O RACISMO DALTÔNICO À BRASILEIRA:REFLEXÕES AO PAÍS DA DESIGUALDADE RACIAL

The implementation of the National Common Curriculum Base (BNCC) and the educational recommendations of the World Bank have significantly influenced Brazilian educational policies. However, these policies can reflect and perpetuate dynamics of coloniality, contributing to the maintenance of social and racial inequalities. This article critically analyzes how the BNCC and the World Bank's report Proposals to Realign Education Policies: Overcoming the Learning Crisis with Equity (2018) perpetuate the dynamics of coloniality in the dimensions of power, knowledge, and being. In addition, it proposes decolonial pedagogical alternatives that promote a more inclusive and emancipatory education. The research adopted a qualitative approach of a theoretical-critical nature, based on the decolonial perspective. A theoretical review of the contributions of authors such as Quijano, Mignolo, Maldonado-Torres and Walsh was carried out, and a documentary analysis of the BNCC and the World Bank report, using categories of analysis based on the dimensions of coloniality. The results indicate that both the BNCC and the World Bank report reflect and reinforce the dynamics of coloniality, manifesting itself in curricular standardization, exclusion of plural epistemologies, and dehumanization of racialized subjects. These policies prioritize a utilitarian and neoliberal logic, neglecting cultural and social diversities and reinforcing historical inequalities. It is concluded that there is a need to reevaluate curricular policies, including Afro-Brazilian, indigenous and quilombola knowledge, and to build regional curricula that respect cultural and social specificities. It is recommended the implementation of public policies that promote social justice and cultural diversity, in addition to the adoption of decolonial pedagogical practices. The transformation of the educational field involves valuing the plurality of knowledge and cultures, promoting critical citizenship and building a fairer and more inclusive society.

Education is presently required to create inclusive, supportive, and validating environments for education and experiences, while educational organizations continue to maintain students from many different kinds of cultural and socially diverse backgrounds. This research investigates how students engage and collaborate with diverse cultures and social environments to identify the key features influencing their social relationships and learning outcomes. To determine the possibilities and difficulties that students experience in a varied educational environment and make suggestions for the enhancements and assessment techniques for fostering a multicultural and diverse classroom. In this research, the details gathered from 350 students, and utilize 15 questionnaires related to cultural and social diversity in education that were developed, based on five variables, such as students attitudes towards diversity (SATD), impact on the learning environment (ILE), cultural awareness (CA), perception of cultural and social diversity (PCSD), and social interactions (SI). The Wilcoxon-Mann-Whitney test and inferential statistics analysis methods are evaluated through the SPSS software. From both analyses, the variable PCSD performance is higher than other four variables in the field of student perception of social and cultural diversity in education.

Education is presently required to create inclusive, supportive, and validating environments for education and experiences, while educational organizations continue to maintain students from many different kinds of cultural and socially diverse backgrounds. This research investigates how students engage and collaborate with diverse cultures and social environments to identify the key features influencing their social relationships and learning outcomes. To determine the possibilities and difficulties that students experience in a varied educational environment and make suggestions for the enhancements and assessment techniques for fostering a multicultural and diverse classroom. In this research, the details gathered from 350 students, and utilize 15 questionnaires related to cultural and social diversity in education that were developed, based on five variables, such as students attitudes towards diversity (SATD), impact on the learning environment (ILE), cultural awareness (CA), perception of cultural and social diversity (PCSD), and social interactions (SI). The Wilcoxon-Mann-Whitney test and inferential statistics analysis methods are evaluated through the SPSS software. From both analyses, the variable PCSD performance is higher than other four variables in the field of student perception of social and cultural diversity in education.

