Bibliographies thématiques / Post-multicultural

Littérature scientifique sur le sujet « Post-multicultural »

Auteur : Grafiati
Publié le 11 mars 2023

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Articles de revues sur le sujet "Post-multicultural"

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Mitchell, Angelyn, et Barbara Frey Waxman. « Multicultural Literatures through Feminist/Post-structuralist Lenses ». Tulsa Studies in Women's Literature 15, no 2 (1996) : 373. http://dx.doi.org/10.2307/464150.

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Possamai, Adam, Arathi Sriprakash, Ellen Brackenreg et John McGuire. « Chaplaincies in a “Post-Secular” Multicultural University ». Fieldwork in Religion 9, no 2 (3 août 2015) : 147–65. http://dx.doi.org/10.1558/firn.v9i2.16454.

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As universities in Australia are faced with a growth in diversity and intensity of religion and spirituality on campus, this article explores the work of chaplains and its reception by students on a multi-campus suburban university. It finds that the religious work of these professionals is not the primary emphasis in the university context; what is of greater significance to students and the university institution is the broader pastoral and welfare-support role of chaplains. We discuss these findings in relation to post-secularism theory and the scaling down of state-provided welfare in public institutions such as universities.
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Hellgren, Zenia. « Intercultural citizenship in the post-multicultural era ». Ethnic and Racial Studies 43, no 8 (3 décembre 2019) : 1515–16. http://dx.doi.org/10.1080/01419870.2019.1696466.

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Levey, Geoffrey Brahm. « The Turnbull government’s ‘Post-multiculturalism’ multicultural policy ». Australian Journal of Political Science 54, no 4 (3 juillet 2019) : 456–73. http://dx.doi.org/10.1080/10361146.2019.1634675.

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Muraca, Paula. « Post-multicultural writers as neo-cosmopolitan mediators ». Journal of Intercultural Studies 38, no 5 (3 septembre 2017) : 576. http://dx.doi.org/10.1080/07256868.2017.1375177.

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Brennan, Sebastian De. « Multicultural Australia : The Way Forward Post-Cronulla ». AQ : Australian Quarterly 78, no 4 (2006) : 34. http://dx.doi.org/10.2307/20638415.

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Nyoni, Jabulani. « Decolonial Multicultural Education in Post-Apartheid South Africa ». International Journal for Innovation Education and Research 1, no 3 (30 novembre 2013) : 83–92. http://dx.doi.org/10.31686/ijier.vol1.iss3.118.

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This article explores decolonial epistemic priorities in Open and distance learning (ODL) multicultural teacher education and training praxis, raises questions about the andragogical approach, and challenges the primary educational goal for students, opining that multicultural teacher education and training has become fixated on a simplistic decoloniality of Western knowledges and practices. Using the internet based asynchronous OBB system; I adopted a qualitative discursive analysis to identify linguistic conventions within the academic discourse message board community of practice as regards the dominate views and values that can be embedded in curriculum craft in post-colonial states. I put forward a case to prioritise the development of learning dispositions in multicultural students that encourage openness to further inquiry and productive ways of thinking in and through complex and contested knowledge terrains with the hope of engendering the concept pluriversality. I argue that this andragogical approach adds a critical dimension to the decolonial task in imbedding first nation’s indigenous knowledges, views and/or perspectives rather than mimicking fixated Western priorities.
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Gunew, Sneja, Brigitta Olubas, Mridula Nath Chakraborty, Daniella Trimboli et Paula Muraca. « Discussion : Post-multicultural Writers as Neo-cosmopolitan Mediators ». Journal of Intercultural Studies 38, no 5 (3 septembre 2017) : 586–97. http://dx.doi.org/10.1080/07256868.2017.1375182.

