Artykuły w czasopismach: „Multicultural policy”

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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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Sommerlad, John. "HOUSING POLICY FOR A MULTICULTURAL AUSTRALIA". Australian Journal on Ageing 7, nr 4 (listopad 1988): 25–28. http://dx.doi.org/10.1111/j.1741-6612.1988.tb00336.x.

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Greene, Thomas G., i John F. Heflin. "State Governments and Multicultural Education Policy". Equity & Excellence in Education 25, nr 2-4 (styczeń 1991): 145–50. http://dx.doi.org/10.1080/1066568910250223.

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ZUBRZYCKI, J. "Public Policy in a Multicultural Australia*". International Migration 25, nr 1 (marzec 1987): 63–72. http://dx.doi.org/10.1111/j.1468-2435.1987.tb00125.x.

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Richter, Ingo. "European youth policy in multicultural societies". Prospects 28, nr 4 (grudzień 1998): 643–52. http://dx.doi.org/10.1007/bf02736978.

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Rahal, Aicha. "Rethinking Language Education policy in the Context of Multilingual/ Multicultural English". International Journal of Multilingual Education X, nr 2 (24.12.2021): 49–53. http://dx.doi.org/10.22333/ijme.2021.18003.

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Globalization has brought about a phenomenal spread of English. This spread has led to the emergence of the newborn varieties which has created serious challenges to language teaching pedagogy and language education policy. Bangbose (2003) has clearly pointed to this issue, stating “as researchers in world Englishes, we cannot consider our job done if we turn a blind eye to the problems of educational failure or unfavorable language policy outcomes” (as cited in the Council of Europe, 2007, p. 31). It seems that there is a mismatch between the advances that happened in the field of applied linguistics and language education policy. This paper focuses on language education policy in the context of global English because it is considered one of the influential factors in the gap between English lingua franca reality and English as a native language. First, it gives a brief overview of the recent situation with regard to English and shows the recent reality of multilingual English and its multifarious aspect (Rahal, 2018 & 2019). It also discusses the conceptual gap in language education policy. It points to the conceptual gap between the sociolinguistic reality of English and the language education policy that is still oriented towards English as a native language. Then, the paper points to the need for a language policy that includes linguistic diversity.

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Kim, Mi young. "Review of Direction of Multicultural Policy in Korea: multicultural acceptance and Xenophobia". Journal of Multi-Cultural Contents Studies 36 (30.04.2021): 45–82. http://dx.doi.org/10.15400/mccs.2021.04.36.45.

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Kim, Young-sik, Sung Soo Jung i KiJung Lee. "Analyzing the effect of the Policy Project for supporting Multicultural Education on multicultural and non-multicultural students". Korean Society for the Economics and Finance of Education 28, nr 4 (30.12.2019): 113–35. http://dx.doi.org/10.46967/jefe.2019.28.4.113.

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Reid, Janice C., i Rosalie A. Boyce. "Reconciling Policy and Practice: Australian multicultural health policy in perspective". Policy & Politics 23, nr 1 (1.01.1995): 3–16. http://dx.doi.org/10.1332/030557395782227375.

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Placier, Margaret, Peter M. Hall, Sherron Benson McKendall i Karen S. Cockrell. "Policy as the Transformation of Intentions: Making Multicultural Education Policy". Educational Policy 14, nr 2 (maj 2000): 259–89. http://dx.doi.org/10.1177/0895904800014002004.

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Seon-Mee Kim. "The Policy of Multicultural Education in Britain". Journal of Education & Culture 17, nr 1 (kwiecień 2011): 59–78. http://dx.doi.org/10.24159/joec.2011.17.1.59.

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홍기원. "Multicultural Policy in Korea - Issues and Perspective". Multiculture & Peace 3, nr 1 (czerwiec 2009): 13–35. http://dx.doi.org/10.22446/mnpisk.2009.3.1.001.

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Levey, Geoffrey Brahm. "The Turnbull government’s ‘Post-multiculturalism’ multicultural policy". Australian Journal of Political Science 54, nr 4 (3.07.2019): 456–73. http://dx.doi.org/10.1080/10361146.2019.1634675.

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Barnett, Kate. "AGED CARE POLICY FOR A MULTICULTURAL SOCIETY". Australian Journal on Ageing 7, nr 4 (listopad 1988): 3–21. http://dx.doi.org/10.1111/j.1741-6612.1988.tb00334.x.

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Jamrozik, Adam, i Cathy Boland. "SOCIAL WELFARE POLICY FOR A MULTICULTURAL AUSTRALIA". Australian Journal on Ageing 7, nr 4 (listopad 1988): 22–25. http://dx.doi.org/10.1111/j.1741-6612.1988.tb00335.x.

