Gotowe bibliografie tematyczne / Multicultural policy

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Gotowa bibliografia na temat „Multicultural policy”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 kwietnia 2022

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Artykuły w czasopismach na temat "Multicultural policy"

Shain, Yossi. "Multicultural Foreign Policy". Foreign Policy, nr 100 (1995): 69. http://dx.doi.org/10.2307/1149304.

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Park, Hyeon-Sook. "Multicultural language policy in Sweden". Journal of the Scandinavian Society of Korea 20 (31.12.2017): 109–36. http://dx.doi.org/10.26548/scandi.2017.20.109.

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Lee, Jong-doo, i Mi-Youn Baik. "‘Korean Specialities’ and Multicultural Policy". Journal of International Politics 17, nr 1 (31.03.2012): 335. http://dx.doi.org/10.18031/jip.2012.03.17.1.335.

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Patthey-Chavez, G. G. "Language Policy and Planning in Mexico: Indigenous Language Policy". Annual Review of Applied Linguistics 14 (marzec 1994): 200–219. http://dx.doi.org/10.1017/s0267190500002890.

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Mexico's multilingual and multicultural character predates European contact. In its long history, it has generated many communicative challenges as well as interesting language planning efforts to deal with them (Heath 1972). Most recently, official acknowledgments of Mexico's multicultural and multilingual character are raising a series of complex language planning and policy issues even as they are leading to important constitutional and material gains on the part of indigenous Mexicans.

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Lee, Soo Jung, Kyung Eun Jahng i Koeun Kim. "Light and shade of multicultural education in South Korea". Journal for Multicultural Education 14, nr 2 (13.04.2020): 149–61. http://dx.doi.org/10.1108/jme-11-2019-0081.

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Purpose This paper aims to attend to the issues that remain veiled and excluded in the name of multiculture. Design/methodology/approach This paper problematizes South Korean multicultural education policies through Bourdieu’s concept of capital as a theoretical frame. Findings First, the paper discusses that material wealth is unequally distributed to most of the multicultural families, resulting in their lack of economic capital. Second, it notes that students from multicultural families are deprived of cultural capital, as they are racialized in Korean society. As a strategy used to distinguish and exclude a so-called different minority from the unnamed majority, race enables the possession of cultural capital. Third, insufficient social capital identified with resources emerging from social networks positions students from multicultural families as a perpetual minority. As the accumulation of various forms of capital secures power and privilege (Bourdieu, 1986), multicultural education in its current state would continuously reproduce the existing power dynamics where students from multicultural families are subordinate. Research limitations/implications Given this, policies for multicultural education in South Korea should cover a wide range of issues, including race, class and network and be redesigned to resolve realistic problems that have been hidden under the name of celebration of culture. Originality/value The Korean multicultural education policy has not been analyzed through Bourdieu’s concept of capital. Using a different theoretical viewpoint would be valuable to figure out the problems underlying the policy.

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허진영. "A Case Study on Multicultural Policy and Multicultural Education in France". Journal of Educational Idea 26, nr 3 (grudzień 2012): 211–28. http://dx.doi.org/10.17283/jkedi.2012.26.3.211.

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Johnson, Lauri. "Multicultural Policy as Social Activism: Redefining who 'counts' in multicultural education". Race Ethnicity and Education 6, nr 2 (lipiec 2003): 107–21. http://dx.doi.org/10.1080/13613320308201.

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Park, Kyoungmi. "The Effect of Multicultural Policy on Multicultural Adolescent Subjective Well-being". Journal of Adolescent welfare 21, nr 4 (31.12.2019): 57–86. http://dx.doi.org/10.19034/kayw.2019.21.4.03.

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Shafranska-Gajdzica, Anna. "Educational policy conditions in multicultural environment". Osvitolohiya, nr 5 (2016): 63–69. http://dx.doi.org/10.28925/2226-3012.2016.5.6369.

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SEKINE, Masami. "Immigration Policy Dilemma in Multicultural States". Japanese Sociological Review 56, nr 2 (2005): 329–46. http://dx.doi.org/10.4057/jsr.56.329.

