Acceptance Of Cultural Diversity Research Articles

تحليل محتوى كتاب الدراسات الاجتماعية للصف السادس الابتدائي في ضوء أولوية مكانة المملكة العربية السعودية ودورها الريادي

The research aims to examine the degree of inclusion of the Priority of the Kingdom of Saudi Arabia’s Position and Pioneering Role in the content of the Social Studies Book for the Sixth Elementary Grade. To achieve this goal, the two researchers prepared an analyzing tool of (4) main dimensions comprising (56) indicators for the Priority of the Kingdom’s Position and Pioneering Role. To confirm the tool’s validity, it was presented to a number of specialist arbitrators. The calculation of the tool’s reliability was made by analyzing the material itself two times, on two remote periods. The first researcher’s analysis results were compared with the results of the second researcher using Holsiti’s equation for such a calculation. The value of the mean reliability coefficient was (0.99) and the analysis results indicated that the book included (28) sub-indicators for the priority of the Kingdom’s Position and Pioneering Role representing 50% with differing inclusion percentages. The indicator which reads (the content is ardent to boast the cultural heritage, and the Saudi and Arabic and Islamic history) scored the highest inclusion percentage which was 23%, followed by the indicator which reads (the content develops positive attitudes towards tolerance, coexistence, and acceptance of cultural diversity) scoring (15%). Some indicators have no existence such as the indicator which reads (the content shows the importance of the two holy mosques and their Islamic position).

Learning and knowledge technologies in the content language integrated learning for the development of intercultural communicative competence

This article focuses on the incidence of learning knowledge technologies and the content learning integrated language approach in the development of intercultural communicative competence (ICC). ICC is considered a relevant competence for the 21st century in the process of teaching and learning foreign languages and the integral development of students. This research arose from the need to complement the development of communicative skills in English students from the UCEVA Language Department of the municipality of Tulua. With the aim of developing intercultural competence in 32 students of English level 2 of Teens and Adults programs. In order to promote the recognition, respect, and acceptance of cultural diversity and the enrichment of cultural identity through interaction, and socialization with others in different situations and contexts. To carry out this quantitative study, with a quasi-experimental design, the “ICC skill to 21st-century” test was applied as a pre-test and post-test to identify and evaluate the level of development of intercultural communicative competence in the participants. Also, the didactic unit “Beyond my thoughts” framed in the use of LKT tools and the CLIL approach was implemented and the descriptive frequency and independent samples techniques of the SPSS v.20 were used to analyze the data obtained. As a result, the statistical analysis showed that there were no significant incidents in the development of intercultural communicative competence, therefore the null hypothesis was accepted. While the descriptive results reflected that the implementation of the didactic unit generated an impact on the development of this 21st-century skill given that intercultural communicative competence involves both the dimensions of people and those experiences that they live. Therefore, its evaluation is not limited to tests but to the analysis and reflection that students make of their process sequentially when facing their reality.

ETHNIC IDENTITY AS A BASIS FOR STUDENTS’ INTERCULTURAL COMPETENCY FORMATION

The article considers the relevant and urgent issue of formation and development of ethnic identity of agricultural students as a framework for the development of intercultural competency. It is an essential and key competence in a modern world. Ethnic identity developing in childhood and youth maintains its stability lifelong and it is a key factor determining one’s emotional state. During the intercultural communication the manifestations of “our” and “other” ethnocentrism may result in aggression, frustration and depression. Ethnic and cultural identity management as a significant component of developed intercultural competency gives the opportunity to avoid undesirable negative consequences. Ethnic identity can be developed in the process of intercultural foreign languages teaching in higher education on the basis of methodological principles of the personal and activity approach, contextual education, the competency-based approach. The formation of positive ethnic and cultural identity starts with the perception of specific and particular features of native culture which is problematic as people become accustomed to accept values, customs and traditions of their own culture as something firm and permanent, as a matter of course. In this regard, the syllabus should contain ethnic and cultural knowledge and skills, the skill to see a situation from different perspectives on the base of understanding the relativity of ethnic and cultural events, the skill to govern one’s own emotional state. In this case the self-analysis, empathy and reflection become the psychological mechanism of stereotypes transformation, the realization of habitual ethnic and cultural preconceptions, and the acceptance of cultural diversity as a standard.

