Celebration Of Diversity Research Articles

Network analysis of ethnic-racial socialization competency and content among diverse parents of color: An eye toward intervention targets.

To help their children survive and thrive in our unequal society, parents of color must engage in the process of ethnic-racial socialization (ERS) or teaching about race, ethnicity, and racism. Equally important to the provision of ERS messages are parents' confidence, skills, and stress levels around delivering ERS (i.e., ERS competency). Currently, little work speaks to how different aspects of parental ERS competency and the content of the messages they give are related to each other. This is important to better understand not only for the continued refinement of theory but also to inform newly developed and future interventions intervening upon parental ERS. The present study, therefore, utilizes network analysis, an analytical tool not yet applied to the study of ERS but with the capabilities of illustrating the interrelations between specific aspects of ERS content and competency. Among 576 Black, Asian American, and Latinx parents (Mage = 44.52 years old, SDage = 9.16, 59.5% mothers) with adolescent children (Mage = 14.31, SDage = 2.48), we found evidence for relatively sparse interconnections between dimensions of ERS content and competency. However, we identified parental messages about racism and coping (preparation for bias), the celebration of diversity (cultural pluralism), the history and values of one's ethnic-racial group (cultural socialization), and parents' levels of socialization-related stress as particularly central, important aspects of ERS; these central components of ERS may have the potential to serve as particularly powerful intervention targets. Specific findings and the potential for network analyses to add to our understanding of the complex process of ERS are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Portraits of Swedish natureculture identity – entanglements of (gender) equity and integration in early childhood education

ABSTRACT Photographs of children are used on a daily basis in Swedish preschool practice. Although the preschool curriculum prescribes gender equality and celebration of diversity, photographs of indoor activities have shown to display a homogenous view of children and an emphasis on masculine-coded productions and accomplishments. This article examines 325 photographs of outdoor activities from Swedish preschools with diverse ethnic compositions. Our results reveal a Swedish natureculture identity that is more explicitly performed in the multi-ethnic preschool classes. Since ideals of gender equality and closeness to nature connect to the image of Swedishness, this can be understood as compensatory pedagogy. Moreover, the natureculture identity appears to be neutral in relation to ethnicity and gender, which risks rendering diversity invisible. However, the displayed neutrality is also possible to understand as working towards equity where conventionally feminine values such as care, empathym and sensitivity are underscored as desirable for everyone.

THE ROLE OF EDUCATIONAL TOURISM IN DEVELOPING THE LOCAL ECONOMY (A STUDY OF A SAMPLE OF STUDENTS ARRIVING AT KARBALA TECHNICAL INSTITUTE)

One minor but rapidly growing subset of the tourism business, educational tourism, is helping local economies thrive. Educational tourism boosts local economies by bringing in more tourists who spend money on lodging, dining out, and transportation. These visitors come from around the globe, including students, teachers, and researchers. In addition to increasing direct spending, this flood of tourists generates income, opens doors to new cultures, and helps fund the improvement of local infrastructure. The increasing worldwide exposure and collaboration of educational institutions are not just expanding academic programs and research prospects, but also enriching the local culture. Educational tourists, known for their longer stays and deeper immersion in the local culture, are like cultural ambassadors, bringing a unique flavor to the local companies and contributing more financially. Their presence is not just a boost to the economy, but also a celebration of diversity and cultural exchange. Recognizing the potential for economic growth, governments and commercial entities are strategically enhancing their educational offerings to attract more educational tourists. This, in turn, drives investment in the local education sector, creating a cycle of continuous improvement and long-term financial gains. The lasting benefits of this approach are not just economic, but also social and cultural, making it a wise investment for the future. Ultimately, educational tourism is a game-changer for local economies, boosting growth through increased spending, new jobs, cultural interaction, and infrastructure upgrades. Economic sustainability and improved global connectivity can be achieved by communities that make use of this sector.