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Rozprawy doktorskie na temat "Multicultural policy"

May, Harvey Brian. "Australian Multicultural Policy and Television Drama in Comparative Contexts". Queensland University of Technology, 2004. http://eprints.qut.edu.au/15835/.

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This thesis examines changes which have occurred since the late 1980s and early 1990s with respect to the representation of cultural diversity on Australian popular drama programming. The thesis finds that a significant number of actors of diverse cultural and linguistic background have negotiated the television industry employment process to obtain acting roles in a lead capacity. The majority of these actors are from the second generation of immigrants, who increasingly make up a significant component of Australia's multicultural population. The way in which these actors are portrayed on-screen has also shifted from one of a 'performed' ethnicity, to an 'everyday' portrayal. The thesis develops an analysis which connects the development and broad political support for multicultural policy as expressed in the National Agenda for a Multicultural Australia to the changes in both employment and representation practices in popular television programming in the late 1990s and early 2000s. The thesis addresses multicultural debates by arguing for a mainstreaming position. The thesis makes detailed comparison of cultural diversity and television in the jurisdictions of the United States, the United Kingdom and New Zealand to support the broad argument that cultural diversity policy measures produce observable outcomes in television programming.

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Cronin, Abby Louise Perlman. "Multicultural education : a school-based ethnographic study of policy implementation". Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018507/.

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This thesis investigates the implementation of the 1977 ILEA Multi-Ethnic Education Policy initiative in one inner London comprehensive, 'East End High'. It is a school ethnography based on data gathered throughout two and a half years, commencing in spring 1979. Chapter one explores the problematic nature of analysing multi-ethnic policy implementation and describes the methodology used. Chapter two considers the debate about racial minority pupils and underachievement in the context of the post-war social democratic consensus which fostered an ideology of equality of educational opportunity. The politics of multi-ethnic policy-making in the ILEA is considered before moving on to chapter three where the multicultural/antiracist education debate is discussed, taking account of the New Right's critique. Chapter four examines the socio-economic, demographic, ethnic and educational profile of the borough where 'East End High' is located. The concept of educational achievement is problematised in the light of compensatory policy and practice and the Rampton/Swann methodology used to investigate the performance of racial minority pupils is criticised. The main concern of chapter five is to analyse the process of underachievement inside 'East End High' from the point of view of pupils. Evidence about the pupils is presented in terms of an ethnic pupil profile, banding ratios, socio-economic background and experiential data from interviews with fifth formers entered for exams and a small group of truants. Chapter six investigates teacher's views about multi-ethnic education in East End High. Organisational, administrative and decision-making matters inside the school are featured here and also in chapter seven, which is an analysis of the committee set up in the school to promote multicultural education. In terms of the power structure in 'East End High', this committee played a marginal role which helps to explain the uneven and inconsistent nature of multi-ethnic policy implementation. The thesis concludes with an overview of the interplay between the institutional, ideological and pragmatic conditions which regulated the process of multicultural policy implementation.

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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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Everly, Macklin Keith. "Multicultural Public Policy and Homegrown Terrorism in the European Union". Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1409088787.

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Lee, Hyejin. "Multicultural education policy of South Korea : a critical discourse analysis". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58745.