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Ali, Gulzar, Muhammad Haseeb Nasir et Azhar Habib. « UNVEILING CULTURAL DIFFERENTIALISM IN PAKISTANI ENGLISH FICTION : A SOCIOLINGUISTIC STUDY OF BAPSI SIDHWA’S ICE-CANDY MAN ». Pakistan Journal of Social Research 04, no 04 (31 décembre 2022) : 209–15. http://dx.doi.org/10.52567/pjsr.v4i04.804.

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This paper aims to explore cultural differentialism in Bapsi Sidhwa’s Ice-Candy Man (1988). In the novel, during the pre-partition days, Indian multicultural society is depicted as tolerant and peaceful, because the multicultural group of Ayah Shanta, Lenny, Ice-Candy Man, and other minor characters live in harmony and peace. However, the bloody episode of partition unveils the rift of cultural differences in the multicultural group replicating the cultural divergence in the multicultural society of India. For the interpretation of data, qualitative research methodology is employed, and moreover, theoretical framework is based on George Ritzer (2011) and Samuel Huntington’s (1993) views of cultural differentialism. This paper will pinpoint cultural differences of different cultural communities, including Parsees, Hindus, Muslims, and Christians, during pre-partition and post-partition days in united India. This study will also guide researchers to uncover other dimensions of the novel apropos to cultural differentialism. In addition, it will help people of multicultural societies to tolerate cultural differences for promoting peaceful coexistence in today’s globalised world. Keywords: Cultural differentialism, multicultural societies, multicultural group, pre-partition, post-partition, peaceful coexistence.
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Byington, Karen, Jerry Fischer, Louisa Walker et Ellen Freedman. « Evaluating the Effectiveness of a Multicultural Counseling Ethics and Assessment Training ». Journal of Applied Rehabilitation Counseling 28, no 4 (1 décembre 1997) : 15–19. http://dx.doi.org/10.1891/0047-2220.28.4.15.

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The purpose of this study was to evaluate the effectiveness of a training program designed to enhance the multicultural competence of practicing rehabilitation counselors in the areas of ethical and assessment issues. To assess these areas, the Multicultural Counseling Ethics and Assessment Competency Scale (MCEACS) was developed as a part of the study. The MCEACS in its final form was a 17-item scale that demonstrated high internal consistency with a Cronbach's alpha of .92. Furthermore, it demonstrated a moderate relationship with the Multicultural Awareness, Knowledge, and Skills Survey (MAKSS) and was sensitive to counselor change as a pre- and post-test measure. Results of the evaluation of the multicultural training program indicated consistent positive changes from pre- to post-tests. It is evident that even a brief training can have a measurable effect on rehabilitation counselors' multicultural awareness, knowledge, and skills.
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Thèses sur le sujet "Post-multicultural"

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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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Ewald, Klara, et Philip Wredberg. « Multicultural teams’ post acquisition : Challenges for employees and managers ». Thesis, Jönköping University, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53100.

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Today’s fast-paced and global market has added pressure on firm’s to constantly strengthen their competitive advantage. Over the last couple of years, mergers and acquisitions (M&A) have become an increasingly used strategy for firms to acquire resources that cannot be developed internally. However, M&As often fail to achieve the initial purpose. The purpose of this study was to investigate two research questions; RQ1: What are the effects on employees in a newly created multicultural team that is the outcome of a merger between two firms? and RQ2: How can managers manage these effects, in order to create a successful team integration?To gain understanding of the phenomena, and their respective connections, qualitative research has been conducted. Through a multiple case study design, and data collection in the form of interviews, empirical data was obtained. In total eight interviews were conducted with individuals originating from different roles and acquired firms. Their experiences and emotions were later analysed through thematic analysis and coding.The findings of this study add an additional layer to the conclusions of previous studies within the area of multicultural team integration, post-acquisition. Well-communicated integration strategies have been deemed important; this study confirms that statement. However, the findings of this study provide evidence that transparency should be considered an important dimension of the communication strategy, in order to increase employee satisfaction.
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Nakhoul, Ghassan. « Media Representations of Arabs & ; Muslims in Post-Multicultural Australia ». Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10120.

