Multicultural Challenges Research Articles

International Symposium “Open Pages in South Asian Studies — IV”

The series of international symposia, “Open Pages in the Study of South Asia” focuses on problems in the region that have not yet been explained by researchers and pose a kind of mystery to scholars. The Symposia were initiated in 2011 by the International Scientific and Educational Center for South Asian Studies at the Russian State University for the Humanities (RSUH). To date, four symposia have been held. The first two were held at RSUH in 2011 and 2013. The Third symposium was held at the University of Guwahati (Assam, India) in January 2019. The Fourth symposium was held on Jan. 29–31, 2022 at the Shivaji University (Kolhapur, Maharashtra, India). It was organized jointly by Shivaji University and RSUH. Due to the worsening epidemiological situation in the world, the symposium was held online. The organizers of the symposium proposed “Contemporary trends in South Asia” as a unifying theme for discussion. Over the three days, more than 70 scholars from many educational and academic institutions in Russia, South Asia, and Europe spoke at the sessions, presenting 54 papers. Presentations and discussions were organized within nine sections: “South Asia: The Past and Present”, “South Asia: The Challenges of Ethnic Pluralism, Cultural Diversity, and Multiculturalism”, “Human Rights & Democracy in South Asia”, “Gender in South Asia”, “Role of Literary Translation in South Asia”, “Glimpses of South Asia today”, etc. The Indian organizers of the symposium managed to implead interesting speakers — prominent scientists, journalists, public and political figures, and activists of labor and women’s movements. Among them is Romila Thapar — an elder of Indian historians, Ganesh Devi — literary critic and linguist, founder of the Adivasi Academy, Prabhat Patnaik — a well-known economist and political commentator, Saeed Naqvi — one of the oldest Indian journalists, television commentator and interviewer, Jatin Desai, Syeda Hameed, to name a few.

Within the national confines: Israeli history education and the multicultural challenge

ABSTRACT This article examines the key category defining multiculturalism in Israeli history education: the representation of North African and Middle Eastern Jewry, aka Mizrahim. Applying Nordgren’s and Johansson’s conceptualisation, the article explores the changes in this subject from the establishment of Israel to the present day. The diachronic textual analysis shows that social and educational transformations along with developments in the historical discipline have led to a significant change in the representation of Mizrahim. These changes, the conceptual framework reveals, were manifested not solely in adding content but reflected a profound acknowledgement of multicultural approaches. Nevertheless it became clear that the changes are limited, as constructing the Eurocentric Zionist historical consciousness remains the primary goal of the education process. Similar to controversies around the world, the limited nature of the changes–despite the sincere efforts involved–is the result of the rigid national framework that continues to shape Israel’s history education.

Essays on Secularism and Multiculturalism

Since the post-war period, the Western European demand for labor and shifts in populace flows in the post-colonial era have created a multicultural challenge for secularism, which has been an earnest political issue for a long time (p. 165). In recent years, several debates on multiculturalism and the viability of the multiculturalist approach have been ongoing, particularly in Western Europe (p. 97).

Redesigning What is National: The Politics of Education and the New Moral Education Initiative in Globalizing Japan

ABSTRACT In December 2006, the Japanese Diet passed a revision of the Fundamental Law of Education (FLE), which aimed at teaching a sense of community and patriotic feelings among school children. This move is a clear departure from the long-standing norm in Japan’s post-war education policy in which democratic control and egalitarianism were the two primary principles. As the new FLE emphasizes the importance of love of country, how could the principle be potentially embodied in the contents of teaching materials for moral education? This exploratory study questions how such principles might be embedded in the contents of teaching materials for moral education. There are two analytical foci of this study. First, through the analysis of a supplementary moral reader, Watashitachi no Dōtoku (Our Morals), directly written, commissioned, and distributed by the Ministry of Education (2014–2017/2018), this study reveals how the three underlying themes of the Revised FLE, including patriotism, public spirit, and international cooperation, are projected on the contents and narratives of Our Morals. Second, this intended image of Japan in Our Morals (concretized by the Ministry of Education) is also scrutinized against the backdrop of Japan’s contemporary multicultural challenges. This study attempts to encapsulate the manifestation of the government’s intentions observable in Our Morals and the findings of this study thus highlight the political (rather than educational/pedagogical) significance of Our Morals.