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Since the1990s, demographic and societal changes in South Korea (Korea) influenced by a low birthrate and globalization triggered a discussion of multiculturalism in Korea. This discussion led to the formation of Korea’s first multicultural education policy in 2006. In this study, I drew on the critical multiculturalism theoretical framework which consists of functionalist and critical perspectives, globalization and neoliberalism ideologies, and five approaches to multicultural education to delve into the conceptualization of multicultural education, the construction of “multicultural students,” and power relations between multicultural students and mainstream students in the policy. I used Critical Discourse Analysis methodology to critically analyze the ideological assumptions of Korea’s multicultural education policy and other intertextually related discourses, and its shifts over a decade. My intertextual analysis identified two different ideologies for different groups: customized education for multicultural students, which focused on helping multicultural students adapt to the Korean school system; and education for multicultural understanding for all students, which aimed at helping mainstream Korean students accept difference by emphasizing human relations, tolerance, and anti-prejudice. In this framework, multicultural students are still constructed as deficient in terms of Korean language, culture, and academic achievement, whereas mainstream students represent the norm. Over a decade, the institution and legislations have been improved to accommodate new-comer students in the Korean school system. However, the government’s orientation still rests on an assimilationist and human relations approach. This study recommends that policy makers and educators, despite the challenges they face, should address the taken-for-granted social inequalities and should endeavour to develop education that promotes a more democratic and equitable society. Multicultural education needs to move beyond the Korean language-centred learning and experience of foreign cultures, to address the politics of difference and social inequalities, and to empower all students and raise their critical awareness.
Education, Faculty of
Graduate

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Shujah, Aamer. "Multicultural science education, an analysis of curriculum and policy in Ontario". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ45969.pdf.

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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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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. Weiler
In 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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Erden, Ozlem. "Schooling Experience of Syrian Child Refugees in Turkey". Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606366.

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After the Syrian Civil War began, refugee exodus gained unprecedented momentum. Turkey, as one of the major destinations of Syrian refugees, experienced problems regarding the accommodation of a high number of refugees (Dorman, 2014; UNICEF, 2014; USAID, 2015). The scholars widely debated the problems regarding educating refugee (Akkaya, 2013; Arabaci et al. 2013), but the available studies do not focus on experiences of refugee students in the schools.

This dissertation study, therefore, examines the schooling experiences of Syrian child refugees in a Turkish public school with a developing conceptual framework named as Middle East Refugee Protection Model (MRPM). The MRPM originates as a result of the different expectations and motives among the host countries located in Europe and the Middle East.

This study uses Critical Qualitative Research. The data is collected through interviews and classroom observations. I employed the reconstructive data analysis strategies and used NVivo qualitative data analysis software to analyze the data.

The results show that the Syrian refugee students’ experiences in the school in Turkey are not dependent on the liability of the legal instruments but social norms and values. The school staff and classroom teachers use a child-centric approach to educate and integrate refugee students through accentuating values such as transparency and honesty, determination and commitment, and approving authority. Syrian refugee students in the public school face challenges due to their language skills, the host communities’ social expectations, and the lack of sustainable refugee education policy. As they continue facing challenges, refugee students begin constructing survival skills and these survival skills help them become an independent being and develop a sense of agency.

Based on the interpretation of the results, I have created two models to explain the refugee education strategies in the school, and how refugee students make sense of the school staff's approach in educating them. The first model is the refugee education and protection model. It explains the concepts and principles that school staff uses to regulate their refugee education system. The second model is agency and independence development, which explains the stages that refugee students go through to be an agent and an independent student. This dissertation suggests theoretical, political and practical implications of the use of models and effective strategies for educating refugees.

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Byerly, Anna Katarzyna. "Scottish primary school teachers' perspectives on multicultural and antiracist education". Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25460.

