"Eurokid": An innovative pedagogical approach to developing intercultural and anti-racist education on the Web

Most schools in today's Europe have a high percentage of immigrant students. This percentage has increased in typical immigration countries such as Switzerland, Luxembourg, Belgium, Germany, France and the UK. However, this is also true for countries such as Sweden or Spain. Aware of this multicultural picture, in this paper we present the methodological approach of a European Comenius project, "Eurokid", based on the template "Britkid" (see www.britkid.org), which addresses intercultural education and anti-racism. Three countries are involved in the project: the UK, Sweden and Spain. The project is an educational and innovative tool and a learning and teaching resource for students and teachers in secondary schools. How? Through websites where a group of adolescents (minorities and majorities) "meet" and "talk" about issues of acceptance, difference, racism, mixed cultures, (multiple) identitie, and integration. Their "talks" in the three websites--written in each country's language(s) and in English--as well as the characters, are based on original research (via interviews and questionnaires). The project's objectives, content, pedagogical approaches and authentic classroom material, created to facilitate and promote dialogue among minorities and majorities, form the basis of this paper.     

Japanese Education in an Era of Internationalization: A Case Study of an Emerging Multicultural Coexistence Model

Abstract: Responding to the pressure of internal internationalization, some local communities and schools in Japan started to generate and practice a new philosophy known as “multicultural coexistence” (tabunka kyousei). Based on a long‐term ethnographic research in one of the most progressive multicultural communities and elementary schools in Japan, this paper elucidates the shape of an emerging “multicultural coexistence” education model in Japan and provides some implications for its further development. By focusing on returnee and newcomer students enrolled, the paper argues the transformation of school culture, which will be delineated as an interaction among different agencies at the school: “the margin”, “the top”, “the outside” and “the inner core”. From these ethnographic findings, the paper draws five main features of the emerging model—three that are positive and two that are potentially problematic:

• 1 community‐based school reform movement,
• 2 teachers as decision makers, learners, and cooperators,
• 3 students’ knowledge and experience as a shared resource,
• 4 country‐oriented approach in difference/similarity framework,
• 5 treating all differences equally same.

Referring to the critiques of multicultural education in the United States of America, the discussion suggests that the issue of social justice should be addressed more in the model by highlighting the issue of ethnicity in Japanese society. Changing teachers’ attitudes toward such direction is vital and the paper proposes that coherent set of institutional changes, which centre around social justice, are necessary to raise teachers motivation.     

When the « Others » Come to School: A Marginalization Framework in Multicultural Education

This article focuses on the relationship between the «Self» and the «Other» in Western education systems. Differences between the «Self» and the «Other», built on the race/ethnicity category, are taken as a point of departure in order to analyze inequalities in multicultural environments from an interdisciplinary perspective. Three main types of research are introduced in this paper, which include some current debates and controversies in the study and management of the “Other.” First of these is the current “Culture of Poverty” approach, which introduces important issues regarding institutional and teaching practice related to the management of diversity in educational environments. Second are studies that center on poverty and marginalization, taking into account racial/ethnic and social class segregation. Both categories have been used in much current research, combined with the concept of “cultural capital” introduced by Bourdieu, in order to analyze the unequal functioning of education systems. The article concludes with some studies that focus on the imaginary of the “Other” as the racially/ethnically different and the boundaries and contact zones that are constructed in order to justify and delimit differences among diverse racial groups.     

Heterosexism and Social Work

Abstract

This study examined heterosexism among 409 Illinois school social workers. Heterosexism was found to be negatively correlated with “education about” and “positive contacts with” gay and lesbian individuals and positively correlated with “religiosity.” Most respondents showed some level of heterosexism with a few having very high levels. Only 15% were non-heterosexist. Respondents reported receiving little or no education about sexual minorities in their social work training. Most indicated that the training received was not adequate preparation for working with gay and lesbian individuals. Amount of education received increased with each of CSWE's educational mandates about sexual minorities but had no significant effect on heterosexism.     

行业特色地方高校实施“卓越工程师教育培养计划”的思考与研究——以郑州轻工业学院的探索实践为例

“卓越工程师教育培养计划”作为高等工程教育的重大改革项目,对于高等教育的改革与发展具有重要的作用。郑州轻工业学院作为一所具有行业特色的地方高校,在自身原有优良传统基础上,开展了一系列有益的探索与实践：通过各类专题研讨会,明晰思路,完善方案;广泛深入开展调研,借鉴经验,查找不足;制定相关管理办法,政策保障,稳步推进;加强校企合作,积极探索,创新模式等。提出了行业特色地方高校实施“卓越计划”工作的新思考：更新工程教育理念是前提,创新人才培养模式是核心,搭建实践创新平台是保障,深化实践教学改革是关键。     