Dekonstruksi Film Taare Zameen Par dalam Perspektif Karakter Luhur Guru

The phenomenon of learners experiencing alienation and feeling subaltern in their own internal and external environments is prevalent in the field of education. This study explores this issue through the case example presented in the movie "Taare Zameen Par". The primary objective of this research is to deconstruct the movie based on the noble character of the teacher, highlighting its urgency and implications. Using a descriptive qualitative approach, data collection was conducted through literature review and references to scientific sources such as books, validated research results, and academic journals. The findings indicate that the noble character of teachers has a profoundly significant impact on the educational landscape, benefiting both teachers and students. The movie "Taare Zameen Par" offers numerous lessons, illustrating that teachers must think critically to deconstruct and understand the events occurring in their surroundings, particularly those directly related to their students. Teachers must recognize and embrace each learner's unique qualities, which are inherent to their nature. This acceptance and celebration of diversity are crucial for achieving differentiated learning. Consequently, the role of the teacher as a facilitator can be effectively fulfilled in accordance with established educational principles. The study underscores the necessity for teachers to embody noble characteristics, which not only enhance the learning experience but also foster an inclusive and supportive educational environment. Through this deconstruction, the research provides insights into how teachers can better support their students by acknowledging their individual differences and promoting a more personalized approach to education.

Exclusionary Cosmopolitanism in Buenos Aires

ABSTRACT In this article I explore the organisation of practices of vernacular cosmopolitanism in the city of Buenos Aires. The starting point is a series of festivals and activities organised by the city government to promote and celebrate its cosmopolitanism. I then explore the spaces where they take place, and the monuments built by immigrant communities that populate the urban landscape. I read these in relationship to the ideological making of the Argentine nation and state, showing that the vernacular cosmopolitanism being promoted is exclusionary in character, and Eurocentric in orientation. Furthermore, I suggest that this form of exclusionary cosmopolitanism has an ideological affinity and shared genealogy with the settler colonialism that underpins Argentine nation building and its territorial state consolidation. I also show that in these celebrations of diversity, the government of the city of Buenos Aires strategically uses immigrant institutions and their networks, subsuming their particularity and multiplicity to that of the city and the nation.

Miroslav Volf's Theosophy and Charitable Social Living

Worldviews of Christian practice across society globally inevitably revolve around Christianity's mainstream sense of patterned spirituality. Christian spirituality is such a diverse practice, though, that researchers have decided spirituality itself is unable to be quantified as one segmented behavior. Christian spirituality is neither merely a hierarchical ladder nor simply something designed to attain ultimate spirituality. Patterns of glorifying private Christian spirituality become the locality of Miroslav Volf's criticism as both philosopher and theologian. The data collected here represents qualitative research utilizing interview techniques recorded on smartphones. The recordings were processed into verbatim transcripts as a medium for gathering narratives related to the subjects' experiences. We conducted qualitative research through interview techniques, as Christian life and the practices of society and self are closely related to the subjects' lives and their social engagement. The results showed that spirituality is both a tension and a celebration of diversity within Christian practices in everyday life. Spirituality within the research context of the Christian youth congregation in Palangka Raya Church exists within responsibilities, appreciations, mutual learnings, and becoming immersed within social axioms as Christian citizens in and through life in all of its complexities

Inorganic Chemistry: A Celebration of Diversity!