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Primary school teachers’ commitment to social justice may be enshrined in various educational policies in Scotland and beyond, yet it stands in conflict with growing push for teacher accountability, value of education as a market place (Ball, 2006) and the persistence of the myth of meritocracy (Tomlinson, 2008; Oyler, 2012). At the level of practice, whether teachers actually engage in inclusive and critical multicultural education is not always clear; what we know for sure is that teachers find it difficult and shy away for any discussions which challenge power relations between groups (May and Sleeter, 2010). As student population continues to diversify, minority groups demand recognition in ways not seen before. Yet still, discrimination based on ethnicity, language, religion social class, disability, gender and sexual orientation is commonplace, and racism can often be an elephant in the (class)room, discussed in hushed voices only when an ‘isolated incident’ happens. Much more often, it remains unrecognised or is dealt with in a way which perpetuates white privilege (Arshad, 2008). Antiracism is oftentimes misunderstood or outright avoided, as teachers fear using any terminology that sounds negative or they are unsure of, and retreat to the language of all-encompassing, positive sounding, but fuzzy celebration of diversity and equality (Gaine, 2005). Multiculturalism, on the other hand, being blamed for failing integration and social cohesion of communities by the political right, remains in popular debates but occupies a weak position in education and public policy (Modood, 2007). This research set out to investigate what are primary school teachers’ perspectives on multicultural and antiracist education in the context of Scotland, where legislation and educational policies are in theory demanding educators to be proactive. The research followed a nested case study design, which involved observing and interviewing 9 class teachers in 4 primary schools, both rural and urban. I used the critical interpretive lens to find out what are their understandings of multicultural and antiracist education, both as concepts and principles and in terms of how they are being incorporated into their everyday teaching. Teachers were asked to define these terms, as they developed in the specific national context (Ball, 1990), and then consider the interplay of ideals behind ‘race’ equality policies with the realities of their school and classroom practice. This study was concerned with the personal, structural and institutional aspects of teachers’ work. The importance of the context of teachers’ work is stressed, that is their ‘organizational embeddedness’ (Holstein and Gubrium, 1994) and institutional thinking that teachers are thought to be immersed in. To get to know this context better, additional interviews with 4 Head teachers, 3 English as an Additional Language teachers and 5 other Key Informants were conducted. Finally, policy analysis was undertaken, using aspects of Critical Theory to find out how teachers’ attitudes correspond to the attitudes expressed in education policy, as well as what is the impact of educational policy on these attitudes. The findings suggest that there is no one definition of the study’s central concepts to which all teachers can ascribe. Whether or not teachers take up issues of discrimination and difference depends more on their own dispositions and characteristics rather than on any official policy, of which they are largely unaware. Teachers’ prior knowledge, attitudes to diversity and personal experiences of discrimination influenced their commitment for social justice and exercising agency in practice. Structural and institutional boundaries placed on teachers acted as either directions, limits, opportunities or enablers. These related to the leadership within the school more than from the local authority, and included the influence of various actors within the school context. Finally, the translation of policy ideals into everyday school life was seen as uncertain, as it depends on a number of actions and interpretations within any school context. This study concludes by comparing teacher’s perspectives on critical multicultural practice with policies on racial equality in Scotland, to demonstrate which areas need most bridge-building if policy and practice are to be more closely aligned.

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Książki na temat "Multicultural policy"

Prince Edward Island. Dept. of Community and Cultural Affairs. Provincial multicultural policy. Charlottetown, P.E.I: Dept. of Community and Cultural Affairs, 1987.

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Council for National Academic Awards. Policy statement concerning multicultural education. [London]: the Council, 1987.

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Tator, Carol. Multicultural education: Translating policy into practice. [Ottawa]: Multiculturalism and Citizenship Canada, 1991.

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East York Board of Education. Multicultural, ethnic and race relations policy. [Toronto, ON]: The Board, 1985.

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Keith, Watson. Multicultural education: Debate, policy and teacher education. (Nottingham): University of Nottingham School of Education, 1989.

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Canada. Library of Parliament. Research Branch. The development of a federal multicultural policy. Ottawa: Library of Parliament, 1987.

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Education, Scarborough Board of. Race relations, ethnic relations, and multicultural policy. Scarborough, Ont: The Board, 1988.

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New Brunswick Advisory Council on the Status of Women. Immigrant women and multicultural policy in New Brunswick. Moncton, N.B: The Council, 1986.

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East Sussex (England). County Council. Multicultural Education Working Party. Multicultural education policy and support: A consultative document. Lewes: East Sussex County Council, 1987.

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Burke, Jessica A. Multicultural education: The mismatch between policy and practice. Uxbridge: Brunel University, 1987.

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Części książek na temat "Multicultural policy"

Shain, Yossi. "Multicultural Foreign Policy". W New Tribalisms, 299–316. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1007/978-1-349-26403-2_13.

