ery. "Electricity Saving Policy for Household in a Multicultural Society-Indonesia." Kyoto University, 2013. http://hdl.handle.net/2433/180444.
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Javaheri, Mahya. "Analyzing and Design of a Mosque in a Multicultural Society With Cultural Approach : Analyzing and Design of a Mosque in a Multicultural Society With Cultural Approach." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-223220.
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This project attempted to detennine cultural factors in architecture and include these factors in architectural form and function. This work also aimed to determine the influence of certain contexts on architectural design specific to a certain region with a unique culture. This research focused on new identity, prestige, contexts and demands of contemporary Islamic architecture rather than design of novel, complex and eccentric forms in this new area. The present study conjured a sense of balance in the complexity, confusion and imbalance of new fonns. Some contemporary architects solely emphasize the past Islamic designs and ignore new contexts. On the contrary, others only focus on new contexts and neglect the past. Neither one is true. New designs should be based on the available space and context with regard to past fonns. In other words, the past heritage of architecture can influence the contemporary architecture if the new space and context can be fitted to the past. If not, new context is entirely unique and specific to the new space. Nevertheless, the preliminary principles of Islamic architecture should be preserved. The present project made some efforts to detennine the influence of different cultural and multicultural contexts on Islamic architectural designs (e.g. mosque). It sought to include other cultures in Islamic architecture. However, future studies are needed to clarify this issue.
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Alaaddinoglu, Yeliz. "The Challange Of Becoming A Multicultural Society: The Case Of Germany." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606867/index.pdf.
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This thesis seeks to trace the process of Germany&rsquobecoming a multicultural society through the politico-historical analysis of the matter of immigration to Germany. The working assumption while projecting this study is as follows
there is a close relation between the policies and implementations of Germany in practice and becoming a multicultural society during the process in question. Germany became a multinational society with its composition of different ethnic, religious and cultural groups
but it is clearly seen that Germany is not moving toward becoming a multicultural society, at least in the near future, considering its policies and implementations in practice. At the same time, considering the main arguments and effects of these new immigration and citizenship laws concerning immigrants will provide an essential ground for recognizing whether Germany is a multicultural society or not.
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Edvardsson, Linda. "Crimes of Honour – Females' Right for Support in the Multicultural Society." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22443.
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This research demonstrate how crimes of honour functions and consequently could lay the path in which females do need help and support in order to escape from (or manage) their environment of oppression. Thus, females all over the world are violated in the name of honour and every year around 5,000 women and girls are murdered in the name of honour by her relatives. The exact number how many that is affected by crimes of honour could only be guessed, due to, we only see the registered crimes. Nevertheless, this phenomenon is still evident within multicultural societies as in Sweden. Hence, those females that do not want to live in oppression or expose themselves to violence and crimes such as murder, instead escape and as a result necessitate protection and societal aid. The legal and practical support targeting these victims must therefore be known. The aim with this research is to highlight this support in an empirical research. In addition, various theoretical and legal perspectives explain a broader understanding of the phenomenon of crimes of honour; in which relevant regulations of the Swedish jurisdiction and the Human Rights are dispositional. The empirical research takes departure from semi-structured interviews with eight local agents in the city of Malmö (Sweden), and also, an interview with a woman affected by crimes of honour was conducted in order to highlight strengths and weaknesses of the local support. The result demonstrates that both the legal and practical support has its affirmative elements; however this support is also limited. For instance, victims of honour crimes lack information how to access this support. Moreover, the Swedish Penal Code do not have any uttered criminal classification about this sorts of violence, leading to the lack of registration unless not considered being a crime according to the Swedish Penal Code. Since crimes of honour affects many people’s lives and exists in many different shapes, conducts and societies it is required that the right kind of support is carried out; whereas the importance of local agents taking responsibility must be acknowledged.
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Åfeldt, Alexandra. "Föräldraengagemang i ett mångkulturellt samhälle / Parental involvement in a multicultural society." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28385.
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Anosike, Philemon O. Sr. "Praxialism: A Philosophical Foundation of Multicultural Education in a Democratic Society." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365124962.
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Adil, Mahmud Hossain Jahan. "Social Cohesion in Multicultural Society : A Case of Bangladeshi Immigrants in Stockholm." Thesis, Stockholms universitet, Kulturgeografiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91813.
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Due to the rapid urbanization and globalization, urban social life is getting more complex thanever. Stockholm, the capital city of Sweden, is the residence of about 180 nationalities thatmakes it one of the prominent multicultural cities in Europe. Moreover, sustainable developmentis one of the main goals of the Swedish government. In this circumstance, it is the challenge tomake a socially cohesive society to ensure its social and economic development. This study isaimed to have an inner look at social cohesiveness between Bangladeshi community and otherethnic groups including native Swedish in Stockholm from a qualitative research approach. Asocial cohesion framework has been formulated by analyzing various literatures for the purposeof this study. This social cohesion framework comprises of social, cultural, political andeconomic indicators to understand the different dimensions of social cohesion in Stockholm.This framework is used during preparation of the questionnaire for conducting the qualitativesurvey that includes twelve in-depth interviews. Empirical result reveals that Bangladeshicommunity has a weak sense of belonging and a lack of common identity to the mainstreamsociety, rather they have stronger attachment to other Bangladeshi immigrants in Stockholm.Although lack of social cohesiveness has been found between Bangladeshi immigrants and otherresidents in Stockholm, but many threats to social cohesion (for example; racial conflict) areabsent in Stockholm. Therefore, it is a reachable challenge to make this society cohesive for thebetterment of the country by initiating proper measures.