Accept and apply diversity? An exploratory study of the attitudes towards diversity of students of STEM subjects

German universities are obligated to guarantee a fair learning environment for students with diverse features. They also must prepare students for a highly diverse working environment. This means to develop awareness for diversity and to train intercultural competence. The present study takes an exploratory look at the extent to which diversity awareness is established among science, technology, engineering, and mathematics (STEM) students and which barriers for the academic success students with a migration background perceive. To counteract discrepancies between the current state and the need for diversity awareness at universities, it identifies areas with room for improvement regarding the dealing with cultural diversity. Structured interviews with 31 STEM students were carried out and analyzed using qualitative content analysis. The interviews revealed differences in the awareness of diversity between students with and without a migration background. Results showed that there are barriers for STEM students with migration backgrounds which potentially reduce their academic success. Those barriers result from a lack of acceptance of cultural diversity and insufficient social integration and were especially apparent in insufficient language skills, orientation difficulties, and a lower degree of social integration. On the other hand, there is a need for both students with and without a migration background to promote competence and raise awareness for diversity. Furthermore, the role of social support as a resource became apparent.

Accept and Apply Diversity? An Exploratory Study of the Attitudes towards Diversity of Students of STEM Subjects

German universities are obligated to guarantee a fair learning-environment for students with diverse features. They also must prepare students for a highly diverse working environment. This means to develop awareness for diversity and to train intercultural competence. The present study takes an exploratory look at the extent to which diversity awareness is established among Science, Technology, Engineering and Mathematics (STEM) students and which barriers for the academic success students with a migration background perceive. To counteract discrepancies between the current state and the need for diversity awareness at universities, it identifies areas with room for improvement regarding the dealing with cultural diversity. Structured interviews with 31 STEM students were carried out and analyzed using qualitative content analysis. The interviews revealed differences in the awareness of diversity between students with and without a migration background. Results showed that there are barriers for STEM students with migration backgrounds which potentially reduce their academic success. Those barriers result from a lack of acceptance of cultural diversity and insufficient social integration and were especially apparent in insufficient language skills, orientation difficulties and a lower degree of social integration. On the other hand, there is a need for both students with and without a migration background to promote competence and raise awareness for diversity. Furthermore, the role of social support as a resource became apparent.

Views on Cultural Diversity as well as Authoritarian and Ethnocentric Attitudes of Russians

The article considers the relationship of different views on ethnocultural diversity (intergroup ideologies) and authoritarian and ethnocentric attitudes of Russians. This is an important issue because, having the status of a culturally dominant group, it is the ethnic Russians who largely determine the mutual character of intercultural relations in Russia. In this regard, an empirical study was carried out aimed at (1) testing the relationship of intergroup ideologies (assimilationism, colorblindness, multiculturalism, polyculturalism) with other attitudes relevant to intercultural relations (ethnocentrism, right-wing authoritarianism, social dominance orientation) and (2) testing their sociofunctional orientation. A cross-sectional one-sample correlation design using data from the socio-psychological survey was applied. According to the results of the study on a sample of 225 ethnic Russians, it was found that: (1) assimilationism was positively associated with intergroup ethnocentrism; (2) colorblindness was negatively associated with intragroup and intergroup ethnocentrism, authoritarian aggression, conventionalism as well as dominance and anti-egalitarianism; (3) multiculturalism was positively associated with intragroup ethnocentrism and conventionalism; and (4) polyculturalism was negatively associated with intergroup ethnocentrism. In addition, it was proposed to distinguish four dimensions of the considered attitudes for a general description of intercultural relations in Russia: (1) protective group motivation aimed at collective security and cohesion (intragroup ethnocentrism and right-wing authoritarianism); (2) social domination orientation (dominance and anti-egalitarianism); (3) cultural dominance orientation and superiority (intergroup ethnocentrism, assimilationism and rejection of colorblindness); and (4) acceptance of cultural diversity (multiculturalism and polyculturalism). The results were discussed in terms of the importance of taking into account the historical development of intercultural relations in Russia.