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This research examines the representations of Arab and Muslim Australians in the media and political discourse on the issues of terrorism, boat people and the Cronulla riots, during the Howard years. The research is based on analysing events, political statements, media reports and broadcasts that have negatively portrayed the Arabic and Muslim communities in Australia. The study argues that the contemptuous depiction of Arabs and Muslims in the mainstream media was due to two factors: Orientalist attitudes and the ushering of a new post-multiculturalism era which is now being carried out under the banner of social inclusion. I have termed the difficult times that Australia has experienced with some controversial issues concerning Arabs and Muslims, such as the issues of terrorism, boat people and ethnic tensions as the ‘Australian Trials’. I have also identified the Orientalist Aussie as the main agent, the stirrer and the cause of the Australian Trials. While the first chapter sets the context of Australian attitudes towards multiculturalism in general, the remaining three chapters deal with the issues of terrorism, boat people and the Cronulla events as debated in the media and political discourse.
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Schiller, Maria. « A post-multicultural era : implementing diversity policy in Amsterdam, Antwerp and Leeds ». Thesis, University of Kent, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633522.

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Understanding contemporary integration policy concepts in view of a purported post-multicultural era is key for the development of future integration policies . In recent years the concept of diversity has appeared as a way of giving a more positive, business oriented touch to local integration policies in European cities. However, to date there has been little empirical research on how the introduction of this concept has changed our approach of integration. It is unclear whether the aim is to activate individual talents to make society more productive or to continue pursuing equality of ethnic and cultural minorities. Is diversity just continuing with the ideas and activities of previous multicultural policies under a new label? Given the lack, of a theoretically - based definition of diversity, this thesis identifies how diversity is defined in practice. It focuses on experiments with diversity as a new integration policy in Amsterdam, Antwerp and Leeds, where municipal 'diversity officers' are implementing this policy. My thesis develops a new method, the 'research traineeship' which involves participant observation and the development of a close and reciprocal relationship between researcher and researched during an extended stay. In doing so, the thesis provides valuable insight into the very heart of what it means to govern integration today. The main argument is that diversity is not only a new name for multicultural policies, but also introduces new substance. Diversity policy in practice combines different policy elements, incorporating ideas from multiculturalism and more recent policy elements, which emphasize security and civic virtues. Diversity policy pursues different and sometimes contradictory motives, such as profitability, equality, addressing conflict, and ), responsibility. The empirical research carried out in the three cities shows precisely how local administrations in charge of implementing diversity deal with the challenge of reconciling these different motives, which is additionally complicated by the high symbolic value of the diversity concept. Furthermore, the research demonstrates that diversity policy coincides with a shift to a more neo- liberal form of governance, which re-defines the role and position of officials, politicians, civil society actors, and citizens and their relationship and forms of interaction. A professionalization of diversity officers is suggested as a strategic response for ensuring the successful implementation of diversity policies in the future.
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Amosun, Olufunmilayo Ibironke. « Teachers' preparedness for transformative practice in multicultural schools : An analysis of selected post apartheid teachers' self-reports ». Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/3887.