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Ishimatsu, Hiroyuki. "A dialogue with Adam Smith : sympathy as a foundation of multicultural 'society'." Thesis, University of Newcastle Upon Tyne, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423589.
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Tao, Yingwen. "Forging identities in the multicultural society : cultural landscape construction in Langde, China." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277412.
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The use of heritage as a state tool to construct national identity has been fervently explored (e.g. Daniels 1993 and Kohl 1998). However, the ways in which ethnic minority communities in multicultural societies, respond to the Authorised Heritage Discourse’ (AHD) (Smith 2006) as the product of nationalism is relatively under-researched (Caffyn and Lutz 1999, Waterton 2010). This dissertation focuses on the case study of the Miao ethnic minority’s cultural landscapes in China, which have been altered continuously by both the national and local powers that seek to construct collective identities. The dissertation asserts that ethnic minority heritage practices in multicultural societies need to be understood as being profoundly shaped by nationalist discourses and practices. My ethnographic research, of Langde, a Miao village founded in the 14th century, addresses historical and contemporary identity negotiations between the local and the national, the ethnic minority and the majority, but also the ways in which ethnic minority groups and the state strive to shape their collective identities through concrete heritage practices. Such construction has in turn reinforced the local Miao identity through everyday heritage practices. The AHD in China, which is a technology of nationalism, has been based on the assumption of the ‘superior’ cultural status of Han as the majority. Yet, conversely it is also entwined with how ethnic minority groups have actively shaped their own identities. By employing visual ethnography, this dissertation reveals a Communist vision of multiculturalism, which combines cultural hegemony and community empowerment. The dissertation concludes by proposing an expansion to the framework for understanding how the AHD of ethnic minority heritage is made and perceived. Looking at minority heritage’s entanglement with nationalism provides a window of understanding into how collective identities at national and local levels are negotiated and reconstructed.
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Bashor, Melanie. "Building a tolerant society : the origins of New Labor's multicultural education policy." Thesis, Boston College, 2009. http://hdl.handle.net/2345/961.
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Thesis advisor: Peter H. WeilerIn 1997, New Labor embraced an ideal of multiculturalism in an attempt to foster a particular brand of open communication and respectful cooperation among different individuals and cultural groups. This MA thesis investigates the background to one aspect of this multiculturalism, New Labor's education policies. The thesis shows how New Labor's current multicultural ideal originated in the 1960s in Labor's attempts to combat racial discrimination. As its attempts proved inadequate, Labor expanded its understanding of what was necessary to create a tolerant society, including educational policies that fostered tolerance, respect for different cultural groups, and personal responsibility. During eighteen years spent in opposition to a Conservative majority government, Labor refined its ideal of multiculturalism in debates, forging a path from the idealistic and radical reforms of the 1960s and 1970s toward New Labor's middle way. This thesis describes how New Labor utilized a variety of tools to achieve the goal of a tolerant, cooperative, multicultural society, including repurposing Conservatives' policies. This thesis defends multiculturalism as an appropriate response to a changing political environment, one that attempted to deal with the exigent circumstances presented by racial discrimination, class and cultural based underachievement, and underlying cultural tensions
Thesis (MA) — Boston College, 2009
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: History
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Koh, Minkyung Koh. "Marriage Migration of Women and Making a Multicultural Society in South Korea." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524087991212587.
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Pezzetti, Karen. "Teaching and Learning Color-Consciousness in a Color-Blind Society." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/379151.
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Urban EducationPh.D.
In this ethnographic study, I draw on interviews, audiorecordings of course meetings, observation notes and student work to explore the experiences of White preservice teachers in two sections of a Social Contexts of Education course. The instructors of both sections sought to challenge students’ color-blind racial ideologies. Whereas prior research documents prospective teachers resisting learning about race, this study’s participants evidenced a willingness to engage with this content. Nevertheless, most participants still remained committed to color-blind ideologies at the end of the course. This research offers insights into two obstacles that hindered most participants from adopting color-conscious ideologies as well as four pedagogical strategies that successfully interrupted, at least temporarily, some participants’ color-blind ideologies. The findings lead to pedagogical recommendations for teacher educators, structural suggestions for teacher education programs, and a theoretical contribution about the important role of socio-cultural understandings of identity in the preparation of color-conscious teachers.
Temple University--Theses
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Keys, Timothy J. "Resolving the paradox of a multicultural society, the use of international folktales for the promotion of multicultural values in the classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0003/MQ29548.pdf.
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Keys, Timothy J. "Resolving the paradox of a multicultural society : the use of international folktales for the promotion of multicultural values in the classroom." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26738.
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In a multicultural society educators face the problem of identifying and promoting values that help people to interact in a peaceful and just manner. Instead of imposing values through indoctrination educators can promote multicultural values by designing and enacting curricula that help children to self-generate and choose these values.I have developed a curriculum that uses international folktales to promote multicultural values without imposing them. This thesis is a holistic rendering of theory and practice in respect to the curriculum developed. The theory emphasizes multiculturalism and folktales as children's literature with a brief discussion of values education, qualitative research, anthropology, and curriculum design. The research comprises the procedures, results, and conclusions of a pilot study exploring children's value responses to international folktales and a principal study of teaching the curriculum to a sixth grade class. Through the synthesis of theory and practice a better understanding of multiculturalism emerges along with a researched curriculum.