The Challenges of Multiculturalism on Informed Consent in Clinical Research

"The UNESCO Chair in Bioethics and Human Rights held its 6th international workshop to discuss the issues of Informed Consent and Clinical Research. Being part of the i-Consent consortium, a project funded by the European Union’s Horizon 2020 research and innovation program, the workshop focused on the multicultural and interdisciplinary dimension of ethical requirements of informed consent applied to translational/clinical research. Bioethical experts from Buddhism, Confucianism, Christianity, Hinduism, Islam and Judaism discussed the key challenges and the requirements of informed consent in clinical research. Some of the ethical gaps, barriers and challenges present in obtaining informed consent from patients/ subjects in different, challenging cultural contexts were identified, as they represent minority groups and vulnerable populations. One of the findings is that many religious traditions do not accept the Western idealization of the autonomous self and prefer a more relational or communitarian understanding of doctor-patient/ researcher-subject relationship. Western medicine and its current gold standard of informed consent that is practiced globally may not adequately address the theoretical skepticism towards the underlying principle of autonomy by different religions and cultures. This tension is becoming more pronounced with migrant and minority groups when they are asked to participate in clinical research as well as doing research in different parts of the world. A swift from individual to relational autonomy may offer a more nuanced improvement of the readability, design and obtaining process of consent forms. This shift will take into consideration the conscious and unconscious cultural biases of the investigators; multicultural and religious variables of the subjects’ understanding; cross-cultural vision of vulnerability, knowledge, communication and empathy; the need for individualized approaches to promote health protective behaviors; and framing questions for a multi-layered informed consent which includes East/West – North/South perspectives. "

Who is welcome? South Korean public opinion on North Koreans and other refugees

AbstractWhat explains South Korean public opposition for refugees and does the public differentiate among groups? Although a sizable literature addresses perceptions of North Korean arrivals, few studies directly compare sentiment for this group to others. Using an original web survey with an embedded experimental design, we find clear greater support for accepting North Korean arrivals compared to both non-ethnic Korean refugees and Muslim refugees. Additional analysis finds clear majorities view Islam as incompatible with Korean values. Our results suggest the challenge of encouraging multiculturalism in the largely homogeneous country.

Challenges of Multiculturalism and Linguistic Pluralism in Nigerian School Setting

Nigeria, like many other African countries, is made up of many cultural groups with diverse cultures making imperative the need to understand and accept each other‘s differences, in order to foster unity. There is no doubt that both the National Policy on Education as well as the cultural policy for Nigeria all point to the very important position of language in culture and in education, however, these policies do not adequately address the challenges faced in educational institutions situated in a culturally-diverse and multilingual society like Nigeria. Language and culture are inseparable entities forming an interdependent relationship within the multicultural and linguistic pluralistic classroom, which is both a melting pot of languages as well as a myriad of cultural backgrounds. Cultural connections and effective communication enables students to engage in social and interactive activities and allows them to become active participants of the multilingual classroom; hence, this paper addresses some of the major multicultural challenges that both teachers and students of multilingual classrooms face within the Nigerian school setting. Keywords: Multiculturalism, Linguistic Pluralism, Challenges, Nigeria, School. DOI: 10.7176/IKM/11-4-01 Publication date: May 31 st 2021

Educational Leadership for Social Justice in Multicultural Contexts: The Case of Melilla, Spain

ABSTRACT In multicultural contexts, school principals and educators face unique challenges integrating disadvantaged and immigrant youth. We investigate how these leaders advocate, design and implement social justice pedagogies for inclusion. Drawing on an interdisciplinary literature and in-depth interviews with school principals in Melilla (Spain), we further explore the social justice ideologies and practices of leaders in culturally diverse, minority-majorityschools. The findings reveal that intercultural education and ICT both enhance the inclusion of students and families, transforming schools into more open, democratic, learning environments. However, scarce funding resources, exacerbated by Melilla’s remote location from its Central Ministry of Education and the limited bargaining power of leaders, often truncate social justice initiatives.