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South Africa's schooling system developed within the historical backdrop of racial subjugation of some of its citizens. The legislation of the new South African Constitution (RSA, 1996) and the South African Schools Act (DoE, 1996) overturned apartheid educational policies in order to instate a process of social justice at all levels of the South African society. Samuel (2003) notes that, teachers are shaped personally and professionally, by the context within which they developed. During apartheid most teachers were trained in mono-racial, mono-cultural schools and teacher training institutions; making them unprepared to teach in multicultural classrooms. Thus thrust into multicultural classrooms after apartheid, they were unprepared for their role. Teachers, though professionals in their field of expertise, are also positioned as role models. Therefore, their dispositions have considerable impact on learners' sense of self which eventually contributes to shaping their futures. It is therefore crucial to examine from which mindset post apartheid teachers operate and how disposed they are to fulfil the responsibility placed on them to act as agents of transformation. Hence, the study documents teachers' reports, examining their knowledge, attitude and practice to see how they have changed, how poised they are for equitable classroom practice and how resolved they are to carry out critical action for social justice. The study was carried out in Cape Town, Western Cape Province, South Africa. The study is a qualitative study that used semi-structured interviews to elicit responses from teachers working in thirteen different schools, representative of the apartheid school-types, which were selected because of their degree of racial integration at the time of data collection. The study discursively documented their notions of classroom multiculturalism1 (CM), the challenges they face, their perceived levels of change and their resolve to act as change agents for social justice. Bennett's (2003) framework for multicultural teaching provided the theoretical framework for the study. Her model, consisting of four conceptual domains, each with three dimensions 'Classroom multiculturalism' refers to the South African deracialised classrooms which was legislatively established in 1996 through a democratic process that began in 1990 and culminated in the abandonment of the apartheid laws, one of which was separate and disparate education for blacks, coloureds, Indians and whites. vi served as a guideline for exploring relevant literature that provided the guidelines for analysis. The model was rearranged and an additional concept, 'ideology of multicultural practice'2, was added to generate a new model. Using this model to investigate teachers' narratives, the study found that certain steps need to be taken at school, national, provincial, municipal council, community, and individual teacher levels for transformation of teachers' practice towards critical social justice to take to take place. The study found that most teachers felt unprepared for their role, lacking the necessary knowledge, attitude and skill for such practice. Most of them reported specific changes in their practice but some did not see why they should change. Few teachers expressed a resolve to act as critical agents of change. The study recommends the newly generated model, called 'Obligatory engagements for teachers in multicultural schools' (OETMS), as a developmental tool for teacher training for multicultural practice both at pre-service teacher training institutions and by government or private institutions, for in-service teachers. 2 'Multicultural practice' in this thesis, does not just refer to teachers' pedagogic practice, but connotes all activities in which teachers engage in, while carrying out their professional duties in multicultural schools. Cole (1989), and Steinberg and Kincheloe (2001) showed that their ideology of multiculturalism affects their multicultural practice.
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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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Abu-Attiyeh, Jamal Hassan Daoud. « Arabophobia and Multicultural Education : A Case Study of the Battle Over Cultural Representation in Detroit in the Post-9/11 Period ». Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1354742007.

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Scott, Robert Bruce. « Do Kansas schools address multicultural needs of exceptional students in transition practices ? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student ». Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13095.

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Doctor of Education
Department of Special Education, Counseling and Student Affairs
Warren J. White
Since 1990, IDEA has required a transition-focused IEP for adolescents with special needs. There have been limited data on whether culturally and/or linguistically diverse (CLD) students in Kansas were receiving transition services to mitigate or remedy their marginalized, disenfranchised, and dis-empowered status. This study examined transition practices for CLD students with special needs in Kansas. The hypothesis tested was that Kansas schools address the multicultural needs of exceptional students in transition practice. There were two research questions. First, do considerations of multicultural needs figure into transition practices in Kansas schools? Second, are multicultural needs taken into account to a greater extent in certain areas of transition? A review of research literature yielded multicultural considerations relevant to the five domains of transition: 1) self-care, domestic living; 2) recreation and leisure; 3) communication and social skills; 4) vocational skills; and 5) community participation skills. An Internet survey with 22 Likert items covering these multicultural needs and concerns was administered via e-mail. A total of 582 valid e-mail addresses were used, comprising contact information developed from a sample frame of a KSDE database of resource-room teachers. The survey e-mail and follow-up were sent to every contact, covering 190 of the 293 unified school districts of Kansas. The completed sample was 178, for a response rate of 30.58%. Data were analyzed from the 93 participants whose responses indicated experience as caseworkers in the past three years on transition-focused IEP teams for at least one student in any of the three CLD groups of interest in the present study—African Americans, Native American Indians, or Hispanic/Latinos. Means and standard deviations were calculated for the frequencies of choices on the 22 Likert items. Pearson's chi-square testing was used to determine significance. Survey results indicated that on 17 of 22 items there was 80% or higher agreement among caseworkers that their school communities were addressing the multicultural needs and concerns of students and families in transition practices. Discussion includes participants' comments. Recommendations are given to increase the roles of cultural and linguistic heritages in transition in Kansas schools, especially in the skill-areas of community participation and communication-and-social skills.
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Lee, Chang Young. « Married migrant women living within Korean multicultural families : a pastoral narrative perspective ». Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/40206.