The article is devoted to analyzing the peculiarities of the formation, management and current state of development of cultural and social diversity, including through the policy of multiculturalism, in the United Kingdom or, in particular, in Great Britain. This issue has been systematized due to the author’s own reflections and taking into account some corrections at the background of the political process in the United Kingdom both before and after the disintegration of the country from the European Union. As a result, the researcher clarified the parameters of cultural and social diversity evolution at the background of the stages of formation and development of the phenomenon and policy of multiculturalism in the United Kingdom. It has been found that both civil society and, at most, political actors in the United Kingdom both simultaneously reject and support cultural diversity as a political goal and set of practices. As a result, the rhetoric of mobilized or politicized, limited or defective and inclusive or integrative, but not polycentric multiculturalism takes shape in the country. However, in contrast, there has been theorized and reflected the irreconcilable and antagonistic opposition of multiculturalism to multiculture (social and cultural diversity), which inevitably contributes to the politicization of this issue in the United Kingdom.

This chapter examines the use of language in the plays of two emerging Nigerian female playwrights – Bosede Ademilua-Afolayan and Osita Ezenwanebe. Specifically, the chapter explores the patterns of language in the plays – Once Upon an Elephant (Ademilua-Afolayan) and Adaugo (Ezenwanebe) –by exploring the authors' portrayal of gender issues and cultural practices from a sociolinguistic perspective. This perspective seeks to investigate the impact of language on the portrayal of the social dynamics of gender relations in two different Nigerian cultures – the Yoruba and the Igbo – as portrayed in the two plays. Furthermore, the sociolinguistic approach extends the scope of the investigation to include the ethnography of communication (Saville-Troike), a methodological direction which explores the intrinsic properties of the cultural setting in the illumination of the thematic concerns of the two plays. As a veritable tool for the exhibition of African cultural norms and practices, Nigerian drama finds vivid expression in the differing portrayals of Nigerian cultural norms from the unique ethnic viewpoints of these two authors. The ethnographic perspective to the exploration of language in the dramaturgy of these two playwrights, thus, highlights their use of ways of speaking (idioms, proverbs, and wise sayings) in the vivid projection of cultural practices like rituals, kingship rites, taboos and norms of existence in contemporary society. Beyond this, this chapter seeks to explore the authors' preoccupation with feminine issues such as domestic violence, suppressive cultural practices, slavery and inordinate male domination, amid the varied representations of larger societal problems of leadership, corruption, political and socio-economic crisis. It is argued that in weaving the strands of their stories around the rich cultural ambience of their ethnic experiences, these female playwrights lend credence to the relevance of drama in the social configuration of human existence, and more importantly, the importance of the linguistic devices with which these ethnographic features are projected.

This article addresses religious racism in Brazil, emphasizing the historical marginalization of African-based religions and the persistence of discrimination even in a context of state secularism. The study investigates how the imposition of Christianity as the dominant religion since the colonial period led to the criminalization and stigmatization of these religious traditions, reflecting exclusion dynamics that still manifest in contemporary society. The objective is to analyze the phenomenon of religious racism through the lens of Michel de Certeau’s theory, using the concepts of strategy and tactics to understand forms of domination and resistance in the Brazilian religious landscape. The research adopts a qualitative approach through a bibliographic review, drawing on theoretical works, legislation, and scientific articles. The analysis focuses on how institutional strategies imposed a hegemonic religious model and how Afro-diasporic communities developed tactics of resistance, such as religious syncretism and the reinterpretation of Christian symbols. The results show that, despite the state's secularism, religious racism continues to persist, limiting freedom of worship and reinforcing historical inequalities. Afro-Brazilian religions continue to face stigmatization but resist through adaptation and the reaffirmation of their identity. It is concluded that the fight against religious racism requires not only the recognition of historically imposed inequalities but also the appreciation of the resistance strategies of Afro-diasporic peoples as a fundamental part of Brazil’s cultural and religious diversity.