‘As a Native Person, Why Should I Adapt?’: A Multimethod Approach to Majority Finns’ Attitudes Towards Multiculturalism

Multiculturalism is a controversial concept and a debated topic. To develop scientific analysis and inform political discussions, it is important to study how lay people evaluate it. Previous research has mostly regarded attitudes towards multiculturalism as unidimensional. This research often relies on the operationalisation offered by the Multicultural Ideology Scale (MIS), in which minorities’ cultural maintenance and acceptance of cultural diversity are central. In this multimethod study, we take a critical perspective on such operationalisation and examine majority of Finns’ responses to MIS in a survey and in focus group discussions. By approaching evaluation processes as social interaction, we challenge the unidimensionality assumption of attitudes towards multiculturalism. We show how cultural essentialism and nationalism are used in arguing for and against multiculturalism, and in negotiating its boundaries so that the majority can keep its dominant position. This conflicts with recognition and equality that are widely considered as cornerstones of multiculturalism.

URBAN BUSINESS ENVIRONMENT: MANAGING CROSS-CULTURAL PROBLEMS

Paper considers in detail the issue of multicultural urban business environment in the context of managing cross-cultural problems within globalization. When people try to accept and respect different cultures, they will gain new opportunities and experiences. One of the most effective tools is tolerant communication leading to understanding and acceptance of cultural diversity. In this research, we study the contemporary concept of urban business environment as a set of external and internal factors influencing business development in the framework of urban infrastructure. The authors provide their own definition of the concept of globalization and also describe the key global trends, including globalization of human capital under the conditions of demographic and cultural diversity. The work is also aimed to detect how multiculture affects urban business environment in part of finding managerial solutions and countermeasures to overcome the major cross-cultural challenges.

“As a Native Person,Why Should I Adapt?”:

Abstract Multiculturalism is a controversial concept and a debated topic. To develop scientific analysis and inform political discussions, it is important to study how lay people evaluate it. Previous research has mostly regarded attitudes towards multiculturalism as unidimensional. This research often relies on the operationalisation offered by the Multicultural Ideology Scale (MIS), in which minorities’ cultural maintenance and acceptance of cultural diversity are central. In this multimethod study, we take a critical perspective on such operationalisation and examine majority of Finns’ responses to MIS in a survey and in focus group discussions. By approaching evaluation processes as social interaction, we challenge the unidimensionality assumption of attitudes towards multiculturalism. We show how cultural essentialism and nationalism are used in arguing for and against multiculturalism, and in negotiating its boundaries so that the majority can keep its dominant position. This conflicts with recognition and equality that are widely considered as cornerstones of multiculturalism.

INTERCULTURAL APPROACH IN ENGLISH AS A FOREIGN LANGUAGE TEACHING AT HIGHER INSTITUTION

The article studies and analyses interculturality in ELT by means of intertextuality.The main focus of this paper is onthe integration of an intercultural approach in the content of modern academic curricula, as well as the intertextual features of texts in a foreign language classroom. The precedent texts, representing the phenomenon of intertextuality, developinterculturality in education via reflexive understanding of the Self and the Other on the border of cultures and values. Thus, the concepts of “intertextuality” and “interculturality” are analyzed in this article, their interrelation is shown, some ways of understanding of the precedent texts and implementation of interculturality in ELT are offered.The article focuses on the linguistic features of educational texts, not so much on the traditional and stereotyped cultural and value differences between the representatives of different nationalities, which leads to the establishment of barriers in interpersonal interaction, but rather on the cultivation of similarity, acceptance of cultural diversity, and awareness of Self and one's own identity.There are many effective ways to develop intercultural skills, applying such methods as CLIL, case-study, role-plays, lapbooking, projects. The conclusion reflects the main results of the research, revealing the essence of transformations of precedent texts, which form the students’ image of the world and affect the addressee in the way, necessary for the addresser.

Cultural sensitivity in paediatric nursing care: a concept analysis using the Hybrid method.