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This research seeks to adopt a post-foundationalist practical theology paradigm, as discussed by J C Müller, in order to create a bridge between the three concepts of the pastoral care perspective, the narrative perspective based on social-constructionism and post-foundationalism. Furthermore, I made use of Müller’s seven movements of methodology which laid a strong foundation to base my research on regarding married migrant women living within Korean multicultural families. Korean society which is a homogeneous culture is currently facing many challenges as a result of becoming more and more multicultural. These multicultural issues are becoming major social and political issues in South Korea. The main reason that South Korean society has become more multicultural is because of intercultural marriages which have also resulted in an increase in multicultural families. These migrant women are faced with many kinds of discrimination and prejudice as a result of their different appearance, culture and language. Furthermore, Korean culture often deprives women of having any position above men especially once they are married. After being married a woman should become invisible, voiceless, and nameless in order to become culturally acceptable. This often results in a migrant woman feeling stressed, fearful, isolated and alone which often results in the development of a low self-esteem, a lack of self-confidence and a low self-image. In my research, I sought to listen to and identify the stories of migrant women, namely foreign women who have married Korean men with a focus on the impact on their identities within a Korean multicultural family through a narrative perspective in order to have a positive growth and outcome from their intercultural differences within South Korea. I decided to view my co-researchers not as co-researchers but as companions on a journey which we could undertake together. The use of the metaphors ‘journey’ and ‘companions’ seemed to give my companions the freedom to speak more openly and placed us on an equal level. Furthermore, I not only discovered my companions’ identities through their own stories, but also developed my companions’ true identities/multi-identities through the broader, inter-relational stories of other people within multicultural communities through a six step process of Listening to the voice, Gaining voice, Giving voice, Finding alternative voice, Retelling voice and Creating future voice. I made use of the narrative approach in order to listen to my companions so that a unity would exist between their past, present and future stories. As I listened to the stories of my companions from a narrative perspective new possibilities were opened which lead to alternative and future stories. Furthermore, my companions were given the opportunity to find themselves and make new identities on the real journey of life. Through the process of my research I also developed a multicultural identity model specifically for married migrant women in South Korea, but ultimately the purpose of my research was not to show or develop a multicultural identity model regarding migrant women, but was more to help these migrant women find their identities themselves and in this become self-empowered to become contributors to Korean society.
Thesis (PhD)--University of Pretoria, 2014.
gm2014
Practical Theology
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Macías, Luis Fernando. « A LatCrit analysis of DACA recipients’ pursuit of a post-secondary education in Ohio ». The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149192051776482.

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Livres sur le sujet "Post-multicultural"

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In your face : A case study in post multicultural Australia. Darwin, N.T : Charles Darwin University Press, 2009.

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Ford, Margot. In your face : A case study in post multicultural Australia. Darwin, N.T : Charles Darwin University Press, 2009.

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Ford, Margot. In your face : A case study in post multicultural Australia. Darwin, N.T : Charles Darwin University Press, 2009.

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From sites of occupation to symbols of multiculturalism : Reconceptualizing minority education in post-Soviet Latvia. Greenwich, CT : IAP, Informaiton Age Pub. Inc., 2006.