Part I - Introduction.- Chapter 1. Leveraging diversity to promote successful transition from education to work.- Part II. The Demand for Cultural and Social Diversity.- Chapter 2. Cultural and Social Diversity in the United States: A Compelling National Interest.- Chapter 3. Perceptions of the Demand for Cultural Diversity in the Omani Workplace and Its Availability among Secondary School Students.- Chapter 4. Cultural diversity and the school-to-work transition: a relational perspective.- Chapter 5. Workforce Diversity in Malaysia: Current and Future Demand of Persons With Disabilities.- Part III. Responses from the school-to-work transition systems.- Chapter 6. A capability approach to cultural diversity in school to work transitions: Amartya Sen and young adult's diversely different education and work communities.- Chapter 7. Ranciere and leadership for reforms to school-to-work transition: The presupposition of equality of theoretical assets from diverse educational cultures.- Chapter 8. Empowering Teacher Students for diversity in schools: Mentorship Model as a Mediator in Sweden.- Chapter 9. Embracing diversity by bridging the school-to-work transition of students with disabilities in Malaysia.- Chapter 10. Walking in multiple worlds. Successful school-to-work transitions for Aboriginal and cultural minority youth.- Chapter 11. Cultural Diversity in a School-to-work Transition Program for Undergraduate Students.- Conclusion.

Genetic, Linguistic and Archaeological Perspectives on Human Diversity in Southeast Asia

This themed issue explores the caring, cultural and emotional labour of migrant mothers in raising their children, highlighting the ways in which their mothering and family practices contribute to creating future citizens in contemporary societies, increasingly characterised by ethnic, racial, religious, cultural and social diversity. A key objective of the themed issue is to probe into the practices, processes and structures shaping migrant mothers’ ‘kin work’, while recognising the family as a site of internal and societal contestation. Kin work highlights the importance of women’s culture and care work that takes places across public and private boundaries (di Leonardo, 1984), and also the way in which the link between ‘race’, racialisation and motherhood encourages particular kinds of mothering practices. The themed issue is multidisciplinary, combining cutting-edge work by leading and early-career researchers. The collection of articles originally emerged out of an Arts and Humanities Research Council (AHRC) Network, ‘Migrant mothers caring for the future’ (2013–15) (www.open.ac.uk/ccig/research/projects/migrant-mothers-caring-for-the-future).

The paper seeks to identify the role of cultural and social diversity in economic development. It starts by defining the terms that are critical to the analysis, including diversity, fractionalization, polarization, social diversity, cultural diversity and economic resources, as well as providing the most significant indexes thereof. The main body of the paper interprets the notions of cultural and social diversity in terms of being a valuable economic resource. Furthermore, it collects a vast body of literature to demonstrate the relationship between the cultural/social diversity and economic development with regard to adverse or positive impact on the latter. In regard to the negative impact of diversity, the paper identifies it in the area of social communication, social capital and networks, as it effectively causes a decrease in productivity and increase in social conflict and isolation. The positive link is demonstrated with examples in the areas of innovation, creativity, usage of complementary abilities and experiences, and their role in increasing productivity. The paper refers to numerous data sources, studies and indexes illustrating how the economic systems of various countries perform in the context of the paper’s subject-matter.