Cultural sensitivity is a core concept to establish awareness and knowledge about various ethnicities, cultures, genders and additional diversity characteristics to understand individual's requests and respond appropriately to them. A need for further development of the concept is warranted, especially in the context of paediatric nursing. The purpose of this paper was to determine the main elements of cultural sensitivity in the context of paediatric nursing in Iran. The Hybrid method was implemented consisting of three phases: theoretical, fieldwork and final analysis. In the theoretical phase, articles from 2007 to 2017 were reviewed for relevance. In the phase of fieldwork, 25 nurses and nine parents were interviewed to explore the aspects of cultural sensitivity in paediatric nursing. The interviews were transcribed, and content analysis was conducted. In the final phase, an overall analysis of the two previous phases was performed. In the theoretical phase, the following attributes were determined: cultural encounter and awareness, acceptance of cultural diversity and designing programmes in accordance with family culture. The fieldwork phase explored three themes of intercultural encounters, intercultural communication and adapting the care plan with family culture. The final synthesis yielded that sensitivity to family requests and beliefs, effective intercultural communication and integration of family culture with the care plan are the main elements of cultural sensitivity in Iranian paediatric nursing. With a deeper understanding of the term cultural sensitivity, nurses will have a foundation to improve paediatric nursing care and align the care plan with the patient's culture to provide trust, child/parent participation, secure care, effective communication and satisfaction. Since the concepts are the building blocks that underpin theory, the present concepts identified can help to serve as the foundation for the development of a theoretical model.

Multicultural education in Thailand

This study examines multicultural education policy in Thailand. The researcher used the qualitative research methods of interviewing, observation and document examination to obtain data. Theory about multicultural education was used as a theoretical framework. The sites of study were eight primary schools that served students from diverse cultures – Muslim, Buddhist, Burmese, Cambodian and Thai – in the southern provinces of Thailand. Results showed that current educational policies do provide opportunity for migrant students to access public education. The Ministry of Education has allowed schools to apply their own rules and regulations that reflect the diverse cultures of their students. The results also show that the curriculum includes references to various cultures, that textbooks contain content that encourages students to live in harmony with people from different cultures and that some schools have implemented bilingual education programs. However, deeper analysis of school practices made it clear that what seems to be an acceptance of cultural diversity is just another form of assimilation. The well-established features that define Thainess remain intact and the inclusion of culturally specific content is insufficient to change the unequal power relations among dominant and minority groups in Thailand.

Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California

This paper examines the multilingual landscape of California and emphasizes the potential of systemic functional linguistics (SFL) in a university curriculum as a way of promoting students’ language awareness and cultural literacy. Heritage speakers of Spanish in the U.S. constitute an important student population with unique linguistic and educational needs and challenges, in learning both English and Spanish (Carreira, 2007; Valdés, 2005). Spanish heritage speakers provide an example of a heterogeneous group of learners, both linguistically and culturally. Several studies on bilingualism (García, 2009; Grosjean, 2010; Hornberger, 2003) underline the importance of schooling to develop advanced bi-literacy in the heritage language. Heritage speakers’ use of Spanish usually revolves around the home or community domains. As a result of having developed their linguistic registers in informal contexts they have not used Spanish in situations where this particular type of language is utilized to construct knowledge or negotiate membership in an academic or professional community. In light of this fact, they are subsequently less prepared to meet the linguistic and literacy demands of these settings. In order to become legitimate participants then, they not only need to expand their control over a range of oral and written academic registers but, just as importantly, need to negotiate, construct, and index new identities as members of the academic community (Achugar & Colombi, 2008).This study describes pedagogical practices in a university curriculum for Spanish heritage speakers that stress the relationship between the bilingual continuum and its connection with the social and situational context. These practices emphasize the meaning-making of language in the construal of discourse. They argue for explicit instruction of dialect, genre and register theory as a way of promoting students’ language awareness and academic literacy. Furthermore, a functional approach of language highlights the dialectical relationship between language and culture. The use of pedagogical practices that focus on auto-cultural, and inter-cultural language awareness can facilitate not only the development of bi-literacy but also the acceptance of cultural diversity in the Spanish speaking world and of Latin@s in the United States.