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Dilemmas of Black faculty at predominantly White institutions in the United States : Issues in the post-multicultural era. Lewiston, N.Y : E. Mellen Press, 2010.

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Ward, Marsha. Ride to Raton. New York, USA : iUniverse, 2003.

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La relazione educativa nella post-modernità : Itinerari tra scienze, culture e sapienza. Padova : Messaggero, 2012.

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Bireda, Martha R. Schooling poor minority children : New segregation in the post-Brown era. Lanham : Rowman & Littlefield Education, 2011.

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E, Müller Kurt, dir. Language status in the post-cold-war era. Lanham : University Press of America, 1996.

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Bireda, Martha R. Schooling poor minority children : New segregation in the post-Brown era. Lanham : Rowman & Littlefield Education, 2011.

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Chapitres de livres sur le sujet "Post-multicultural"

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Gao, Jia. « Post-multicultural Realities Distorted by Pre-multicultural Ideologies ». Dans Chinese Immigration and Australian Politics, 1–41. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5909-9_1.

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Whittle, Matthew. « Post-War Immigration and Multicultural Britain ». Dans Post-War British Literature and the "End of Empire", 145–89. London : Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54014-0_5.

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O’Healy, Áine. « Post-colonial Theory and Italy’s ‘Multicultural’ Cinema ». Dans The Italian Cinema Book, 295–302. London : British Film Institute, 2014. http://dx.doi.org/10.1007/978-1-349-92642-8_36.

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Odena, Oscar. « Multicultural Dialogues in Post-Conflict Music Education Settings ». Dans Advancing Multicultural Dialogues in Education, 215–33. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60558-6_13.

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von Sigsfeld, Julia. « Of (Post-)Neoliberal/(Post-)Multicultural Governmentality, Epistemic Struggles, and Situated Cosmopolitanism(s) ». Dans Ancestral Knowledges and Postcoloniality in Contemporary Ecuador, 148–74. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003265481-6.

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Moran, Anthony. « Post-Multicultural Australia ? Cosmopolitanism Critique and the Future of Australian Multiculturalism ». Dans The Public Life of Australian Multiculturalism, 241–68. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45126-8_7.

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Golomidova, Marina. « Multicultural Aspects of Name and Naming in Russian Post-Soviet Streetscapes ». Dans Names and Naming, 73–89. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73186-1_6.

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Mutabazi, Evalde, et Philippe Poirson. « How to Implement Change in a Post-acquisition Multicultural Context : The Lafarge Experience in Britain ». Dans Intercultural Management, 69–79. London : Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-02738-2_6.

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Smits, Katherine. « Multicultural Liberalism ». Dans Reconstructing Post-Nationalist Liberal Pluralism, 77–94. New York : Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403980168_5.

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Rosenhaft, Eve. « Europe’s Melancholias : Diasporas in Contention and the Unravelings of the Postwar Settlement ». Dans Entangled Memories in the Global South, 45–72. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57669-1_3.

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AbstractRosenhaft explores some ways in which discourses of human rights, racism and antisemitism that emerged in the global North after 1945 have been appropriated, complicated and disrupted in this century’s memory conflicts. She examines Black Holocaust fictions in the light of changes in the global Black diaspora, and reflects on the recent debates on antisemitism and Holocaust memory that place diasporic actors in contention as well as on the populist trope of a “white, Christian Europe”. Following Paul Gilroy’s use of the term “postcolonial melancholia” to characterize British nostalgia for empire, she identifies analogous forms of nostalgia driving the current memory wars, and deploys the notions of “post-Holocaust” and “post-imperial” melancholias as complementary responses to the challenges posed by the (re-)emergence of a multicultural Europe.
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Actes de conférences sur le sujet "Post-multicultural"

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Jani, Vibhavari. « MENTORING AS A MEANS TO AN END : AN INNOVATIVE CURRICULUM MODEL TO ENGAGE POST-SECONDARY STUDENTS WITH MULTICULTURAL SECONDARY STUDENTS TO INCREASE THEIR GRADUATION RATE ». Dans 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1840.