Social media utilization by orthopedic surgery residency programs increased by 355% from the 2019 to 2021 residency application cycles. Prior to the COVID-19 pandemic, literature demonstrated an association between social media presence and diversity of residency programs. The goal of this study is to investigate the associations between social media presence, diversity and program rank following the dramatic increase in residency program social media use during the COVID-19 pandemic. Social media platforms affiliated with all orthopedic surgery residency programs acknowledged by the Accreditation Council for Graduate Medical Education (ACGME) were identified via manual Google, Twitter and Instagram searches. Overall program rankings and research rankings were collected from the Doximity Navigator rankings list; a lower program rank denoted better-ranked programs (e.g., rank #1 represents the best program). Residency program demographics were collected through the Orthopedic Residency Information Network (ORIN) and binned into four quartiles to adjust for multivariable logistic regressions. Residency programs were categorized as “gender diverse” if either resident physicians were composed of ≥29.8% women, equivalent to one SD above the mean of 19.7% or if attending physicians were composed of ≥21.7% women, equivalent to one SD above the mean of 13.6%. Similarly, residency programs were categorized as “racially diverse” if either resident physicians were composed of ≥32.8% Underrepresented Minorities in Medicine (URiM), equivalent to one SD above the mean of 19.1% or if attending physicians were composed of ≥ 27.3% URiM, equivalent one SD above the mean of 13.8%. All data was collected during fall 2023. Confounding variables were controlled by regression analyses. Multivariable logistic regressions were used to further assess comparisons between presence of social media and program ranking, gender diversity and ethnic diversity. A total of 179 orthopedic surgery residency programs accredited by the ACGME were included in the ORIN database. Of the 179 programs, 145 (81.0%) programs had Instagram, 86 (48.0%) had Twitter, 81 (45.3%) had both Instagram and Twitter accounts and 29 (16.2%) programs had neither. Pearson Correlation Coefficient tests demonstrated a negative linear relationship between total number of social media platforms per program and overall program rankings (R2= -0.53, p<0.01) as well as research program ranking (R2=-0.49, p<0.01). Spearman Correlation Coefficient tests confirmed overall program ranking (R2=-0.55, p<0.01) and research program ranking (R2=-0.51, p<0.001) as the dataset did not follow bell curve distribution. Chi-Square tests of independence did not demonstrate a significant relationship between presence of social media and gender diversity (x2=0.17, p=0.68) and Fisher’s exact tests confirmed no statistical significance (p=1.00). Chi-Square tests of independence also did not demonstrate a relationship between presence of social media and racial diversity (x2=0.25, p=0.62) and Fisher’s exact tests confirmed no statistical significance (p=0.64). The COVID-19 pandemic greatly impacted social media use by orthopedic residency programs. Although prior literature demonstrated social media presence was associated with increased gender and racial applicant diversity, our findings show this association is no longer present. This may be due to the significant increase in social media use during the pandemic. Future research is encouraged to investigate alternative strategies to diversify orthopedic residency programs.

During the past decade the relationship between biodiversity and human diversity has received increased attention, resulting in the identification of what the Declaration of Belem calls an ‘inextricable link’ between biological and cultural diversity. Although the term biocultural diversity, introduced to denote this link, is being used increasingly, there has been little critical reflection on what it precisely refers to. I argue that it is used with particular reference to ‘indigenous traditional’ people, but that there is scope for extending its application within biocultural discourse. I therefore review the concept of culture and discuss what constitutes cultural values of the natural environment. I conclude that the concept of culture must be understood as involving a dynamic process of transcultural exchange and constant re-articulations of tradition resulting in the persistence of certain cultural practices. This approach ultimately reveals that the concept of biocultural diversity is also applicable to non-indigenous traditional communities.

