In this paper we focus on ethnicity and ethnic enclosure among Muslim ethnic groups in Golestan province of Iran. It also has referred to the aspects of interethnic interactions among and between the ...ethnic groups which consider themselves, and are regarded by others, as being culturally distinctive. We find that ethnic differences and similarities have made individuals ethnically consciousness. This in turn has implications for and influence ethnic enclosure. People in the cities were socially organized mostly along some aspects of ethnicity such as ethnic identities based on linguistic, religious sect (Shiite and Sunnite) or region of origin criteria. People grew strongly self-consciousness of their ethnic identity under these circumstances of contact with members of other groups. They develop standardized ways of behaving vis-à-vis each other, and orient themselves socially according to ‘ethnic map’. Ethnic groups model settlement pattern, marriages and perceptions along ethnic lines, and ethnic disparities come in to play while interacting with out-group members.
Several ethnic groups in Thailand consider themselves oppressed; arguably, Thai society lacks suitable platforms for multiple voices and perspectives. Vivid Ethnicity, a mobile museum constituted by ...Mahidol University, addresses this issue. Adapting Kenneth Burke's concept of the "dramatistic pentad," communication theory, and the concept of transformative learning developed by Jack Mezirow, Vivid Ethnicity creates a theory of exhibition geared toward critical thinking and creative praxis. Ethnographic performances combined with participatory workshops are shown to be key factors in opening up conversations and encouraging audience to construct their own meaning.
A number of recent studies find that integration and multiculturalism policies help soften anti-immigrant attitudes among the broader population. These findings, however, emerge from cross-sectional ...analyses and are potentially vulnerable to omitted variable bias. The analysis in this paper overcomes that limitation by adopting a longitudinal approach. This approach uses data from repeated cross-sections drawn from the European Social Survey and the European Values Survey. These data can be treated as panels in a longitudinal framework once it is recognised that the relevant variables (including the attitudes variables) can be handled effectively as country-level averages. Multi-level modelling (the default approach in existing research) is not necessary; in particular, there is no need to use individual-level control variables. In a fixed-effects analysis of country-level data, adoption of more open/accommodating integration and/or multiculturalism policies does not lead to a reduction in anti-immigration sentiment. The findings of the cross-sectional studies evidently suffer from significant omitted variable bias.
This study aims to describe the cultural stereotypes between American and Pakistani that are portrayed in The Big Sick (2017) movie. This study uses a qualitative method with a Cultural Studies ...approach. The analysis is done by looking at the characteristics of American and Pakistani characters by using the theory of characterization from Boggs and the theory of representation by Stuart Hall to present the cultural stereotype issues that appear in the movie (Hall, 1997). The cultural stereotype of the American and Pakistani culture is presented by some American characters (Emily and her family) and some Pakistani characters (Kumail and his family) of The Big Sick movie. The result of the study shows that the characteristics of Pakistani characters are religious and deceitful, while the characteristics of American characters are smart and straightforward. Furthermore, through the analysis of the characters’ characteristics, the writers found the cultural stereotype in the movie. Pakistani characters are associated with conservatism and close-mindedness. On the contrary, American characters are associated with modernism and open-mindedness. It can be concluded that in this movie, American culture is depicted as more positive than Pakistani.
An everlasting and perpetual peace in the life of different religious adherents anywhere is the prime purpose of human beings. This article will discuss the methods and approaches of religious ...education in a contemporary multicultural society. Three approaches to the study of religion: dogmatic, critical, and ethical will be elaborated simultaneously. One cannot rely solely on one approach and neglects the two others without having their implications and consequences in the life of multi-religious society. In addition to the religious and Islamic studies perspectives, I will elaborate the issues based on philosophical concepts, i.e. subjective, objective, and intersubjective, as well. The subjective perspective is commonly based on ‘ulūm al-din, meanwhile the objective one is on social sciences. The combination between the two is called, in this paper, as an intersubjective pattern of religiosity. One of its distinctive features is its sensitivity towards and its ability to accommodate the presence of other communities whose rights are respected and guaranteed.Kedamaian yang kekal dan abadi bagi semua pemeluk agama yang berbeda di berbagai aspek kehidupannya merupakan tujuan utama dari kemanusiaan. Artikel ini membahas beberapa metode dan pendekatan pendidikan agama pada masyarakat multikultural dewasa ini. Tiga pendekatan dalam pengkajian agama yang dogmatis, kritis dan etis akan dielaborasi secara simultan. Satu pendekatan tidak bisa berdiri sendiri dan menegasikan dua yang lain karena implikasinya dalam kehidupan masyarakat yang multireligius. Selain dalam perspektif keagamaan dan keislaman, artikel ini akan mengelaborasi persoalan di atas dengan pendekatan filosofis: subjektif, objektif, dan intersubjektif. Pendekatan subjektif umumnya didasarkan pada ulūm ad-dīn, sedangkan pendekatan objektif didasarkan pada ilmu-ilmu sosial. Perpaduan antara keduanya, dalam artikel ini, disebut dengan pola keagamaan yang intersubjektif. Salah satu kekhasan pola yang disebut terakhir ini adalah sensitifitasnya terhadap kehadiran kelompok lain dan kemampuannya mengakomodasi kelompok lain tersebut sebagai pemegang hak-hak yang harus pula dijamin dan dihormati.
Zeitgeist in the Machine or Humanities in the NetThe essay offers a reflection on transformations of contemporary culture in the context of technological revolution and rapid development of cyber ...reality. It deals particularly with the limits of humanistic cognition. The article provides a critical analysis of contemporary condition of knowledge and academic activities. Nevertheless, crucial function of humanities is recognized on the normative level. To prove his points, author introduces the idea of humanistic management and compares historical developments in various cultural backgrounds.