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Baldwin, Jennifer Joan. "Australia: Both Multicultural and Multilingual". W Language Policy, 75–103. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05795-4_4.

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Chee, Chan Heng, Sharon Siddique, Irna Nurlina Masron i Dominic Cooray. "The evolution of multicultural policy". W Singapore’s Multiculturalism, 1–32. Names: Chan, Heng Chee, author. | Siddique, Sharon, author. Title: Singapore’s multiculturalism: evolving diversity/Chan Heng Chee, Sharon Siddique; with Irna Nurlina Masron, Dominic Cooray. Description: New York : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429449949-1.

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Pea, Celestine H. "STEM-Based Professional Development and Policy: Key Factors Worth Considering". W Multicultural Science Education, 233–52. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7651-7_14.

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Harreveld, R. E. Bobby. "Repositioning Multiculturalism in Teacher Education Policy and Practice". W Precarious International Multicultural Education, 259–76. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-894-0_14.

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Williams, Sheneka M., i Mary M. Atwater. "Policy Issues in Science Education: The Importance of Science Teacher Education, Equity, and Social Justice". W Multicultural Science Education, 273–83. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7651-7_16.

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Bantwini, Bongani D. "Policy Issues, Equity, Multicultural Science Education, and Local School District Support of In-Service Science Teachers". W Multicultural Science Education, 253–71. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7651-7_15.

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Cha, Yun-Kyung, Seung-Hwan Ham, Hara Ku i Moosung Lee. "Multicultural Policy and Ethnolinguistic Minority Learners’ Academic Engagement". W Multicultural Education in Glocal Perspectives, 169–81. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2222-7_12.

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Cha, Yun-Kyung, Seung-Hwan Ham i Kyung-Eun Yang. "Multicultural Education Policy in the Global Institutional Context". W Multicultural Education in Glocal Perspectives, 11–21. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2222-7_2.

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Walkowiak, Justyna B. "Policy of Name and Naming: Multicultural Aspects". W Names and Naming, 41–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73186-1_4.

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Streszczenia konferencji na temat "Multicultural policy"

Petrova, Marina G., i Mwanza Makina Dean. "LANGUAGE POLICY AND MULTICULTURAL TEACHING IN ZAMBIA". W CURRENT ISSUES IN MODERN LINGUISTICS AND HUMANITIES. RUDN University, 2020. http://dx.doi.org/10.22363/09835-2020-305-313.

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

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Kim, Hyeong Min, i Chang Hyun Cho. "Multicultural Policy for Social Integration-Case of Germany and Korea-". W Games and Graphics and 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.46.40.

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Sugiarto, Bowo, i Novia Anggarina Hapsari. "The Issue of Official Religions and The Need for Multicultural Policy in Indonesia". W 2014 International Conference on Public Management (ICPM-2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icpm-14.2014.72.

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Sari, Shinta Noppita. "Implementation of the Broadcasting Regulation as a Multicultural Communication Policy in Indonesia’s Public Television Broadcasting Institution (LPP TVRI)". W 2nd Jogjakarta Communication Conference (JCC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200818.063.

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Choi, Seungeun. "RETHINKING THE OTHER FOR MULTICULTURAL EDUCATION – FOCUSED ON THE PHILOSOPHY OF BUBER AND LEVINAS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end110.