Speaking Back: Reading a Christian Denomination’s Vision for Diversity through the Eyes of its Children and Congregations

Abstract This article analyzes the United Church of Canada’s vision for becoming intercultural through data generated by qualitative research into the theological meaning-making of children within United Church congregations. The author provides an overview of the broader research project through which this data was generated and background information about Canadian multiculturalism and the United Church’s response to the challenges of multiculturalism, particularly its 2006 document, ‘A Transformative Vision for the United Church of Canada.’ The author presents three points of critique of this document that come into focus when analyzed through the lens of children within United Church congregations. These points include the important step of intentionally listening to voices on the margins, the document’s neglect of individuals and contexts that hold hybrid cultural identities, and its tendency to overlook congregations that are intercultural.

Religious Diversity and The Challenge of Multiculturalism: Contrasting Indonesia and The European Union

As the profile of religions in the world is changing rapidly, religious diversity is becoming a more common phenomenon nowadays in almost every society. Indonesia and European Union (EU) are not an exception to be more diverse and plural societies. Although religious diversity gives such richness of culture in society, religions are known as vulnerable entities. Many social problems caused by religions brought about various conflicts and violent actions on a big scale and also numerous hostilities, discriminations, and hatred on a small scale. Many regulations have been issued to address such social tensions both in Indonesia and the EU. However, many conflicts, hostilities or discriminations are recurring in both Indonesia and EU states. Interestingly, in many cases, hostilities and discrimination even done by the apparatus of the state. The current paper is dedicated to explore how these countries deal with religious diversity and whether there are social tensions and discriminations occurred. Religion as a common phenomenon in the world should be seen more as a challenge for every country rather than a contentious threat.

Overcoming linguistic barriers in Portuguese higher education: The case of international African students

This article reflects about the contextual and theoretical assumptions of the project ‘Trovoada de Ideias: Linguistic and social inclusion of students from Portuguese-speaking African countries in Portuguese higher education’, an ongoing action research on Portuguese academic language teaching involving students who speak different varieties of Portuguese. By adopting a multidimensional inclusion approach (simultaneously linguistic, cultural and social), the ultimate aim is to contribute to a deeper understanding of the factors of (in)comprehension between students fluent in different norms of Portuguese and the university host community in Portugal, and consequently, building a frame for improving higher education institutions responses to multicultural challenges implied in the social dynamics of language variation.

Peran Sumber Daya Manusia Terampil (alisis kritis Resolusi Problem Pendidikan Pondok Pesantren)

Religious education conducted by pesantren has a large role in developing multicultural theology. Borrowing the philosophy of education, education for liberation is not for domination. Education must be a process of liberation, not socio-cultural taming. Education aims to work on human reality and therefore, methodologically rests on the principles of action and total reflection, namely the principle of acting to change the oppressive reality.For this reason, the challenges of pesantren are no longer focused on empowering human resources, by making programs, such as craft courses with tools, tools and machines, sewing, carpentry, home furnishings, farming and gardening, welding and electrical engineering . Poesantren is now faced with the challenge of multiculturalism that has become a social reality.
 Keywords: Pesantren Concept, Pesantren Design, Multicultural Education.

Moderate Secularism in Europe in the Face of Integration Challenges: The Debate about Legal Pluralism and Multiculturalism

Public authorities in Europe are faced with increasing demands to accommodate religious diversity. This article traces some key issues concerning the limits of the secular State in Europe to accept and accommodate those ethno-religious minorities that are perceived to be partially different entities and claim some jurisdiction, without thereby rejecting guarantees from the receiving legal system. This multicultural challenge that minorities pose to institutionalized secularism is amongst the most complex political and long-term issues European states have to face. Such a challenge has not only to do with socio-economic disadvantage and discrimination in the labour markets but also with the constitutional status or corporate relationship with the State. On the other hand, European anxieties question whether or not Muslims can be and are willing to be integrated into European society and its political values; in particular, values of freedom, tolerance, democracy, sexual equality and secularism. Across Europe, multiculturalism seems to be in retreat and ‘integration’ is once again the watchword.