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De Podestá, Nathan Tejada, et Silvia Maria Pires Cabrera Berg. « New University : liberal education and arts in Brazil ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9514.

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This paper is part of an ongoing research on the issue of music education in Brazilian universities. It aims to identify educational models that structure pedagogical practice at this level of studies. It distinguishes the types of professional and human education promoted in each one of the presented models (French, German and American) as well as liberal education, identified as a global trend. Relating the current socio-cultural political and economic context with education with the support of Godwin (2015), Berg (2012) and Jansen (1999) we argue that liberal education provides a structure can favor the development of competences and skills demanded on the current conjuncture. In this frame, we will analyze, with the help of Paula (2008) and Santos & Filho (2008), the historical dynamics of Brazilian higher education and show how liberal education and post-colonial philosophy is restructuring Brazilian universities. This “new university” allows the implementation of a multicultural, multi-epistemic pedagogy that overcome fragmentary disciplinary views and renders feasible the proposition of new ways of conceiving training, studying, teaching and research in music and arts.
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Goicu-Cealmof, Simona. « Multicultural urbanonyms in Timişoara ». Dans International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/36.

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The urbanonyms in Timişoara testify to the history of this city: the rule of Charles Robert of Anjou and John Hunyadi (Castelul Huniade), the Habsburg governance (Iosefin, Elisabetin), the royal rule of interwar Romania (Parcul „Regina Maria”), the communist regime (Liceul „Nikos Beloianis”), the post-communist governance (Piaţa Victoriei). The names of high schools are indicative of the ethnic and religious tolerance specific to Timişoara (Liceul Teoretic „Nikolaus Lenau”, Liceul Teoretic Maghiar „Bartók Béla”, Liceul Teoretic Sârbesc „Dositei Obradovici”, Liceul Teologic Romano-Catolic „Gerhardinum”).
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Kiszl, Péter. « Multifunkciós könyvtár és pénzügyi edukáció ». Dans Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.284.