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The number of foreigners residing in Korea exceeded 2.5 million for the first time ever. As the ratio of foreigners to the total population approaches 5%, it is evaluated that Korea has actually entered a multicultural society. It is known that among the types of foreigners staying there are many young foreigners who visit Korea for the purpose of employment. The number of marriage immigrants was 16,025, an increase of 4.3% from the previous year. Of these, 82.6% were women. Entering a multicultural society in a situation where empathy for each other is insufficient can lead to social conflict. In particular, in the COVID-19 pandemic, hostility toward foreigners is more prevalent, and hatred for strangers is increasing. This study critically analyzes these social phenomena and seeks to raise the philosophical basis for multicultural education by establishing a concept with a new perspective on the other. This paper focuses on the philosophy of Buber and Levinas. By establishing 'I and You' as a meeting, Buber presented a new relationship with others. Meanwhile, Levinas emphasized human ethics and responsibility as the absolute and infinite being of the other. According to Buber, in the world there is a relationship between 'I-You' and 'I-It', and in order to live a true life, you must establish a relationship between 'I and you'. The relationship between 'I and it' is a temporary and mechanical relationship where objects can be replaced at any time by looking at the world from an instrumental point of view. However, the relationship between 'I and You' is a relationship that faces each other personally, and the only 'I' that cannot be changed with anything and the 'You' that cannot be replaced exist in deep trust. In phenomenology of otherness, Levinas intends to describe the encounter with the something outside the subject. The concepts of possession, distinctiveness and understanding are replaced by those of approaches, proximity, care and fecundity. In Korean society, a policy that seeks to use foreigners as human resources and, especially in the case of marriage immigrant women, as a solution to a society with low birthrates along with the labor force, shows how society treats others. Therefore, multicultural education must rethink the existence and dignity of human beings through the perspective of the other as asserted in the philosophy of Buber and Levinas.

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Kurysheva, E. S. "The main stages of the process of formation and development of inclusive education in the United States in the context of multicultural educational policy". W Наука России: Цели и задачи. НЦ "LJournal", 2021. http://dx.doi.org/10.18411/sr-10-04-2021-67.

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This article identifies the main stages of the formation of inclusive education (segregative, integrative, inclusive), reveals the evolutionary nature of inclusive education. The article analyzes the content of the main document regulating the right to education of children with alternative development - The Law on Education of Persons with Disabilities (1975).

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Martiara, Rina, Budi Astuti i Supriyanti. "Cultural Mapping of Nusantara Dances: The Development of Multiculture-based Cultural Political Policy Strategies". W 1st International Conference on Interdisciplinary Arts and Humanities. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008763302720280.

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Martínez Bueno, Juan Felipe. "Los Horizontes Mestizos: Polílogos, simbología y permeabilidad política en el arte." W IV Congreso Internacional Estética y Política: Poéticas del desacuerdo para una democracia plural. València: Editorial Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/cep4.2019.10315.

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Ante el desgaste de los modelos políticos y democráticos, centrados en la discusión, el debate y los esquemas formales de representación y acción política proponemos el polílogo -acuñado por F. M. Wimmer para encarar asertivamente el contacto filosófico intercultural- y la simbología como corrección, oposición y ampliación de las dinámicas centralistas mono/dialógicas que, con sus respectivas estructuras demo-liberales, condicionan los contenidos y relaciones entre las partes involucradas en las disputas políticas. De este modo pretendemos elucidar algunas de las posibilidades de interacción multicultural que proporciona la simbología, entendida brevemente aquí como la expresión ontológica y epistémica de los horizontes sociales. A diferencia de los escenarios estrictamente políticos, la simbología en su vertiente artística permite -e invita- al mestizaje de los horizontes debido a su capacidad reconciliadora de los opuestos (en este caso el yo/otro, centro/periferia, local/extranjero) abriendo camino a modelos alternativos de integración que ya no solamente operen desde la verticalidad institucional definida por un esquema y origen definidos dentro del pensamiento eurocéntrico, sino mediante la flexibilidad y permeabilidad que han caracterizado a los movimientos artísticos y sus dinámicas de frontera. La política del disenso, en clave simbolista, apunta al cuestionamiento de los modelos de participación cultural y hacia la efectiva apertura a un mestizaje ontológico y metodológico que, en su receptividad multidireccional de poli-logo, cuestiona incluso los valores promovidos por el liberalismo pan-económico, erigiéndose como un laboratorio artístico/político divergente y necesario ante el estancamiento de los paradigmas y, además, muy urgente ante la escalada de los populismos nacionalistas de Europa y el mundo.

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Raporty organizacyjne na temat "Multicultural policy"

Greene, Thomas. State policy for multicultural education: an inquiry into policy status and administration, 1968-1984. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.776.

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