Different Aspects of Multiculturalism and Challenges of Multicultural Co-existence in Ethiopia

This study in general underpins the issues of multicultural co-existence in Ethiopia. Specifically the study identified the different aspects of multiculturalism. The study has addressed the challenges of multiculturalism in general and the problems of multicultural co-existence in Ethiopia. To do this the study has used a purely qualitative research methodology. In this study the researcher has also employed phenomenological research design with the help of document review analysis technique. The study identified three forms of multiculturalism, i.e. democratic, conservative and critical. In addition in this study it is investigated that multiculturalism can avoid marginalization that resulted because of neglected past history, can create harmony in between inter- ethnic and inter- racial identities and also consolidates representation in one's own identity in the political sphere of a country. The presence of institutional gap, lack of efficiency coupled with extreme ethnic feelings were identified as the main sources of the problem among others that can deter multicultural co- existence in Ethiopia. Finally the study recommended that marginalization and extreme ethnic feelings should be avoided if and only if the concerned bodies like government, religious institutions and other stakeholders thought about the evilness of the problem. Keywords: Multiculturalism, Co-existence, Challenges DOI: 10.7176/DCS/10-3-01 Publication date: March 31 st 2020

Buite die grense van die bekende

Outside the confines of the known: Cross-cultural experiences among a random sample of ministers in the Dutch Reformed ChurchThis article looks at one of the questions posed in the Church Mirror questionnaire to a number of pastors of the Dutch Reformed Church. The question is: Tell us about the best experience you have had in your congregation where believers met across cultural boundaries or did something together? The sample forms part of a ministerial panel conducted every three years among ministers of the Dutch Reformed Church with the aim of finding out what pastors think and do about a number of current church activities. The choice to focus on this question comes against the backdrop of contemporary discourses related to the missional nature of church life and the challenge of multi-culturalism in faith communities. The study is qualitative in nature and falls within the interpretive paradigm as part of phenomenology. The data shows an interesting number of activities identified by the ministers related to multiculturalism and also provides some directions for missional development in the future.

Sob céus estranhos: o exílio segundo Ilse Losa

O texto propõe-se analisar as representações do exílio em três romances da escritora portuguesa Ilse Losa (1913-2006): O mundo em que vivi (1949), Rio sem ponte (1952) e Sob céus estranhos (1962). Apoiando-se na transdisciplinaridade que o estudo das temáticas da migração e do exílio reclama e aproveitando alguns dos contributos teóricos do pós-colonialismo histórico e crítico, assim como os atuais questionamentos sobre os desafios éticos e multiculturais que a sociedade contemporânea enfrenta, o artigo pretende examinar de que maneira as narrativas em foco representam o fenómeno do exílio e, em especial, a identidade do exilado.

“Responding to accelerating multicultural challenges: comparative cultural democracy in Korea and Thailand”

ABSTRACTThe major purpose of this paper is to examine the extent to which multiethnic Korea and Thailand are cultural democracies. The primary conceptual framework guiding this study is the powerful but largely ignored concept of cultural democracy. Bereday’s classic model of comparative research is another major theoretical and methodological framework utilized. The major methodologies used are comparative qualitative case studies, meta-synthesis, and participant-observation. Comparative national case studies are rare. A number of striking similarities between the two countries are identified. The very low fertility rates of both nations drive a critical need for guest workers and international students. Both countries in general have pursued assimilationist policies not conducive to cultural democracy. The final part of the paper offers suggestions for strengthening cultural democracy in both nations. Their long-term potential can be enhanced if both these societies recognize the ‘diversity advantage’ and move actively to realize the ideal of cultural democracy.