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Digitális, globális és multikulturális világunkban a könyvtár szerepe, funkciórendszere jelentősen kiszélesedett. A könyvtár- és információtudomány kutatási horizontja is egyre tágul, a felsőfokú könyvtárosképzés mindenkori szakmai trendeknek, felhasználói, munkaadói és munkavállalói igényeknek megfelelő alakítása folyamatos. A tanulmány bemutatja a multifunkciós könyvtár olyan modelljét, amelyben szerepet kap a pénzügyi kultúrát és a vállalkozásfejlesztést célzó edukáció is. Napjainkban ugyanis kiemelt jelentőségűek a kellő tájékozottsággal meghozott pénzügyi döntések. Különösen igaz ez hazánkra, ahol a felmérések és a tapasztalatok szerint a lakosság pénzügyi tudatossága fejlesztésre szorul. Kézenfekvő megoldásként jelentkezik Magyarország legnagyobb kulturális intézményrendszerének, a könyvtári hálózatnak a bevonása is a képzésbe. Sanghajtól Londonon át Chicagóig és Phoenixig már számos nemzetközi jó gyakorlattal lehet bizonyítani, hogy a könyvtári hálózat tagjai – kiemelten a nemzeti- és a közkönyvtárak – sikerrel kapcsolhatók be a társadalom pénzügyi műveltségének pallérozásába, ami a könyvtári hálózat társadalmi beágyazottságát és elismertségét erősíti, illetve az esélyegyenlőség támogatásán túl, az állampolgárok és a gazdasági szektor szereplői számára is innovatív megoldásokat hozhat, úgymint például a start-upok alapításának és működtetésének könyvtári-információs támogatása. A közlemény interdiszciplináris megalapozottsággal tárja fel a külföldi bevált gyakorlatokat a nem formális, könyvtári pénzügyi oktatási akciók hazai adaptálása érdekében, nemzetközi kontextusban tárgyalva és rendszerezve az alapvető elméleti (szakirodalmimódszertani) forrásokat és kijelölve a jövőbeli hazai kutatási-fejlesztési irányokat. ----- Multifunctional library and financial education --- - - The scope of the library’s roles and functions has expanded considerably in our digital, global, and multicultural world. The research horizon of library and information science is also constantly broadening; post-secondary librarian training is being continuously shaped to fit current professional trends and the needs of users, employees and employers. This paper introduces a model for the multifunctional library, in which education on financial literacy and business development is also present, since informed financial decisions are of particular importance nowadays. This is especially true in Hungary, where surveys and experience suggest that the population’s financial awareness needs improvement. An obvious solution is to involve in this education the biggest cultural institutional system of Hungary: the library network. There are many international examples of good practices from Shanghai to London, and from Chicago to Phoenix, which prove that members of the library network, especially national and public libraries, can be successfully involved in improving the financial literacy of society, which also increases the social embeddedness and reputation of the library network, and in addition to promoting equal opportunities, it can provide innovative solutions for citizens and for the operators of the economic sector, for instance library and information support for the founding and management of start-ups. This paper explores foreign good practices with an interdisciplinary approach in order to adapt non-formal financial educational library operations in Hungary. It also discusses and organizes the basic theoretical resources (literature and methodology) available in the international context to provide directions for future domestic research and development.
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Timbasz, Ghozali, Syaripudin Basyar, Fitri Yanti et Hasan Basri. « Preservation of The Begawi Abung Siwo Migo Tradition Development Oriented and Social Welfare in Lampung Multicultural Community ». Dans Proceedings of The International Conference on Environmental and Technology of Law, Business and Education on Post Covid 19, ICETLAWBE 2020, 26 September 2020, Bandar Lampung, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.26-9-2020.2302620.

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Porwal, Charles. « Exploring the spatial tools to generate social inclusive and empowered space for people living in margins ». Dans Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/poca4957.

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A good public space must be accommodative for everyone including the marginal, the forgotten, the silent, and an undesirable people. With the process of development, the city leaves behind the marginalized section of the society especially urban poor, who constitute about 20-30 percent of the urban population and are majorly involved in informal settlement like congested housing typologies and informal economy in which they face the everyday social, physical and economic exclusion. Thus, the informal sector and the marginalized becomes the forgotten elements in urban space. ‘Cities for the Citizen’ a slogan described by Douglas address the same issues of democratization, multicultural/gender difference between humans. Though these people have strong characteristics and share a unique pattern and enhances the movement in the city which makes a city a dynamic entity. The lack of opportunities and participation to such section leaves the city divided and generates the negative impacts in the mind of victims which further leads to degradation of their mental health and city life because of their involvement in crime, unemployment, illiteracy and unwanted areas. The physical, social, cultural and economic aspects of space should accommodate the essential requirements for the forgotten and provide them with inclusive public environment. It is very necessary that they generate the association and attachment to the place of their habitation. We can easily summarize that the city which used to be very dynamic and energetic is now facing the extreme silence in the present pandemic times. The same people are returning back to their homes after facing the similar problems of marginalization and exclusion even during hard times where they had no place to cover their heads. So, we have to find the way in which they can be put into consideration and make them more inclusive and self-sustaining. With the economic stability, social stability is also equally necessary for the overall development of an individual. So, the paper tries to focus upon the idea of self-sustaining livelihood and social urbanism which talks about development of cities aiming to the social benefit and upliftment of their citizen. The social urbanism strategy in any project tries to inject investment into targeted areas in a way that cultivates civic pride, participation, and greater social impact. Thus, making the cities inclusive and interactive for all the development. The paper will tries to see such spaces as a potential investment in term of city’s finances and spaces to generate a spatial & development toolkit for making them inclusive by improving the interface of social infrastructure.
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