Making Hakka Spaces: Resisting Multicultural Nationalism in Taiwan

Projects of official nationalism have long been understood as state-sponsored attempts at enforcing cultural uniformity within the borders of the national territory. Contemporary nationalisms tend to compartmentalize minority cultural groups in a way that marginalizes those who are not seen as belonging to the core of the “modern” nation. Contemporary official Taiwanese nationalism promotes the “ethnic Taiwanese” (Hokkien) majority as the modern center of an otherwise diverse nation, primarily through the funding and ‘preservation’ of non-Hokkien cultural traditions. Though these programs that celebrate local cultures are more inclusive than earlier nationalisms in Taiwan, the terms of inclusion nonetheless function as a form of neoliberal state control of minorities, such as the Hakka (kejia ren). This article examines how Hakka “culture workers” (wenhua gongzuozhe) resist state attempts at spatial and symbolic marginalization. From producing ethnographies that create a Hakka neighborhood to organizing a parade route that symbolically links that neighborhood to Taipei's government and financial centers, Hakka culture workers resist multicultural nationalism by making Hakka spaces that are resistant to state attempts to marginalize them. I argue that their work is a prime example of how communities and individuals can successfully negotiate the cultural and spatial politics of the neoliberal state.     

What Can Migration Policymakers Learn From Legal Frameworks on National Minorities? National Minorities and Migration in Armenia and Belarus

The dissolution of the USSR resulted in massive depopulation of the republics and unprecedented migration flows, including national minorities. Citizens of a once indivisible country were suddenly divided into “those of our kind” (natives) and “outsiders” (national minorities/ immigrants). The latter were often not guaranteed citizenship and were denied basic rights. Many national minorities became forced migrants and refugees, leaving neighbouring states because of discrimination or fearing violence. This article focuses primarily on the interconnection of minority and migration issues, two topics which are often discussed separately. It investigates the interrelation between migration and the minority regimes adopted by Armenia and Belarus, and the extent to which certain policies and rights for national minorities can be meaningfully extended to new migrant minorities. It also asks what lessons can be learnt from the treatment of national minorities as far as future migration legislation is concerned.

Policy Implications

• Migrants' participation policy is always based on implicit political models of participation that should always be made explicit and examined before implementation.
• There is always a plurality of political preferences, for different models of participation in the migrant population, that should be explored and accommodated.
• The number of associations in existence should not be used as an indicator of a strong civil society as much as it is at present.

     

“That's so gay”: Language Use and Antigay Bias Among Heterosexual College Students

Using the word “gay” to refer to something that is “boring” is part of American slang, and heterosexual males commonly call one another a “fag.” The responses of 767 college students were analyzed to explore how this language relates to antigay bias. Results of multiple regression explained 14.8% of the variance for believing that “it's no big deal” to call someone a fag, and age, sex, major, and attitudes toward gay men were significant predictors. For the frequency of saying “that's so gay,” 17.5% of the variance was explained by age, sex, major, and friends’ attitudes toward sexual minorities. Implications for social work education and future research are discussed.     

Cultural Diversity., Public Space,Aesthetics and Power

In this paper we argue that issues of inclusion and exclusion to public space can be examined by invoking the principle of “aesthetics”. Those that are aesthetically pleasing, tasteful, or desirable are allowed in public spaces, yet these characteristics are defined through social and cultural mechanisms. Differences between cultural groups in terms of body movement, proximity relationships, definition of personal space, clothing, and other visible features, are evaluated and judged through the filter of power relations. Numerous non‐European migrants who reside in the North experience discrimination as a result of being “visible foreigners”. They are not welcome in public areas and they do not meet the prevalent aesthetic standards, defined by the dominant discourse around aesthetics. This trend obstructs the development of multicultural coexistence and the possibility of transnationalism. In order to realise cultural expression for all, we extend an invitation to scrutinise power inequalities by means of multicultural educational programs.     

Conditional Inclusion: Sexual Minorities,Tolerance, and Nationalism

This article discusses how the approach towards sexual minorities has shifted from exclusion to inclusion between the mid-1980s and the present, and explores how the view that Japan is more tolerant of sexual minorities than the USA and Europe actually limits discussions on citizenship. An examination of the AIDS crisis and the Fuchu Youth Center court case in the 1980s and 1990s shows that gay men were regarded as a threat to national identity, seen to endanger Japan and whose sexuality was deemed to be unintelligible. In a word, their citizenship was denied. In the 2010s the ruling Liberal Democratic party issued a report on sexual orientation and gender identity (SOGI) issues, which examined measures aimed at achieving equality for those who suffer from SOGI discrimination. While sexual minorities became an object of inclusion, only partial and circumscribed citizenship was granted. Although the report ostensibly aims to promote SOGI diversity, it relegates the existence of minorities to the private sphere, and limits diversity by demanding the acceptance of a “tolerant culture” predicated on heterosexism and gender norms. By positioning their diversity effort in Japan's “tolerant traditional culture,” the party inadvertently incorporates nationalism and renders it central to their approach towards SOGI diversity. This article concludes that the discourse that the Japanese state is tolerant of sexual minorities undermines the recognition of sexual minorities’ citizenship.     