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Stokke, Christian. "A Multicultural Society in the Making : How Norwegian Muslims challenge a white nation." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Sosialantropologisk institutt, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-19718.
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This doctoral thesis explores the current process of Norway becoming a multicultural society, more specifically when Norwegian Muslims challenge ‘white’ perceptions of the nation. I apply Tariq Modood’s theory of political multiculturalism to analyze this process in terms of public sphere negotiations between a politically mobilized assertive minority, the majority population and state policy responses. I analyze four empirical cases from the ‘integration debate’ in national newspapers between 2006 and 2010; the cartoon affair, the hijab debates and debates on secularism and the role of ‘native informants’. I theorize these as ‘discursive struggles’ and identify four competing ideological positions; a confrontational and a dialogical liberalism on the majority side, and a dialogic antiracist multiculturalism and forms of communitarianism among the minority. The two dialogue positions correspond to the distinction between state multiculturalism as diversity management and a bottom-up multiculturalism that starts with critical minority perspectives on racism. Both see liberal and Muslim values as open to interpretation and thus compatible, but the antiracist perspective combines dialogue with resistance against dominant anti-Muslim discourses. The thesis combines detailed empirical data from Norwegian public debate, comparisons with similar debates in other European countries, and a comprehensive theoretical discussion of multiculturalism, postcolonial perspectives on anti-Muslim racism, politicized Islam and Muslim feminism, and secularism and the public sphere.
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Abdulrahman, Al-Mohd Mohamed Ahmad. "Minority education and curriculum in the multilingual and multicultural society of the UAE." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/2923/.
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This thesis is about the multicultural and multilingual aspects of the UAE society and the school education system. It investigates the educational system in the minority schools in Dubai and explores the effects of this heterogeneity on teaching in general and language teaching in particular. The focus however, is the teaching of the UAE language, Arabic, in minority schools. The study also attempts to answer questions related to changes in curriculum. Chapter 1 introduces the study and describes the UAE geographically and gives its historical background from the 1960s. It then describes the multilingual population and the statement of the problem and the areas for research are identified. The significance of the study, its limitations and finally an overview of the chapters are given. Chapter 2 is concerned with the general view of private and public education. It also includes the sociolinguistic situation and the diglossia situation of Arabic. The language policy and the education system are described. The Mulla System of Education is discussed. Modem education system and education after the establishment of the state of the UAE also find a place here. The school system is detailed with the education policy in the UAE. It finally deals with the place of language in education. Chapter 3 is the theoretical framework of the study. The concept of minority and the unusual minority in the UAE are described through the literature. Studies on immigrants and on their education are reviewed. Literature related to issues of minority education and second language teaching to these immigrants and recommendations for bettering their education is discussed with relevance to the UAE. Finally, the research questions are formulated. Chapter 4 covers the methodology and design of the study. It explains the approach, the population and samples and the main steps. The study is both quantitative and qualitative In that it uses both, the questionnaire and structured interviews to research facts and collect opinions concerning central issues of language teaching and the teaching of Arabic. The respondents are students, teachers and principals of minority schools and some officials from the Ministry of Education. Chapter 5 and Chapter 6 present the data for the seven research questions and the analysis. Along with explanation of the variations, statistically significant variations are also calculated. It includes the various results that come up from the analysis. Chapter 7 summarises the findings, presents cautious conclusions and tentative recommendations for the situation described in the study. It also points out areas for further research.
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Guerrero, Becerra Maria Paula. "Acknowledging linguistic diversity in a multicultural society: the issue of indigenous languages in Colombia." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/9199/.
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Nowadays, modern society is gradually becoming multicultural. However, only in the last few years awareness on its importance has been raised. In the case of Colombia, multiculturalism has existed since the pre-Columbian period and today there are more than 80 ethnic groups and 65 indigenous languages in the country. The aim of this work is to illustrate the status of indigenous languages in Colombia and to enlighten about the importance of recognizing, protecting and strengthening the use of these native languages. Subsequent to this, it will be point out that linguistic diversity should be considered a resource and not a barrier to achieve unity in diversity. Finally, ethno-education will be presented as an adequate educational program that may guarantee an equal linguistic representation in the country.
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Jaber, Rawan. "Negotiating identity in a multicultural society : a discursive study of identity in Lebanese-Australians /." Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsj118.pdf.
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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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Najmudin, Rosemin. "Education and the dietary habits of Dawoodi Bohra children in the Midlands area of Britain." Thesis, Coventry University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342156.
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Rowan, Peter Alexander. "Proclaiming the peacemaker : The Malaysian church as an agent of reconciliation in a multicultural society." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533120.