ADVERTISEMENT RETURN TO ISSUEEditorialNEXTInorganic Chemistry: A Celebration of Diversity!Stefanie DehnenStefanie DehnenMore by Stefanie Dehnenhttps://orcid.org/0000-0002-1325-9228Cite this: Inorg. Chem. 2023, 62, 1, 1–2Publication Date (Web):January 9, 2023Publication History Received9 December 2022Published online9 January 2023Published inissue 9 January 2023https://doi.org/10.1021/acs.inorgchem.2c04337Copyright © 2023 American Chemical SocietyRIGHTS & PERMISSIONSArticle Views1011Altmetric-Citations-LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InReddit PDF (866 KB) Get e-AlertsSUBJECTS:Anions,Inorganic chemistry,Inorganic compounds,Metals,Oxides Get e-Alerts

Advancing Global Citizenship of Underrepresented and Hypersegregated U.S. Students in Higher Education through Virtual Exchange

The celebration of diversity is at the heart of global education initiatives. Yet, participation in study abroad and related programs in the United States – a purported ‘melting pot’ of races and cultures – remains, disproportionately, the domain of affluent whites. Against this background, this study seeks to learn from the experiences of underrepresented and hypersegregated students in international virtual exchange, an educational experience involving sustained interaction between geographically separated participants using technology and trained facilitators. Using a survey, semi-structured interviews, exchange field notes, and the researcher’s own abroad experiences, the data revealed five main themes: ‘Virtual connections beyond the classroom,’ ‘Bias reduction,’ ‘Color matters,’ ‘Equality in digital space,’ and ‘One step closer to abroad.’ Findings suggest that U.S. universities and other educational institutions serving underrepresented groups can increase student international experiences by promoting IVE on their campuses and encouraging professors to include exchange as a component in their courses.

Ethnic Food - A Solution with Sustainable Food Resources: A Study on Consumer Awareness of Ethnic Food and Its Impact on Consumption Attitude

Food has seen numerous transformations over the centuries and has been a focus of study pertaining to culture and evolution. Besides being a celebration of diversity and a marker of human adaptations, food is also a broad knowledge domain that represents various geographic, cultural, and lifestyle outlooks. Ethnic food relates to a heritage or the culture of an ethnic group with them incorporating the local produce and animal sources into their diet. Ethnic food also has a sustainability aspect to it in terms of food miles and carbon emissions since more transportation involved means higher level of GHG released, economic aspect such as with composition changes and food security, and community relationship. This paper finds that when consumer awareness of ethnic food increases, the consumption attitude towards it does too. This could be of importance in policy implementation and identifying sustainability systems. A connection with the land and a community relationship involving food could help represent more ethnic food, to increase awareness on a global level and also allow more people to experience these vast cultural diversities. If understood well and implemented, ethnic food could be of use as a tourism brochure, sustainability driver, economical promoter, and community supporter.

Celebrating Diversity and Inclusion in the Outdoors

Delegates from 22 countries and four continents assembled in Ireland during September 2019, for the European Institute for Outdoor Adventure Education and Experiential Learning (EOE Network) conference which was themed on the celebration of diversity and inclusion in the outdoors. Conference delegates were invited to have their presentations considered for conversion to journal articles for inclusion in a specially themed issue of JOEE. In this special issue, the majority of articles relate to the inclusion of persons with a disability, social inclusion, and issues related to inclusive practice in schools-based outdoor programming. Here, we celebrate some of the many participants in outdoor and environmental education and the authors and educators who have chosen to learn about equity and are campaigning to have more equity in their organizations and their work in outdoor education. Likely no outdoor professional intends to be ableist, racist, genderist, or sexist. However, we can, unintentionally, adopt any one of these stances if we do not educate ourselves appropriately. Diversity is a fact. The world is comprised of diverse populations of people; and within those populations there is incredible diversity on many dimensions: race (though race is artificially constructed), gender, age, ethnicity, physical and cognitive strengths, body shape, family constellation, immigration status, and more. These articles offer professionals in the field much to consider as they transform OE to be equitable and inclusive, helping more people enjoy and learn outside.