book reviews ISSN 1948-6596 Mapping humans, or how to understand human diversity Human Biogeography. Alexander H. Harcourt, 2012, University of California Press. 319 pp. £43.95 (hardback) ISBN: 9780520272118; http://www.ucpress.edu/ Having read Harcourt’s ‘Human Biogeography’, I am glad that I was given the opportunity to review it. Not a specialist in biogeography, my interests lie in humans, especially in what makes us human. And this is what this book is about, as stated in the introduction: “This book is about how and why our species, Homo sapiens sapiens, is distributed around the world in the way it is—why we are what we are where we are” (p. 1). Over the years, important works have been conducted in biogeog- raphy and important phenomena and their impact in shaping life have been described (e.g. Berg- mann 1847, Wallace 1876, MacArthur and Wilson 1967, Rapoport 1982). However, their implications in shaping humanity in its complexity still remain unclear (e.g. Bromage and Schrenck 1999, Binford 2001). As scientific disciplines are more frag- mented than ever and over-specialization in aca- demia tends to create boundaries between fields of study, and researchers, this book is most wel- come because it bridges the many topics that can be related to shaping human diversity and differ- ences. It presents in a very clear manner the inter- correlation of geographical and temporal factors which may (or may not) contribute to understand- ing past and current human biological and cultural variability, as well as past and current human dis- tribution on Earth. After a brief introduction assessing the need to study humans in a biogeographical frame- work (‘Humans and Biogeography’), Harcourt de- velops his ideas through three main parts. ‘Why and How Are We Where We Are?’ introduces an- thropological studies in an historical perspective (i.e. historical biogeography, phylogeography), while the second and third parts are focused on mechanisms that explain our distribution and di- versity in both biological (‘Environmental Influ- ences on Human Nature, Diversity and Numbers’) and cultural perspectives (‘Interaction Among Cul- tures and Species’). This organization brings the reader to understand the intricate and intercon- nected nature of human diversity in its historical, biological and cultural dimensions. Harcourt’s syn- thesis is extremely well documented (the bibliog- raphy references no less than 861 studies). It is a gold mine of information and large amounts of data are presented in the book itself. There is no simplification of the themes developed in the book, and Harcourt stresses particularly the com- plicated patterns that underlie the study of hu- man biogeography. For instance while reviewing and describing the various ‘rules’ which may ex- plain biological diversity and geographical distri- bution of species, Harcourt constantly reminds the reader that such ‘rules’ are never perfect “because not all comparisons show the relation- ships” (p. 96) in humans and other species. He underlines this important fact by calling those rules ‘effects’ (i.e. Bergmann effect, Darwin– Rapoport effect, etc.). Harcourt not only reviews these various ‘effects’ but also puts them in per- spective with ongoing scientific debates about their applicability. As an example, both cultural and species diversity are higher in the tropics than at any other latitudes and controversies (e.g. Fincher and Thornhill 2008, Currie and Mace 2009, Fincher and Thornhill 2012, Mace and Currie 2012) exist in the scientific community about the many hypotheses that exist to explain this (e.g. biological mechanisms such as diversity of para- sites, environmental heterogeneity, energy avail- able, productivity; or physical, environmental mechanisms such as environmental stability, area). Harcourt offers additional hypotheses and perspectives that may help to resolve those de- bates. Furthermore, the book presents intricate hypotheses and patterns with clear and straight- forward examples, which are not without humour: Harcourt often refers to his personal situation (being married with an American) and to the cul- tural difference existing between the English and the French. I really enjoyed reading ‘Human Biogeogra- phy’; Harcourt’s clear writing brings the reader to understand the numerous mechanisms that may frontiers of biogeography 6.1, 2014 — © 2014 the authors; journal compilation © 2014 The International Biogeography Society

This study provides a perspective on how Roy Harris’s work especially integrationism can be used beyond linguistics and communication studies toward fields of studies such as social and public policies and related fields. This study proposes that integrationism should also address issues related to the fields of global studies, sustainable development, and other related fields. It argues that the influence of integrationism on linguistics and communication analysis should be expanded to social and public policies to foster epistemic equity, diversity, and other intercultural values across academic disciplines and professional practices across the world. We address the question: How can integrationism promote artistic creativity, human diversity, and sustainable development for all in the age of globalization? In conclusion, we argue that applying an integrationism approach in social and public policies may promote what I am calling existential justice, existential literacy, and sustainable transformational interculturality. Hence, scholars, students, and professionals in different disciplines and careers may enjoy human, cultural, and epistemic diversity in all its creativity as they acquire competence in existential justice, existential literacy, and sustainable transformational interculturality.

Most versions of secularization theory expect advanced modernity to weaken religion. In contrast, this chapter argues that two different dimensions of contemporary society affect religion in opposite ways. Rising levels of human security and well-being are assumed to drive towards religious decline, while growing cultural diversity is assumed to push towards religious growth. These two hypotheses are simultaneously investigated, using world wide data for 50 000 respondents from 37 countries with a predominantly Christian heritage. As dependent variables, two dimensions of religious involvement which relate to two core aspects of secularization theory are analyzed: church-oriented religious involvement and preferences for a religious impact on politics. The findings from three different analytical strategies demonstrate that each of the two religious orientations is positively related to the cultural diversity, and also that each of them is negatively related to human security and well-being. Furthermore, the results also indicate that the religious changes which took place between 1981 and 1999/2000 are negatively related to human well-being and security, and positively to cultural diversity. Thus, a set of comprehensive analyses of one and the same set of world wide data indicate that human security and cultural diversity affect religious involvement in opposite ways. It seems too simplistic, therefore, to view modernization as a universal cause of religious decline.