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With a history of racial violence and in recent years, low-level ethnic tensions, the themes of peaceful coexistence and social harmony are recurring ones in the discourse of Malaysian society. In such a context, we consider the role of the church as a reconciling agent. We begin by setting out a prima facie case for the doctrine of reconciliation. Interacting with the works of various scholars the main contours of reconciliation are traced, underlining it as a central New Testament theme. Recent years have seen the emergence of missiological readings of reconciliation, and a paradigm of mission in which the social implications of reconciliation highlight the importance of the local church as an agent of peace. Insight into the socio-political context of Malaysia is gained from a survey questionnaire which draws our attention to the relative absence of peacemaking initiatives at the local church level. Seven key themes emerge from the survey results, and the seventh - that of identity, is the key theme to be reckoned with if Malaysian churches are to be agents of reconciliation. This thesis argues that a reconciling presence within a divided society like Malaysia necessitates an ethos of peacemaking. This is created and sustained when Christians understand that their identity has been transformed in Jesus Christ. Our aim will be to demonstrate that being an agent of reconciliation is directly linked to our effectiveness in bearing witness to an identity given by Christ. The concluding section draws from the work of Dietrich Bonhoeffer to support the idea that peace is created as a result of the integration of the self and sustained not in isolation but in fellowship with our neighbour.
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Robbin, Alice. "We the people: One nation, a multicultural society (Correlates and predictors of the 'digital divide')." John Hopkins University Press, 2000. http://hdl.handle.net/10150/106271.
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This article examines selected economic and social indicators of our multiracial and multiethnic society at the end of the twentieth century to provide an information base for wise decisions about effective library services. The statistical profile describes the demography, economic well-being, and education attainment of the principal racial and Hispanic origin groups. The data show that progress in our nation's well-being has occurred, but a great deal remains to be done to achieve the goals of equity and equality of opportunity.
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Solez, Kevin Bradley. "Multicultural banqueting in the development of archaic Greek society : an investigation into modes of intercultural contact." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50668.
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Did Greeks and non-Greeks banquet together in the first half of the first millennium BCE, and if so, how does this mode of cultural contact explain the evidence of cultural exchange between Greece and the Near East? Following suggestions in scholarship that Greeks shared a banqueting culture with West Semitic peoples, and that Greeks sometimes banqueted with non-Greeks, this dissertation presents evidence that Greeks banqueted with non-Greeks, explains why they should have done so in terms of earlier practices and anthropological theory, and argues that multicultural banquets were the primary mode of peaceful cultural contact in the thought-world of Greeks in the eighth and seventh centuries BCE.
Chapter 1 addresses the evidence for multicultural banqueting before the first millennium, and finds that it was a feature of diplomacy in the Late Bronze Age (1700-1100). Objects and texts are examined and used as evidence that members of various populations learned foreign banqueting customs. I argue that the multicultural banqueting in the Iron Age (1100-750) and Archaic period (750-490) is a revival of Late Bronze Age diplomatic practices. Chapter 2 addresses evidence for reclined banqueting in the Iron Age, arguing that it is a result of multicultural banqueting among various groups. It is interpreted as a feature of diplomacy and as an instantiation of the anthropological theory of Mary Helms (1988) that elites seek out external symbols of status in order to be recognized as elite by foreigners and to differentiate themselves at home. Chapter 3 focuses on the Iliad and finds that multicultural banquets are philologically distinguished from banquets among Greeks, and that the banquet is essential in cultural contact where hostility is possible. Chapter 4 focuses on the Odyssey and demonstrates that banqueting mediates contact between Greeks and non-Greeks in the Archaic imagination.
I hope hereby to construct a stable mode of contact that explains the evidence of cultural exchange between Greek and West Semitic populations, such as the alphabet, the burning of incense in ritual, and adaptations of gods and cults. The multicultural banquet becomes an interpretive model for developments in Archaic Greek literature, culture, and society.Arts, Faculty of
Classical, Near Eastern and Religious Studies, Department of
Graduate
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Al, Naami Naima. "Social integration of migrants in a multicultural society : the case of Libyan community in the UK." Thesis, Brunel University, 2018. http://bura.brunel.ac.uk/handle/2438/16433.
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This study was designed to describe and analyse the nature of the integration processes of the Libyan community in the UK. It explores the experience of their integration in order to understand how Libyan migrants have come to live in Britain and their relationships with wider UK society. The study also explores the extent to which the experience of Libyan immigrants supports the idea that Britain is a multicultural society. Whilst studies have been conducted examining the issue of Arab migration in the UK and the difficulties which they face (integration, equity, rights, social marginalization and stigmatization) no study has been carried out on Libyan migrants in the UK, so this study is unique. Qualitative interviews were conducted with 38 participants of Libyan migrants living in the UK (aged 18-65). Using snowball sampling, individual interviews were conducted with 27 participants; with the leaders of six selected Libyan civil migrants associations; and in addition to this a focus group with five young Libyans was conducted in order to explore the ways in which Libyans are integrating into UK society. The participants are mixed with regard to terms of age and length of stay in the UK. 13 of the participants were born in Britain or raised in Britain from an early age, whereas the rest emigrated from Libya as adults. 17 of the respondents are male and 21 are female. All of the participants in this study have lived in Britain for a minimum of 12 years, and the longest time span is 41 years. A large proportion of Libyans in the UK have emigrated to the UK due to their desire to gain graduate qualifications to improve their future career opportunities, as well as to make the most of economic opportunities, particularly in skilled sectors. In addition, some come to the UK to for political reasons. The results highlighted most of the participants' desire to integrate into the host community. To facilitate their integration, the first and second generations' participants revealed that the transition to the UK has required a balance between their past and present lives, resulting in adapting a dual identity through the combining of their strong sense of cultural heritage with the determination to contribute to their society. This dual identity is even more pronounced among the younger generations of Libyans as most of them were born and /or grow up in the UK. The study suggests that questions remain about the success of multiculturalism in the UK. While some participants described positive experiences and how they were able to practice their culture, others expressed concern about resentment towards immigrants, in particular after the Brexit vote. In addition some of the interviewees described how migrants are expected to integrate into the host society but that more needs to be done by the government to promote a multicultural environment. Thus, from the experience of Libyan immigrants while the UK is a multicultural society and they appreciate the freedom to practice their culture and religion, more can be done to improve relations in the society.