Embracing Conflict

Embracing Conflict Traci C. West (bio) To address the proliferation of white supremacist habits in the “white space” of Feminist Studies in Religion (FSR) through a genuinely transformative process, we need more conflict. How can we increase honest and probing conflict articulated in FSR’s publications, organizing, and leadership contexts? This seems crucial for figuring out how a “feminist institution that has a long and solid history of involvement of women of color,” as Judith Plaskow writes, can confront “what stands in the way of our creating something together that we all feel is ours” and not merely “white space” (5). No, of course, I do not mean that we need more conflict that demeans, shames, or purposefully maintains objectifying notions of one another’s social identities and religious communities. I am certainly not calling for boosting political conflicts that wage bruising competitions with each other over the degree of historical-victim status our particular groups can claim, or that engage in any form of destructive targeting and demoralization of one another. But we do need more conflict that stretches us beyond necessary revelations that only name the historically rooted habits of our racist unfreedom. We ought to intensify conflicts that also bring discomfort to the familiar patterns of white entitlement and supremacist logics embedded in our existing academic practices. We need conflicts that fuel more disruption of our tolerance for the continual reiteration of those familiar, lived patterns. A feminist and womanist gender justice approach to antiracism in religious studies intentionally promotes rupturing conflict with traditions of repression and our communal investments in them. Therefore, it ought not be surprising that deeply uncomfortable conflict arises if we, racially, ethnically, nationally, and religiously diverse gender justice scholars of religion, choose to seriously engage issues of white supremacy. Proceeding with this engagement should be understood as a deliberate commitment to immerse ourselves in tense, high-stakes struggle with one another. But many are unprepared for it or do not share this assumption. Perhaps this is partly because we disagree on the extent to which the [End Page 23] presence of racially and ethnically diverse perspectives constitutes a primary goal of antiracism. Plaskow’s essay helpfully provides detailed mapping of some of the Journal of Feminist Studies in Religion’s (JFSR) diversity. It allows us to consider how incongruous interpretations of the significance of an abundance of diversity can matter. The evidence of consistent racial and ethnic diversity in JFSR’s leadership and content illustrates an impressive array of feminist, womanist, and mujerista ideas about racial, ethnic, and national identities in religion scholarship and pedagogies. Yet, it is precisely such an array that can indicate not just the problem of presence without influence, as Plaskow so astutely points out, but also the sacralizing of diversity in feminist and womanist studies in religion. Respectful coexistence in separate essays or conference presentations, and even intentional affirmation of divergent perspectives and methods that are informed by critical analyses of race and racism, definitely generates intensely meaningful reflections. The presence of this dissimilar range can contribute an opening for womanist and feminist scholarly projects in religion to begin dismantling the academic practices of white dominance and intersecting hegemonies such as those related to class, sex/gender, dis/ability, and nationality. But when seen and celebrated as an end goal instead of merely an opening, the opposite may actually be achieved. Celebrations of diversity can promote avoidance of conflict that reveals the inadequacy of merely acknowledging difference and can generate too much contentment that militates against substantive disinvestment in status quo replication of white dominance. As a black Protestant Christian, I have been quite at home in the recalcitrantly Christian dominance of the JFSR context that Plaskow boldly describes. Admittedly, part of me wants to hide from confronting how my assumptions of black feminist Christian normativity and its supposed unquestionable anti-oppression stance contribute to an anti-Jewish hostile environment that can mimic well-learned white supremacist denial. I would rather leave uninterrogated the anti-Judaism relished in certain cultural and political expressions of blackness related to my Christian theology and social ethics commitments. I must choose to break out of this denial and seek a greater...

The Value of Literature, Today and Tomorrow

While reports of the death of literature are greatly exaggerated, reports of the decline of Aestheticism, New Criticism, and the printed word are not. Literature as a critique of society is alive today, but to survive tomorrow in any form it will need to engage environmental, climate, and pandemic public health issues. Without such engagement, there will be no civilization, and, thus, no literature. Literature can survive now, but to thrive, essays in literary criticism may have to not only (i) continue to discuss canonical and (ii) minority writing but also (iii) partner with cultural studies and/or (iv) expand the definition of literature to include “the best stories”, (v) especially multimedia stories. Critics would also be well advised to (vi) balance abstraction and theory with close, detailed readings of literature. Editors might encourage new essays demonstrating that (vii) unity in literature is compatible with the celebration of diversity, that explore (viii) the relationship of literature and science in general, and (ix) the integration of unity in literature with the search for unified theory in science. Finally, editors might encourage new essays on less trendy topics such as (x) literature focused on feelings and/or (xi) how literature helps individual readers make radical changes in their lives.

Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our everyday lives. This paper focuses on the effect of a professional development programme to promote dialogue and argumentation to help children and adolescents overcome pre-existing stereotypes and prejudices and foster students’ participation in discussions that contrast divergent viewpoints. This was done through debates on social responsibility issues, living together, and belonging as presented in books and short films addressing the following topics: citizenship, the celebration of diversity, democracy, globalisation, human rights, cooperation, sustainable development, and climate change. After the professional development programme was implemented, we video-recorded two of the 15 student–teacher interaction sessions during the project’s implementation (session #3 and session #8). We analysed the data using a validated coding scheme across three educational levels (three preschool, four primary school, and four secondary school classrooms). We observed moderate gains in secondary education and preschool, but statistically significant gains in primary education.

Photographable femininities in women’s magazines and on Instagram

This article explores the intertextual relationship between women’s glossy fashion magazines and Instagram. As the boundaries between the two formats are becoming increasingly porous – with visual conventions and discourses flowing bi-directionally between women’s magazines and Instagram – this article questions how they mutually reshape each other and the representations of femininities they carry. It explores the tensions emerging from these media’s distinctive ethos of gendered representation, and it questions how the politics of gender representation can be negotiated through aesthetic practices. This research empirically grounds these discussions in a multi-sited qualitative textual analysis, comprised of both a sample of 18 issues of three glossy women’s magazines’ titles (Cosmopolitan, Glamour, Vogue) and a sample of 77 randomly selected female ‘ordinary’ Instagram users (i.e. not celebrities or Insta-famous users), aged 18–35. Both Instagram and women’s magazines link gendered beauty to aesthetic values and the ability to look good in photographs, thus incentivising the pursuit of Instagrammable aesthetics. However, both formats can also highlight the everyday political potential of aestheticised representations. Relying on user-generated representations, Instagram has the potential to showcase a wider diversity of femininities, which can help to broaden the scope of who can be deemed photographable – an idea echoed by women’s magazines’ adoption of a popular feminist tone. These celebrations of diversity, reminiscent of strategies of visibility politics, and politicised discourses become materialised through aesthetic practices both within Instagram and women’s magazines. Yet, despite the emphasis on a social media-inspired feminist and political tone, political engagements on these media can also become enmeshed with postfeminist sensibilities, thus conflating fashion, beauty, and empowerment. This article explores how the on-going changes in these multi-layered and intertextual representational practices echo broader cultural and political transformations in contemporary visual cultures.

THE POSITIVE EFFECTS OF GLOBAL PARTNERSHIP FOR MUTUAL LEARNING: THE GAMBIA – UK PARTNERSHIP

An important inspiration for this research desired from the over-riding Colonial discourse in policy documents which promote intercultural learning and global citizenship as against discourses hidden under a rhetoric which focuses on liberal ideals of common humanity and celebrations of diversity. The research design has been informed by a number of theoretical perspectives with a view to the principle of reciprocity mutuality and equality in north/south teacher study visits. It is argued that before global citizenship can achieve the goals of social and ecological justice, teachers need to examine critically their won assumptions/and perceptions of other cultures and the world. As suggested by the post-colonial theory, development was never designed to deal with humanitarian and environmental problems but simply a way to perpetuate the dominance of the western countries and cultures with their high standards of living. The research approach was at two levels: the more strategic level which mainly targets officials of the National Environment Agency (NEA) of the Gambia, and the school level was to examine how the UK – Gambia Partnership had developed and it provided the study visit courses for both the UK Gambian teachers to learn from them. Collected data revealed that the NEA/Tide Partnership had promoted and motivated reflective engagements of both the UK and Gambian participants through the study visit courses, thus enhancing mutual understanding and respect. These benefits were expressed by the participants particularly with regards to increasing knowledge in sustainable development education, in intercultural understanding and in their professional practices.