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Dunn, Kevin, Susan Thompson, Bronwyn Hanna, Peter Murphy i Ian Burnley. "Multicultural Policy within Local Government in Australia". Urban Studies 38, nr 13 (grudzień 2001): 2477–94. http://dx.doi.org/10.1080/00420980120094623.

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홍기원. "Multicultural Policy in Korea: Suggestions for Improvement". Korean Public Management Review 23, nr 3 (wrzesień 2009): 169–89. http://dx.doi.org/10.24210/kapm.2009.23.3.007.

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Yuan, Yue. "Analysis of Multicultural Symbiosis Policy in Japan". Journal of Humanities and Social sciences 21 13, nr 1 (28.02.2022): 1011–24. http://dx.doi.org/10.22143/hss21.13.1.71.

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Jung,Young-Ae i Young-Cheol Ryu. "Analysis on Educational Approaches of Multicultural Policy Schools: based on Banks’ Multicultural Approaches". Multiculture & Peace 12, nr 3 (grudzień 2018): 206–27. http://dx.doi.org/10.22446/mnpisk.2018.12.3.009.

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Han, Jaebum, i Hyojeong Kim. "Analysis on the Coherence of Multicultural Education Policy: Focusing on Multicultural Understanding Education". Journal of Elementary Education 34, nr 1 (28.02.2021): 291–315. http://dx.doi.org/10.29096/jee.34.1.12.

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Basic, Goran. "Policy of multiculturalism: Protection or control of ethnic identities?" Filozofija i drustvo 18, nr 3 (2007): 167–95. http://dx.doi.org/10.2298/fid0703167b.

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Policies of multiculturalism are not an inheritance of modern and liberal state, although it is often concluded in the public. Historical empires states of ?old? democracy, colonial and immigrant societies, as well as eastern European countries after the experiment with communism confronted with a problem of ?control? of multiculturalism. Models of the multicultural policy are numerous and dependable on political, social and cultural circumstances in different parts of the world, and often culturally similar states develop different multicultural policies. Historical and contemporary experiences related to the multicultural policies are discussed in the paper and the last part deals conditions in which contemporary Serbia responds on requirements and challenges of its own multiculturalism.

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Reingold, Roni, i Sara Zamir. "Multicultural Education vs. Implicit and Explicit Ethnocentric Education: Text Analysis of a Contemporary Israeli Value Education Program". Center for Educational Policy Studies Journal 7, nr 4 (22.12.2017): 63–83. http://dx.doi.org/10.26529/cepsj.364.

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In the year 2000, Israel purportedly adopted a multicultural educational policy. It replaced the covert assimilation policy, which was referred to as ‘the integration policy’. The aim of the present study was to analyse the contemporary Israeli program of value education. Using the method of content analysis, the present study sought to determine whether the syllabiof the contemporary program reflect the adoption of a multicultural educational policy, or whether they produce only multicultural rhetoric. The findings reveal that the program reflected mainly the pluralistic approach while still maintaining traces of ethnocentric rhetoric of certain syllabi in the program.

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Kotova, M. V. "Social Psychological Factors of Multicultural Adoption Policy in Russia: A Review". Cultural-Historical Psychology 13, nr 4 (2017): 91–100. http://dx.doi.org/10.17759/chp.2017130410.

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The initial issue that became the focus of this study is that it is impossible to directly transfer successful multicultural policy solutions found in one context, one state to another. Therefore, one of the possible answers to this problem can be investigating social psychological factors that either contribute to or interfere with the adoption of multiculturalism policy. Basing on the analysis of various works on this topic, we suggest that the key factors are the following: protection of identity; support of integration strategies and multicultural policies by the population; compliance with the rules of establishing intergroup contact, as within educational institutions, as within a wider context; development of multicultural identity. Evaluation of the impacts of these factors within the Russian context allows us to conclude that the conditions are more favourable for some of them and less favourable for others. Protection of identity, compliance with the rules of intergroup contact, and development of multicultural identity are the ones to cause the most concern, which means that two of the three key criteria of multicultural policy are not satisfied: activities aimed at accepting equal rights of various cultural groups and protection and support of their identities and cultural practices.

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Kim, Min-ho. "Implications of the Israeli Military’s Multicultural acceptability for the Korean Military’s Multicultural Barracks Policy". Korean Journal of Military Affairs 9 (30.06.2021): 127–59. http://dx.doi.org/10.33528/kjma.2021.6.9.127.