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Franklin, William Leslie. "Change in further education : a case study with particular reference to education for a multicultural society." Thesis, Birmingham City University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293271.
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Further Education (F.E) has undergone some dramatic changes in the last decade. Many colleges began by swinging away from a narrow correspondence with the needs of industry, took on the mantle of the 'new F.E', and now find themselves obsessed with Total Quality Management (T.Q.M). Changes have taken place both in organisational structures within colleges and in their relationships with local authorities, employers and the community in general. An important concern of the thesis is to understand the effect that all of this has had on Education for a Multicultural Society (E.M.S) and how the developments have affected equal opportunity outcomes. The research then is a case study of organisational change, conducted via an in depth study of a Birmingham F.E college, the researcher's own place of work. It uses a variety of research methodologies including participant observation and action research. As a contribution to knowledge the research attempts to analyse a college applying innovatory organisational arrangements as a response to changed demand. For this reason it is seen as a step on the way to developing a more complete understanding of the impact of current and future college involvement in T.Q.M with particular reference to E.M.S.
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Madan, Anita. "The role of religion and secularism in the legalisation of assisted suicide in multicultural English society." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/4055.
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Religion has been the most important phenomenon that has influenced and even controlled the culture, customs, law, and governmental and judicial activities of multicultural English society and continues to play an important role in this country. This thesis examines the role and degree to which religion – particularly the Church of England and Islam – and secularism have historically impacted, and continue to influence, the assisted suicide debate. The significance of this examination lies in the fact that a decision to seek an assisted suicide is greatly influenced by the ideology that person identifies with. Furthermore, the ideology, whether religious or secular, that the government and judiciary espouse has a significant influence on the law on assisted suicide, and, thus, has a considerable impact on the lives of every citizen that falls under the remit of the law. Therefore, as this thesis argues, it is vital that the beliefs and viewpoints of both religious and secular communities be included in this debate. This thesis establishes that even though the Christian faith, which has always opposed assisted suicide in order to protect the doctrine of sanctity of life, has deep-seated ties with English society; the dominant culture of the country is now secular, which seeks a reform of the law. The thesis concludes that the criminal embargo on assisted suicide is morally and legally is flawed, unreasonable and untenable. Whilst arguing that it should be decriminalised in England on the basis that every individual has the right to selfdetermination, which allows them to choose the time and manner of their death, under human rights law; this thesis deduces that there is a diminishing inclusion and influence of religious beliefs in the debate on assisted suicide, which is now predominantly guided by secular values such as autonomy and the need to protect vulnerable individuals.
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Hills, Peter M. "Normative questions in multicultural society : a case study of Muslim schools in the British education system." Thesis, University of Essex, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548598.
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Jayakumar, Uma Madhure. "Can higher education meet the needs of an increasingly diverse society and global marketplace? campus diversity and cross-cultural workforce competencies /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1320974521&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Escobedo, Elizabeth. "Tamales with chopsticks : enriching the experience of the multicultural family." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/703.
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The number of intercultural marriages and families has grown significantly. This qualitative study explores the strengths and challenges of multicultural families and identifies key decisions that intercultural couples face, and resources that can enrich the multicultural family's experience. The findings of this study will reveal valuable insights and strategies for intentional parenting and help multicultural families maximize their strengths and minimize their challenges.
Data was collected from three groups of intercultural couples. Group A consisted of 4 couples raising children birth through pre-school. Group B had 4 couples raising children pre-school through middle school, and group C had 4 couples raising children from middle school through high school. The groups were interviewed on the following areas: strengths and challenges, language, religion, family traditions, customs and food, conflict resolution, perceived difference between their children and families and monocultural children and families, and outside resources.
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Lorencovičová, Jana. "Multikultúrna spoločnosť v sídlach a regiónoch ČR." Master's thesis, Vysoká škola ekonomická v Praze, 2007. http://www.nusl.cz/ntk/nusl-4397.
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This thesis describes individual national minorities living on the territory of Czech Republic, under which conditions they can enter the Czech territory and live here and integration process of minorities to the Czech majority society. Each of those minority groups is characteristic by different values, culture, language, color of the skin, religion, and lifestyle and by the ability to adapt new world for them. This integration process is a long-term process and depends also on the Czech society, how those minorities will identify with Czech territory. Already on elementary schools students are getting to know variety of cultures through multicultural education that is trying to build a sense for respecting different cultures and esprit de corps in them. Citizens of Czech society living in abroad are finding a support in allowance organizations called Czech centers, which work also for representing Czech Republic in a lot of countries.
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Janse, van Noordwyk H. S. "Perceived importance of retail store image attributes to the female large-size apparel consumer in a multicultural society." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52988.