The relevance of the research is due to the multicultural nature of the modern world, where all members of any society must have equal rights for high quality educational services, despite individual ...characteristics that may manifest themselves in race and gender, social status, and alternative development. Multicultural education, being a priority in the US educational policy, has stimulated the development of inclusive education in the country, thereby providing access to education for all citizens with disabilities. Thus, a comprehensive school acquired the status of the main institution for the socialization of students, regardless of their educational capabilities and needs. Consequently, the problem of the research is to identify the relationship between multicultural and inclusive education in the United States. The purpose of the research was to characterize the common features of multicultural and inclusive education on the example of the United States. In the course of the research, the following methods were used: analysis of domestic and foreign literature on the research problem, as well as methods of comparative analysis, generalization and systematization. The research results are the main features of multicultural and inclusive education in the United States have been analyzed, the main goals of multicultural and inclusive education in the United States have been correlated; the principles of multicultural education, which form the basis of inclusive education in the United States have been considered; the relationship of inclusive and multicultural education on the example of the United States has been substantiated. Key conclusions: the presented principles of multicultural education (the principle of variability, differentiation, exclusion of any kind of discrimination, humanistic orientation of the educational process) forms the basis for the organization of inclusive education in the United States. A comparative analysis of the goals of multicultural and inclusive education in the United States has shown their general focus on providing affordable and quality education to all members of society, regardless of identity.
This paper explores leadership from the standpoint of social constructivism. From this point, leadership is a complex notion that is studied in different ways and requires different definitions ...depending on the sphere, social circle, and situation where it is needed. It consists of knowledge, skills, and attitudes, which are formed and developed in the zone of proximal development – under assistance and in the process of communication. Four questions guided the investigation: Does the understanding of leadership depend on the cultural background? How is the understanding of leadership formed in a multicultural environment? How is leadership addressed in the Erasmus Mundus programme? As there is no universal definition, the author developed a definition of Leadership of Erasmus Mundus PhD students. For Erasmus Mundus PhD students of AMU, leadership is the interaction between leaders and followers among scholars educated at Adam Mickiewicz University of Poznan, that leads to positive changes in development of countries and reaching European standards. As it suggests, there should be three sets of leadership expression: ability to interact, ability to learn, ability to change. The focus group with Erasmus Mundus PhD students and the questionnaire for the alumni address the above mentioned. The findings prove that though cultural background influences some shades of understanding the notion of leadership, “schemas” of leadership of representatives of different social groups have more in common, than differences. The main leadership skill for representatives of all the studied nationalities is dealing with people. The importance of other skills differs depending on the nationality of a person. As to the specifics of forming understanding of leadership in a multicultural environment, it appears to be much more complex than the one in a monocultural environment. The Erasmus Mundus participants are all the time exposed to situations when they require assistance, and receive this assistance from people of various nationalities and positions. All those people become models of leaders that form their multicultural and multileveled understanding of leadership. As leadership consists of knowledge, skills, and attitudes, the authors explain how the Erasmus Mundus programme influences all of them: during the programme, knowledge is formed in the zone of proximal development, which is, from the standpoint of social constructivism, the best way to gain and retain knowledge; during the programme PhD students find positive changes in their personal skills, as well as gain some new ones, which can be proved by the words of the focus group interview participants; the atmosphere of AMU university provides good conditions for interaction and learning, also promotes personal changes of the participants, and motivates them to change their societies, forming their positive attitude to leadership and making them act like leaders after the programme, providing those changes.
Africa is a multicultural continent whose member states have constitutions and provisions of uplifting various cultures and the lives of its people. Vatsonga among others are part of a multicultural ...society in Africa who by design or default, are facing a myriad of challenges pertaining to their culture and identity. Vatsonga are located in the south eastern parts of Zimbabwe, Mozambique, South Africa and Swaziland. In all these countries they have and are still being called by different names. This is so because the population was divided by frontiers which do not represent their linguistic and cultural identity. As a result Vatsonga remain as minority groups in different countries. This has caused Vatsonga to be disintegrated and come to believe that they are separate entities despite speaking one language and practicing the same culture. Vatsonga are sometimes called and quite a significant population of them call themselves by names such as Machangana, Shangani, Shangaan or Magaza basing on the misconceptions which were perpetuated by the narratives that their founder was Soshangane. Hence some use a double barrel identity of Vatsonga-Machangana. The aim of this paper is to discuss some of the cultural and linguistic identity challenges faced by Vatsonga in Southern Africa. It also seeks to challenge the portrayal of Vatsonga as a group which came into being only after Soshangane Manukosi of the Ndwandwe subjugated part of their population. This study also endeavours to decolonize Tsonga history and revitalize the psyche of Vatsonga population by arguing from an Ubuntu and Decoloniality point of view. The article also argues that despite man-made boundaries, Vatsonga are one entity across countries in southern Africa who need be to united and identified as one group.
Studies of representative bureaucracy have shown how minority groups are often underrepresented in public agencies. They also indicate that the match between the backgrounds of the bureaucrats and ...their clients has a strong effect on minority groups. Less attention has been devoted to the question of what happens when street level bureaucrats (SLBs) from a minority group serve clients in organizations all of whose clients belong to the same minority group as the SLBs. How do they behave when the policies they must implement are inconsistent with their collective moral values? What dilemmas do they experience, and how do they address them? We explore these questions using the case of Arab civics teachers in Arab schools in Israel, organizations with a homogeneous work environment of minorities. Our findings contribute to the existing literature by emphasizing the importance of the organizational context. In a homogeneous work environment, it is easier for SLBs to deviate from formal policy. While they must still consider "disobeying costs" imposed by the state, the organizational mixture strengthens the legitimacy among clients, colleagues, and direct managers to deviate from official public policy.
PDF