Perversion and Perpetration in Female Genital Mutilation Law: The Unmaking of Women as Bearers of Law

Female genital cutting (FGC) or, more controversially, female genital mutilation, has motivated the implementation of legislation in many English-speaking countries, the product of emotive images and arguments that obscure the realities of the practices of FGC and the complexity of the role of the practitioner. In Australia, state and territory legislation was followed, in 2015, with a conviction in New South Wales highlighting the problem with laws that speak to fantasies of ‘mutilation’. This article analyses the positioning of Islamic women as victims of their culture, represented as performing their roles as vehicles for demonic possession, unable to authorize agency or law. Through a perverse framing of ‘mutilation’, and in the case through the interpretation of the term ‘mutilation’, practices of FGC as law performed by women are obscured, avoiding the challenge of a real multiculturalism that recognises lawful practices of migrant cultures in democratic countries.

Pytania egzystencjalne we wczesnej edukacji religijnej

The dispute on the possibility and shape of teaching religion in the public school has been going on for centuries. And although this education has found its place in school, the debate that is around them means that in the face of the challenges of pluralism, multiculturalism and multi-religiousness, it must constantly determine its status, mission, goals and tasks. There are still numerous doubts as to whether the school is at all the most appropriate place for shaping the sensitive areas of the human spirit, which is the religious worldview. The purpose of this text is to reflect on the place and role of existential questions in (Polish) early religious education. The text also asks about the dialogical nature of teaching, which is a cardinal prerequisite for philosophical inquiry in education (including religious education). For the purpose of this study, the analysis of “Basic Program of the Catechesis of the Catholic Church in Poland” from 2010 and 2018 was made.

Vivre Ici: Space, Place and Experiences in Contemporary French Documentary by Alison J. Murray Levine

Reviewed by: Vivre Ici: Space, Place and Experiences in Contemporary French Documentary by Alison J. Murray Levine Martine Guyot-Bender Levine, Alison J. Murray. Vivre Ici: Space, Place and Experiences in Contemporary French Documentary. Liverpool UP, 2018. ISBN 978-1-78694-041-4. Pp. 320. Film documentary is still often perceived as cinema's parent pauvre. However, cinema itself began as a new technology whose purpose was to record life. Today, thanks to smaller cameras, film documentary is flourishing all over the word, most notably in France. Film documentary does not merely record "life caught unaware," as Vertov claimed. It uses the same components as fiction: a camera, lighting, framing, and situations that are assembled into coherent narratives. Apart from nature films, however, documentary is rarely considered as an esthetic experience. In this context, Levine's book fills in an important gap in French film studies in that it moves away from the topic of a small set of films to focus on what matters the most—that documentaries can transmit a sensual experience to the audience. Levine examines films produced over the last twenty years in metropolitan France. However, her analysis can apply to general documentaries, past or future, French or not. For Levine, documentaries are cinematographic, experiential objects. She carefully lays out her theoretical frame, which combines theorists such as Jean-Louis Comolli and Maurice Merleau-Ponty, and a brief review of the recent history of documentary, which she calls "Renaissance?" The question mark suggests that there is no renaissance, that documentary has long been an important genre, but has only recently become a subject of analysis. Levine separates the vast theme of her book into well-defined subsets. The chapter titled "Planet" describes various cinematic strategies used in nature films—that is, the nonhuman dimension of planet Earth—to guide their audience into feeling, in a tactical way. A second chapter, with examples from Depardon, Varda, and Marker, presents road documentaries as the complement of fictional road movies: people who travel and observe their world. Considering the excitement that surrounded Nicolas Philibert's Être et avoir (2002), a chapter focused on the filming of schools was logical. Using a series of recent films on the challenges of multiculturalism in urban schools, Levine shows the French fascination for education. She evokes the tightrope on which filmmakers find themselves when attempting to represent issues such as laïcité, without voyeurism. There is also France's fascination for the transformation of rural life, which, [End Page 194] as Levine shows, is often filmed by the means of portraits, some "dark," some "golden," which contain a strong political stance. The last chapter, "Edge," addresses documentaries that focus on human misery on the margins of society, such as Claude Dextrel's extraordinary Au bord du monde (2013). Levine handles the challenge of introducing a myriad of documentary sub-genres by using a systematic, narrow focus, which will help many viewers and non-specialist educators of cinema to see documentary as cinema, instead of seeing it as a raw representation of reality, which it has never been. Martine Guyot-Bender Hamilton College (NY) Copyright © 2019 American Association of Teachers of French