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Thesis (MSc)--Stellenbosch University, 2002.ENGLISH ABSTRACT: An opportunity currently exists for retailers to develop store image strategies to target the female large-size apparel consumer market within the multicultural South African consumer society. This exploratory study set out to generate and describe retail store image attributes perceived as important to the female large-size apparel consumer within the South African context, as well as identifying differences and similarities in the perception of these attributes based on race and age group. The study also aimed to determine if the existing store image attribute groupings by Lindquist (1974-1975:31) is applicable when studying the female largesize apparel consumer. Focus groups were used as method of data collection in this study. The sample population (n=37) consisted of account holders who purchased apparel from a specific large-size apparel retail store during a specific time period. Three race groups, namely Africans, Coloureds, and Whites, as well as three age groups i.e. 20-29, 30-39, and 40-54 year age groups were included. Each focus group was homogenous in race and age composition. A facilitator conducted group discussions by following a focus group schedule. The first part of the discussion generated retail store image attributes deemed important by the focus group participants, followed by the rating of the perceived importance of these attributes using the Schutte Visual Scale. The second part of the discussion generated participants' description of Lindquist's nine identified store image attribute groupings, followed by the rating of the perceived importance of each of these attribute groupings using the Schutte Visual Scale. Transcriptions of all the focus group discussions were made. For the first part of the study the transcriptions were compiled into composite lists and refined based on Lindquist's nine attribute groupings. The aggregate ratings for each specific attribute and attribute grouping were calculated. For the second part of the study's results, the descriptions of each of Lindquist's nine attribute groupings was compiled into a single list of descriptive attributes. The aggregate ratings for each of these attributes groupings were calculated. Respondents perceived Merchandise and Clientele the most important attribute groupings in the analysis of all race and age groups, followed by Service, Post-transaction satisfaction, Promotion and Store atmosphere. Institutional factors and Physical facilities were perceived as the least important attribute groupings. No attributes relating to Convenience were generated. In the analysis of race and age groups, Merchandise and Service, followed by Store atmosphere, were perceived as the most important attribute groupings by most of the focus groups. The specific attributes generated by the different groups showed similarities, whereas the rating and definition of these attributes differed. Lindquist's descriptions of the nine attribute groupings were compared to the descriptions of the respondents. Similarities and differences were identified. Recommendations were made to refine and adapt Lindquist's attribute groupings and descriptions to develop a store image research framework that could be more applicable to the female large-size apparel consumer. This exploratory study provides some insight into the perceived importance of retail store image attributes by the female large-size apparel consumer, given the context of a multi-cultural South African society. Recommendations for future research were made and the implications for retailers were outlined.
AFRIKAANSE OPSOMMING: Daar bestaan tans 'n geleentheid vir kleinhandelaars om 'n winkelbeeld strategie te ontwikkel wat gemik is op die vroulike groter figuur kledingverbruiker binne die multikulturele Suid- Afrikaanse verbruikersamelewing. Hierdie verkennende studie poog om kleinhandel winkelbeeldeienskappe wat deur die vroulike groter figuur kledingverbruiker binne die Suid- Afrikaanse konteks as belangrik beskou word, te genereer en te beskryf, sowel as om die verskille en ooreenkomste in persepsies van die belangrikheid van hierdie eienskappe tussen ras en ouderdomsgroep te identifiseer. Die studie het ook ten doeI om te bepaal of die bestaande winkelbeeldeienskap groeperinge, soos deur Lindquist (1974-1975:31) voorgestel, toepaslik is wanneer die vroulike groter figuur kledingverbruiker bestudeer word. Fokusgroepe is as metode van data-insameling gebruik. Die steekproef (n=37) was rekeninghouers wat aankope gedoen het by 'n bepaalde groter figuur kledingkleinhandelaar binne 'n spesifieke tydsperiode (n=37). Drie rassegroepe naamlik Swartes, Kleurlinge, en Blankes, sowel as drie ouderdomsgroepe te wete 20-29, 30-39, en 40-54-jariges is ingesluit. Elke fokusgroep was homogeen in ras- en ouderdomsamestelling. 'n Fasiliteerder het die fokusgroepbesprekings gevoer deur 'n fokusgroepskedule te volg. Die eerste deel van die bespreking het kleinhandel winkelbeeldeienskappe, wat deur die fokusgroepdeelnemers as belangrik beskou is, gegenereer. Dit is gevolg deur die meting van die respondente se persepsie van die belangrikheid van hierdie eienskappe met behulp van die Schutte Visuele Skaal. Die tweede deel van die bespreking het beskrywings van Lindquist se nege winkelbeeldeienskap groeperinge gegenereer en is gevolg deur die meting van respondente se persepsie van die belangrikheid van hierdie eienskap groeperinge met behulp van die Schutte Visuele Skaal. Transkripsies is van al die fokusgroepbesprekings gemaak. Vir die eerste deel van die studie is die transkripsies in lyste van spesifieke eienskappe saamgestel en georden volgens Lindquist se nege eienskap groeperinge. Die gemiddelde waarde vir elke spesifieke eienskap sowel as vir die eienskap groepering is bereken. Vir die tweede deel van die studie is beskrywings van elk van Lindquist se nege eienskap groepering saamgestel in 'n enkele lys van beskrywende eienskappe. Die gemiddelde waarde vir elk van hierdie eienskap groeperinge is bereken. Respondente beskou Goedere (Merchandise) en Kliëntebasis (Clientele) as die belangrikste eienskap groeperinge in 'n analise van alle ras- en ouderdomsgroepe, gevolg deur Diens (Service), Na-verkoop tevredenheid (Post-transaction satisfaction), Promosie (Promotion) en Winkelatmosfeer (Store atmosphere). Institusionele faktore (Institutional factors) en Fisiese fasiliteite (Physical facilities) is die minste belangrik. Geen eienskappe wat met Gerief (Convenience) verband hou, is gegenereer nie. In die analise van ras- en ouderdomsgroepe is Goedere en Diens, gevolg deur Winkelatmosfeer, as die belangrikste eienskap groeperinge beskou deur meeste van die fokusgroepe. Die spesifieke eienskappe wat deur die verskillende groepe gegenereer is, dui op ooreenkomste, terwyl die gemiddelde waarde en fokus van die eienskappe verskil. Lindquist se beskrywings van die nege eienskap groeperinge is vergelyk met die beskrywings van die respondente. Ooreenkomste en verskille is geïdentifiseer. Voorstelle is gemaak om Lindquist se eienskap groeperinge en beskrywings te verfyn en aan te pas ten einde 'n winkelbeeld navorsingsraamwerk te ontwikkel wat meer toepaslik is op die vroulike groter figuur kledingverbruiker. Hierdie verkennende studie bied insig in die vroulike groter figuur kledingverbruiker se persepsies van die belangrikheid van kleinhandel winkelbeeldeienskappe, gegewe die konteks van 'n multkulturele Suid-Afrikaanse samelewing. Aanbevelings vir verdere navorsing word gemaak en die implikasies vir kleinhandelaars is uitgewys.