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Thornton, E. Nicole. "RACE, NATIVITY, AND MULTICULTURAL EXCLUSION". Du Bois Review: Social Science Research on Race 16, nr 2 (2019): 613–45. http://dx.doi.org/10.1017/s1742058x19000237.

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AbstractThis article examines the exclusion of Afro-Mauritians (or Creoles) in Mauritian multiculturalism. Although Creoles represent nearly thirty percent of the population, they are the only major group not officially recognized in the Mauritian Constitution (unlike Hindus, Muslims, and the Chinese) and they experience uniquely high levels of socioeconomic and political marginalization despite the country’s decades-long policy of official multiculturalism. While scholarship on multiculturalism and nation-building in plural societies might explain the exclusion of Creoles as a breakdown in the forging of political community in postcolonial Mauritius, I build on these theories by focusing on the tension between diaspora and nativity evident in Mauritian public discourse. Using the politics of language policy as a case study, I examine why the Kreol language in Mauritius—the ancestral language of Creoles and mother tongue of the majority of Mauritians—was consistently rejected for inclusion in language policy until recently (unlike Hindi, Urdu, and other ethnic languages). In my analysis of public policy discourse, I map how Creole ethnic activists negotiated Kreol’s inclusion in multiculturalism and highlight their constraints. This analysis shows that through multiculturalism, non-Creole political actors have created ethnic categories of inclusion while reciprocally denoting racially-excluded others defined by their lack of diasporic cultural value. I argue that groups claiming diasporic cultural connections are privileged as “ethnics” deemed worthy of multicultural inclusion, while those with ancestral connections more natively-bound to the local territory (such as Creoles, as a post-slavery population) are deemed problematic, culturally dis-recognized, and racialized as “the Other” because their nativity gives them a platform from which to lay territorial counter-claims to the nation.

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Borisov, Andrian. "Early stages of paternalistic multicultural policy in Yakutia". Vestnik of Saint Petersburg University. History 62, nr 1 (2017): 131–47. http://dx.doi.org/10.21638/11701/spbu02.2017.111.

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SoonheeKwon. "Australian English Education Policy in the Multicultural Society". korean language education research ll, nr 40 (kwiecień 2011): 327–57. http://dx.doi.org/10.20880/kler.2011..40.327.

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SungJangHwan. "Directions of the Unification Policy through Multicultural Viewpoint". KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, nr 45 (sierpień 2014): 163–82. http://dx.doi.org/10.17282/ethics.2014..45.163.

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Foster, Lois, i David Stockley. "The politics of ethnicity: Multicultural policy in Australia". Journal of Intercultural Studies 10, nr 2 (styczeń 1989): 16–33. http://dx.doi.org/10.1080/07256868.1989.9963351.

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Norris, Maggie. "Education policy and racial biopolitics in multicultural cities". Journal of Education Policy 34, nr 3 (25.05.2018): 445–46. http://dx.doi.org/10.1080/02680939.2018.1478188.

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Chaebok Park. "Multicultural Challenges and Social Integration Policy in Germany". Journal of Contemporary European Studies 30, nr 2 (sierpień 2012): 347–78. http://dx.doi.org/10.17052/jces.2012.30.2.347.

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Riera, Carles. "Social policy and community development in multicultural contexts". Community Development Journal 40, nr 4 (22.08.2005): 433–38. http://dx.doi.org/10.1093/cdj/bsi088.

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Citrin, Jack, Morris Levy i Matthew Wright. "Multicultural Policy and Political Support in European Democracies". Comparative Political Studies 47, nr 11 (13.01.2014): 1531–57. http://dx.doi.org/10.1177/0010414013512604.

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Ha, Yeojin. "Effects of Policy Supports for Multicultural Family Youth". Multicultural Education Studies 14, nr 3 (30.09.2021): 1–18. http://dx.doi.org/10.14328/mes.2021.9.30.1.

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Sunani, Sunani. "IMPLEMENTATIONS OF MULTICULTURAL EDUCATION AS A SCHOOL CULTURE AT KRIDA NUSANTARA INTEGRATED SENIOR HIGH SCHOOL". JURNAL PENDIDIKAN ILMU SOSIAL 26, nr 1 (28.06.2017): 53. http://dx.doi.org/10.17509/jpis.v26i1.2224.

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The primary purpose of this study is to describe the implementation of multicultural education at Krida Nusantara integrated high school. The study focuses on four main points; the school policy, the implementation and the dominant factors that influence the policy, and the implementation results. A descriptive qualitative approach is taken in the study and the data is collected through interviews and case studies. The study concludes that the school's multicultural education policy is applied based on the school founding fathers’ philosophy, which emphasizes on merging nationalist and religious values. Those values are then implemented in form of academic and non-academic programs. Apart from that, students' plurality values that are embedded in their school life serve as the most influential factor in implementing the multicultural education policy.