Evolution and development of complex eyes: a celebration of diversity.

For centuries, the eye has fascinated scientists and philosophers alike, and as a result the visual system has always been at the forefront of integrating cutting-edge technology in research. We are again at a turning point at which technical advances have expanded the range of organisms we can study developmentally and deepened what we can learn. In this new era, we are finally able to understand eye development in animals across the phylogenetic tree. In this Review, we highlight six areas in comparative visual system development that address questions that are important for understanding the developmental basis of evolutionary change. We focus on the opportunities now available to biologists to study the developmental genetics, cell biology and morphogenesis that underlie the incredible variation of visual organs found across the Metazoa. Although decades of important work focused on gene expression has suggested homologies and potential evolutionary relationships between the eyes of diverse animals, it is time for developmental biologists to move away from this reductive approach. We now have the opportunity to celebrate the differences and diversity in visual organs found across animal development, and to learn what it can teach us about the fundamental principles of biological systems and how they are built.

Towards critical multicultural teacher education in the midst of ethno-nationalism: Korean pre-service teachers’ international learning experiences

This study explored how Korean pre-service teachers with international learning experiences in the United States negotiated their understanding of multiculturalism/multicultural education. The findings demonstrated that the participants’ position of a racial/linguistic minority in a foreign country and their teaching experiences in a culturally diverse setting helped them understand the importance of multicultural education. Nevertheless, participants continued to regard multiculturalism as a celebration of diversity, without considering their own racial privilege and the historical/socio-political underpinnings regarding racism in both countries. This study discusses implications for international teacher education and professional development that support critical and reflective learning for future teachers.

‘Some nice Latin American music will be played by a tape player’: anti-racist critique and the multicultural state

ABSTRACT This article explores multicultural politics of ‘anti-racism’ through a detailed and contextualized study of the 1993 March 21 campaign in Canada’s largest federal administrative tribunal, the Immigration and Refugee Board of Canada (IRB). I argue that multicultural state politics thwart serious engagement with anti-racist critique, and drastically reconfigure the meanings and consequences of anti-racism. Within multicultural state politics, anti-racism quickly devolves to apolitical recycling of diversity discourses, and benign celebrations of cultural festivities. As I will show, state multiculturalism is a cheap institutional production that heavily relies on the unpaid labour of racialized civil servants, and leaves the status quo largely intact. Ironically, multicultural celebrations of diversity produce novel opportunities for racialization and racial exploitation. While the celebrations go on, relations of racial dominance are reproduced and protected from critique.

Stigma management as celebration: disability, difference, and the marketing of diversity

In this paper, I present a celebration of diversity as a new form of stigma management based on a qualitative analysis of media images of disabled bodies in fashion shows, advertising, and other marketing campaigns. In making my arguments I am chiefly concerned with modes of stigma management appropriate to discrediting stigma, stigma that cannot be concealed and must be managed if the individual is not to suffer the punitive reactions of others. To date, modes of stigma management conceptualise the disabled body in a negative manner. In covering attention must be distracted from the disability, whereas disclosing is meant to defuse what is fearful or frustrating about the disability, and finally, in deviance disavowal and challenging the negative attributes of disability must be transcended or transferred. I argue that celebration of diversity is different as it does not conceptualise the disabled body in a negative way but rather reflects the normalisation of disabled bodies in contemporary culture, a key attribute of which is the valuing of diversity.

Dreams for Sale: Ideal Beauty in the Eyes of the Advertiser

Dreams for Sale: Ideal Beauty in the Eyes of the Advertiser