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Millroy, Wendy. "The early identification of academic support needs of first year university engineering drawing students in a multicultural society." Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/17590.
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Bibliography: pages 125-132.Batteries of exercises requiring visualization in three dimensions were administered to more than 900 freshmen engineering students at the University of Cape Town in 1983, 1984 and 1985, and at the Cape Technikon in 1985. They were found to be consistently powerful predictors of performance in the midyear and final first year engineering drawing examinations. The cultural populations under consideration consisted of students classified by statute as "Black", "White" and "Coloured". By law most pupils in each ethnic group are educated within separate education systems in South Africa. Cultural differences existing between ethnic groups tend to be reinforced by these three different education systems and by socio-economic classes which tend to be distributed along racial lines. Although individual students with gross spatial disabilities were identified in all three ethnic groups, the cross-cultural study carried out in this investigation illustrates the significant differences in the mean performances of students emerging from the three different education systems both in the spatial batteries and in the first year engineering drawing course at UCT. These differences are discussed in terms of language problems, educationally disadvantaged backgrounds and cultural differences. The spatial batteries were found to be the best predictors of engineering drawing examination results at tertiary level irrespective of cultural group, and are proving to be particularly useful for identifying students urgently in need of special academic support in engineering drawing right from the commencement of their course.
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Zabarjadi, Sar Hora. "Ethical education for a multicultural society: A sociological study of the potential of purpose-written curricular resource materials." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/92511/1/Hora_Zabarjadi_Sar_Thesis-1.pdf.
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Multicultural social policies were formulated in Australia during the 1970s in response to challenges that had arisen the wake of a large-scale immigration program. Given recent intensification and diversification of immigrant intakes, however, understandings of multiculturalism have been contested repeatedly while new social demands have been made of the policy. In this context, questions have been raised about the adequacy of multicultural ethical education in Australian schools. These concern not only the type of ethics taught, but also the emphasis placed on ethics per se. This study emerges out of this context to look at the utility of using purpose-written philosophical materials– specifically, immigration-themed materials written by advocates of philosophy for children – for development of ethical understanding in multicultural Australia.
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Larsson, Nalinn. "The Democratic Dream in a Multicultural Society : A minor field study about democracy and indigenous political participation in Bolivia." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29507.
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The purpose of this paper is to investigate if the political participation has increased in practice for the former excluded indigenous people in Bolivia during the Morales administration and with the establishment of a new constitution, in order to see whether democracy has been deepened in the country or not. The thesis is carried out with a case study design and material consists mainly of qualitative interviews with different indigenous organizations and NGOs, as well as previous research on the area. The theoretical framework is based on dimensions on participation in where the three areas of inclusion, spaces for participation and influence are examined in order to investigate the purpose. The thesis argues that the political participation has not increased for all of the different indigenous groups, but for some; the smaller indigenous groups in the lowland have not experienced an increased political participation, whilst the three biggest indigenous groups, Aymara and Quechua in the highland, and Guaraní in the lowland, feel that their political participation has increased. Since some indigenous groups have experienced change and an increased political participation it is argued that the democracy has been deepened to a small degree.
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Warnasuriya, Mihiri Saritha. "Building the 'Sri Lankan nation' through education : the identity politics of teaching history in a multicultural post-war society." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/290147.