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Jungmee Hwang. "Multicultural Education without Multicultral Citizen - An Analysis of Policy Agenda for Multicultural Education in Korea -". Discourse 201 13, nr 2 (maj 2010): 93–123. http://dx.doi.org/10.17789/discou.2010.13.2.004.

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Sagy, Tehila. "Rethinking multicultural jurisdictions". Ethnicities 18, nr 5 (13.03.2018): 631–54. http://dx.doi.org/10.1177/1468796817744823.

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This article is about the rights of disempowered individuals within autonomous cultural groups. For more than a decade, multiculturalism theorists have been struggling to find a suitable balance between the policies they advocate and the need to protect the vulnerable members of the groups they seek to empower. One of the most convincing and innovative solutions to emerge has been Ayelet Sachar’s model of transformative accommodations (TA). Yet, the main argument presented in this article (based on an ethnographic study) is that this model is unfeasible due to the rule of conservation of power. This claim is illustrated by two case studies: the case of the Beit Ya’acov Primary School for Girls in Emmanuel in the Israeli Occupied Territories and the case of the Buduburam refugee camp in Ghana. The article concludes by suggesting that multiculturalists have yet to produce a satisfying response to what seems to be the principal challenge to the policy they advocate.

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Leung, Chi Hung, i Ming Tak Hue. "Factor Structure of Multicultural Teaching Competency Scale for School-teachers in Hong Kong". Australian Journal of Teacher Education 45, nr 7 (lipiec 2020): 1–14. http://dx.doi.org/10.14221/ajte.2020v45n7.1.

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This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom.

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McInerney, Dennis M. "Teacher Attitudes to Multicultural Curriculum Development". Australian Journal of Education 31, nr 2 (sierpień 1987): 129–44. http://dx.doi.org/10.1177/000494418703100202.

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This study reports teacher attitudes towards multicultural curricula developments in a sample of New South Wales state primary schools and the assimilation orientation of the respondents prior to the publication and dissemination of the state Multicultural Education Policy document. In general, teachers were favourably disposed to non-English-speaking minority children maintaining their ethnic identity, particularly through the use of their ethnic language. However they were negatively disposed to schools being actively involved in teaching ethnic languages, and to schools extending multicultural curricula. Teachers of English as a second language were more favourably disposed to the propositions than either of the other two groups (administration and class teachers). Class teachers were less favourably inclined to community language teaching and to the development of multicultural curricula. The second part of the study measured the assimilation orientation of teachers on a three-point scale: angloconformism, interactionism and pluralism. The most popular alternative was interactionism, with pluralism being an unpopular choice. The argument is presented that little attitudinal change has occurred since the implementation of the Multicultural Education Policy.

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Choi, Sun Yeob. "Factors influencing positive subjective health awareness in multicultural adolescents in South Korea: Data from the multicultural adolescents panel study". Child Health Nursing Research 27, nr 4 (31.10.2021): 328–38. http://dx.doi.org/10.4094/chnr.2021.27.4.328.

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Purpose: This study aimed to identify the factors influencing positive subjective health awareness of middle school-age multicultural adolescents in Korea.Methods: This study used data from the fourth to sixth waves of the Multicultural Adolescents Panel Study conducted by the National Youth Policy Institute. In this study, a panel logit model analysis was performed using the Eviews 8.0 program (p<.050).Results: Socioeconomic status (r=.02, t=2.13, p=.033), body satisfaction (r=.71, t=1.97, p=.048), and depression (r=-.74, t=2.35, p=.018) influenced positive subjective health awareness in multicultural adolescents. When multicultural characteristics were entered into a statistical model with environmental and personal characteristics, multicultural characteristics did not have a significant influence on positive subjective health awareness.Conclusion: Environmental, personal, and multicultural characteristics were related to positive subjective health awareness in multicultural adolescents; thus, an integrated approach considering those variables is recommended. Nursing interventions and educational programs are needed to improve the psychological status of multicultural adolescents and reduce prejudice about them. In addition, nurses need to be sensitive to multicultural characteristics and the developmental characteristics of multicultural adolescents.

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Song, Sari. "The Influence of the multicultural policy preference on the inter-group equality for service providers in multicultural settings. -A mediation effects of multicultural sensitivity and multicultural knowledge". Journal of community welfare 53 (30.06.2015): 255. http://dx.doi.org/10.15300/jcw.2015.53.2.255.

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Artykuły w czasopismach na temat „Multicultural policy”

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