PENDIDIKAN MULTIKULTURAL DAN NASIONALISME INDONESIA

AbstractIn this article the author promotes a conception of multicultural education and its role for the formation of Indonesian nationalism. Various references indicate that today there are some problems, mainly related to the development of narrow ethnic consciousness in some areas of the country. Not infrequently inter- ethnic relations have led to excessive sentiment in some areas so disrupt national unity built since this nation stands. This phenomenon encourages awareness to make an effort to develop nationalism among the people of In donesia. In this case, multicultural education can be adopted for the solution of the problem. Multicultural education appropriate to build Indonesian nationalism in the face of global challenges, because it has a core value in the local and global perspectives, namely: (a) piety towards God Almighty, (b) the responsibility of the unitary state, (c) an award, recognition, and acceptance of cultural diversity, (d) uphold the rule of law, and (e)appreciation of human dignity and human rights are universal. The goal of multicultural education is very importa nt for the integration of the nation because it is in line with Indonesian nationalism development efforts to address the challenges of time.

A Further Test of the “Party Over Policy” Effect: Political Leadership and Ethnic Minority Policies

This study tests the “party over policy” effect by focusing on the influence of political leadership on the public's acceptance of cultural diversity and affirmative action policies. Both people on the mainstream political left and the right were expected to agree more with statements of a leader of the political party they identify with compared to a leader of a party they do not identify with, independent of the pro- or anti-immigrant content of the statement and independently of their political orientation. The findings from two framing experiments embedded in a representative survey among the native population in the Netherlands support this expectation.

Intercultural Education in School Practice on the Example of the City of Koszalin

Ongoing globalization, open borders, emigration and the increasing phenomenon of multiculturalism make it necessary to deal with the diversity of a pluralistic society. It has been extremely important to prepare children and young people to live in such a society, which is to shape their attitudes on the acceptance of cultural diversity, respect and tolerance for minorities or ethnic minorities, to help combat stereotypes, prejudice, racism and xenophobia. This task can be achieved through intercultural education. This article focuses on the analysis of the inclusion of multi – and intercultural education in the modern grammar school curriculum in the schools of Koszalin as an example of public institutions in the cities of one culture.

Irish services users' experiences of working with culturally diverse mental health professionals: a Grounded Theory study

This article presents the lived experience perspective of adult mental health (MH) service users of Irish origin receiving treatment from culturally diverse MH professionals. The current study applied Grounded Theory principles to explore the service users' experiences of MH service and being treated by ethnically diverse professionals within it. The aim of the research was to focus on the quality of the therapeutic process. The project is based on nine comprehensive interviews exploring the service users' experiences of their journey to recovery. Four core themes emerged: (1) treatment and recovery, (2) positive service attributes, (3) negative service attributes along with appreciation and (4) acceptance of cultural diversity. The subthemes of: positive, empowering therapeutic relationship with the service provider and trust in the expertise of the professional, regardless of the service provider's nationality, pervaded through other issues. Initial apprehension of cultural difference in relation to e.g...

‘Emancipation’ or ‘regulation’? Law, globalization and indigenous peoples’ rights in post-war Guatemala

During the last two decades processes of legal globalization have led to the increasing codification of the collective rights of indigenous peoples. In Latin America this shift towards ‘codifying culture’ began with a series of constitutional reforms during the 1990s which recognized a series of rights of indigenous people and the ratification by many states of the International Labour Organization's Convention 169 on the rights of indigenous and tribal peoples. For many, this regional ‘neoliberal multicultural’ turn (Hale, 2002, 2006) was not about recognizing rights as such, but rather heralded a series of governmental policies signalling limited acceptance of cultural diversity which ultimately facilitated transnational forms of capitalist accumulation. The limited gains of state-endorsed multiculturalism and the threats posed to indigenous livelihoods by the current commodities boom have encouraged a growing number of counter-hegemonic legal engagements, or legal globalization ‘from below’, which resort to ever more transnationalized legal pluralities (Santos & Rodríguez-Garavito, 2005). Indigenous people across Latin America continue to judicialize their protests, appealing to legal entitlements, including both ‘hard law’ (treaty and constitutional law) and ‘soft law’ (such as the internal norms of multilateral development institutions), in order to claim greater autonomy and protest against the effects of dominant patterns of economic development. Using Boaventura de Sousa Santos's heuristic device of the regulatory and emancipatory dimensions of law (Santos, 1998, 2002), in this article I examine the effects of legal globalization and the appropriation of legal instruments and discourses by indigenous people in post-war Guatemala. Specifically, I highlight the distinct legal frameworks, and conflicting notions of property, development, citizenship and democratic participation and voice at play in recent mobilizations against mining projects. The conclusions reflect on the possible effects of judicializing indigenous peoples’ political demands.