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Driven by the overarching objective of promoting reconciliation through education, this thesis strives to unpack the first national goal of education set out by the Sri Lankan Ministry of Education, which involves nation building and the establishment of a Sri Lankan identity through the promotion of social cohesion and the recognition of cultural diversity in Sri Lanka's plural society. Within education, history teaching in secondary school acts as the main focus of the research, due to the relevance of this goal to the subject of history as well as the ability of history to shape the attitudes and perceptions of youth. As such, the original contribution of this thesis is the development of an understanding of how the goal of nation building is being carried out through the Sri Lankan education system by focusing on the subject of history, which in turn facilitates an analysis of the identity politics of teaching history in a multicultural post-war society. With the intention of developing such an understanding, the study aims to answer three research questions: 1) What type of nation is being built through history education in Sri Lanka?; 2) How is the ethnic and religious diversity which characterises the Sri Lankan nation being dealt with through history education?; and 3) How are Sri Lankan youth being aided in understanding the sensitive matters which impeded the nation building exercise in the recent past and resulted in the break out of the ethnic conflict? The thesis draws on an inductive approach, using qualitative research and secondary literature. Findings are generated from field work and textbook analysis. Conducted in four different districts around the country chosen based on their ethnic and religious compositions, field work involves the conducting of interviews with youth, history teachers, curriculum developers, textbook writers and other academics. This thesis argues that an ambiguity regarding the composition of the 'Sri Lankan nation' is being created through history education, with it sometimes being characterised as a purely Sinhalese-Buddhist nation instead of a multicultural one. This is most likely because the prominent players involved in the development of the curriculum themselves appear to be conflicted about the monoethnic versus polyethnic nature of the nation, with their views filtering through to the educational materials they produce. It is evident that the history curriculum predominantly contains Sinhalese-Buddhist history, with little information being conveyed about the history of the minority groups. Tamils and Muslims are portrayed as invaders and outsiders since the national story is narrated through the perspective of the Sinhalese-Buddhist community who play the role of the protagonist. With respect to stakeholder reactions, there appears to be a contrast in the attitudes of Tamil and Muslim youth regarding the portrayal of minority history, with Tamils being vocal about their anger towards the perceived bias, but Muslims being reluctant to discuss ethnic matters, preferring to sweep them under the rug. Finally, in terms of the ethnically sensitive matters in recent history, while some are completely omitted from the history lessons, others are narrated through a majoritarian perspective or glossed over by leaving out key pieces of information. Youth are therefore largely unaware of the contentious matters that led to the breakdown of ethnic relations in the country, despite having lived through a brutal ethnic conflict. These findings indicate the failings of the nation building exercise being carried out through history education. Instead of building a strong Sri Lankan identity, this type of education is creating confusion regarding the composition of the nation and adversely affecting the sense of belonging of minority youth. It is also creating a younger generation who are unaware of their country's past troubles. The recent spate of ethnic and religious violence that shook the nation highlight the need to address these weaknesses in a timely manner, with a view to promoting reconciliation through education.
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Motani, Yoko. "The role of education in a multicultural society, the theoretical foundations of mainstream multiculturalism and their implications for educational policies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63807.pdf.
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Jordan, Connie F. "Perceptions of teacher educators effects of the No Child Left Behind Act on the preparation of preservice teachers to teach in a diverse society /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1453170811&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Lundkvist, Ellen. "Cultural Professionalism : Links of implementation and information between public administration and minority groups. A description and an evaluation of its trade-offs." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-314148.
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With increased immigration into western democracies, how to establish generalised trust in society has received new attention. Are minorities and immigrants low trust levels best remediated through Putnam’s theory of civil organisation engagement or Rothstein’s theory of impartial institutions? Simultaneously, people are hired based on their cultural identity to work with minorities and immigrants in Swedish public administration, which is thought to increase the target group’s trust. This resembles the ideas of representative bureaucracy and conflicts with traditional merit recruitment and Rothstein’s theory. This thesis uses an inductive ideal type method based on an assumption of thin rationality to study the phenomena of hiring based on cultural identity, which it names cultural professionalism. It askes firstly, what does cultural professionalism contribute with that makes it desirable for actors in public administration and how is this related to trust? Secondly, what are the trade-offs when using cultural professionalism in public administration? Through studying the rational of the phenomena for actors directly affected by it, the findings indicate that cultural professionalism is a way to communicate information and legitimise implementation towards minority groups. The cultural professionals use their trustworthiness within the group to link implementation and information from public administration towards the group, and information from the group towards public administration. This information also has a socialising potential. The trust is however particularised, i.e. not bridged to public administration. Problematic logics discovered in the material are evaluated towards the three values of public administration: democracy, rule of law and efficiency. In sum, cultural professionals imply trade-offs for democracy and rule of law, and appears to favour efficiency. Lastly, cultural professionalism is described and defined as a “new” ideal type legitimacy model in policy implementation.
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Santos, Lovisa, and Melissa Halef. "Hur föräldrar med utländsk bakgrund växt upp och själva valt att uppfostra sina barn i Sverige : “En kvalitativ undersökning om hur föräldrar med utomeuropeisk bakgrund ser på barnuppfostran och kulturella skillnader”." Thesis, Södertörns högskola, Sociologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45237.
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Many families with children in Sweden have roots in different countries where childhood and upbringing differ from other cultures. In this study, we want to examine the problems and the opportunities that parents encounter in raising their children in Sweden and see how the cultural differences are distinguished when one culture meets the other. How differences in value within cultures affect parents' upbringing of their children and what happens when two cultures meet. Unlike their children, parents often find it more difficult to adapt to the new cultural differences. What are the inherited characteristics of the subconscious management of parental upbringing and how do parents manage these without losing aspects of their parenting as a result? At the same time, it is interesting from the parents perspective to compare their own childhood with how they later educate their children.