Review: The Global Commonwealth of Citizens Toward Cosmopolitan Democracy

THE GLOBAL COMMONWEALTH OF CITIZENS Toward Cosmopolitan Democracy Daniele Archibugi Princeton: Princeton University Press, 2008. 317 pp, US$30.95 cloth ISBN 978-0-691-13490-1We live in an system that is inherently undemocratic. Many of world's organizations - the United Nations, NATO, the financial institutions - are products of a post- World War Two era and no longer reflect 21st- century power realities. And as recent protests in Toronto showed, the G20 - the world's new forum on matters of economic governance - maybe more representative than its predecessor, the G7/8, but it is no better at giving voice the world's most marginalized populations. Indeed, if humanity is address the major global challenges of our time - climate change, poverty, mass human rights violations, pandemics, and war - the forces of globalization wul need be better managed and more inclusive. But how? In his book The Global Commonwealth of Citizens, Daniele Archibugi suggests that the potential for a more just and inclusive order lies in a new approach global governance that connects individuals decisions made at the level, which, as the book's subtitle suggests, is rooted in a approach democratic governance whose authority and legitimacy rest in the collective wul and participation of citizens, the commonwealth.Archibugi envisions the not as it is but as it could be. The book is an ambitious and provocative exercise in futurology, its explicit aim being to inspire the creation of a better (13). In its first half, Archibugi presents his case for cosmopolitan democracy; in the second, he suggests how it could conceivably be applied in practice. So what would a cosmopolitan democracy entau? According Archibugi, there are a number of essential components: The first is citizen control over the use of force, the rationale being that an system that aUows for popular participation is likely be a more peaceful system. The second is the acceptance of cultural diversity, again following the rationale that violent conflict is less likely when minority rights are recognized and respected. The third and fourth involve, respectively, strengthening the self-determination of peoples and monitoring the internal affairs of states. And the fifth calls for participatory management of global problems that aUow for citizen involvement in decision-making (88-89).At its core, The Global Commonwealth of Citizens is about checking power in an system in which might makes right. The cosmopolitan democracy project calls for an end what Archibugi refers as international oligarchism (73), in which states that practice democratic ideals at home are not required do so internationaUy (79). He envisions a global constitutionalism in which the powerful are bound by respect for human rights and the rule of law, which is enforced through supra-national or metagovernment institutions, including an judiciary (98, 119, 129).Whereas the first half of the book is a tight defence of the potential of a liberal order not unlike the European Union, the second half is not nearly as crisp. For example, Archibugi envisions a revitalized UN whose main purpose would be enforce law. This is not an unreasonable proposition. Indeed, efforts strengthen the UN human rights system since the end ofthe Cold War have been designed do exactly that, aiming enforce human rights law either through better monitoring and reporting or through the establishment of an criminal justice system. But he also suggests that the UN might one day establish a world parliamentary made up of elected individuals that would serve as an advisory body the main organs ofthe UN, namely the general assembly and the security council (168-77). …

Heritage, Culture and Democracy in Mexico

AbstractThis short paper deals with the difficult articulation of a diverse cultural heritage within a society and the democratic forms of assuring its social cohesion. Special attention is paid to the links between immaterial culture and the environment that transforms it into a structural element of social cohesion. Culture is seen as a ‘mould' which shapes a shared behaviour, and democracy can be conceived as a system made up of elements of a cultural nature that go as far as implying safeguarding pluralism, respect and tolerance of all kinds of difference. This is the case with those countries where the structures of the modern state are in the process of disappearing and being redefined in new forms, whose essential feature is acceptance of cultural diversity. If we conceive democracy in terms of heritage and in terms of non-exclusion of cultures dominated by a dominant culture, then it results that Mexico has not experienced true democracy - either in the past or nowadays.