Embracing and Resisting Ethnoracial Boundaries: Second‐Generation Immigrant and African‐American Students in a Multicultural University1

The transformation of college campuses related to the growing presence of minority youth and the arrival of second‐generation immigrants offers opportunities for exploring the formation of social and cultural boundaries and ethnoracial identities in local multicultural contexts. Absent from many discussions of the merits of multicultural college settings is specification of the interactional processes and cultural transformations that presumably lie at the heart of diversity payoffs. This project focuses on students from four minority groups, three of whom are second‐generation immigrants, in a racially diverse university, combining focus groups and in‐depth interviews. First, we analyze how the social mixing practices of students congeal into ethnoracial boundaries on campus. We find that two images of multiculturalism (“fragmented pluralism” and “interactive pluralism”) play out simultaneously on this campus. Second, we examine the pathways leading to more insular ethnoracial mixing and toward more heterogeneous social mixing, as well as explore the cultural meanings of these practices in student narratives. We also compare the influence of campus context, student agency, and internal and external group pressures on varying degrees of student satisfaction with their achieved social worlds.     

Internationalising the Curriculum for Vocational Education: problems and possibilities

This paper deals with the discrepancy between the stated national curricular goals for vocational education in Norway regarding the teaching of “International co‐responsibility” values to students, and the failed strategy for implementation throughout the curriculum. The paper investigates possible reasons for the existence of negative attitudes towards immigrants and development aid among vocational students, male students in particular. It also describes some of the historical and sociological background of the vocational curriculum that pertains to these issues. The paper suggests there is an urgent need to support curriculum development in such a way that “International co‐responsibility” can be realised within a vocational learning context, and puts forward some ideas in this direction.     

Transforming Korea into a multicultural society: reception of multiculturalism discourse and its discursive disposition in Korea

Since 2005, multicultural-based words such as multicultural society, multicultural family, and multicultural education have grown explosively in Korean society. Due to this social trend, adoption of the term multiculturalism has become a trend within the government and press to explain current social changes in Korea. Nevertheless, there have been few efforts to tackle multiculturalism as a crucial political project or a considerable academic theme of discussion. Thus, this study aims to examine how multiculturalism discourse in Korea has been received and draws its discursive disposition. It argues how the media, especially the press, incorporate other crucial issues such as ‘diversity’, ‘human rights’, and ‘minority politics’ in terms of multiculturalism. To analyse, a total of 275 journal articles were selected and scrutinised. This study contextualises Korean multiculturalism and suggests a meta-picture of the discursive economy of multiculturalism in Korea.     

Looking for artifacts and agency: A basic approach to diversity for preservice and inservice teachers

This paper provides a starting point for preservice and inservice multicultural education teachers to consider five concepts and assumptions from what is generally known as sociocultural theory, derived from the work of Vygotsky, Luria, and Leont'ev (John-Steiner & Mahn, 1996; Luria, 1979). These concepts and assumptions about learning and development, and the links to multicultural education, are expressed by a focus on concrete and abstract artifacts and how these mediate activities. We believe this focus can inform inservice and preservice teachers' present and future practice in diverse settings by providing them with a framework for understanding the psychological tools associated with cultural artifacts embedded in learning and development. Vygotskian perspectives on mediated activity (Wertsch et al., 1993) and the links to other sociocultural concepts and assumptions are followed by a review of three studies (Duke, 2000; Kamberelis & Bovino, 1999; Neuman & Celano, 2001) that are related to Vygotskian perspectives and have implications for multicultural issues and literacy. The implications for multicultural issues and literacy revolve around access and engagement with various types of text (e.g. informational text) and how this in turn affects equity. Finally, a classroom activity to make these Vygotskian concepts and assumptions more accessible and applicable to instruction is presented.     

“Moroccan youngsters”: category politics in the Netherlands

The article analyses the categorization of “Moroccan youngsters” as a problem group in the Netherlands. Since the 1990s Dutch‐Moroccan boys and young men are set apart as a problematic group that presents a social and security threat and an emblem of the failure of multicultural society. We analyse the intersectional “category politics” of Dutch politicians to situate Moroccan‐Dutch youngsters as problematic outsiders. Our analysis makes clear how national origin, culture, class and gender intersect in the categorization of “Moroccan youngsters” constituting a national‐cultural category, which is also defined in terms of a disadvantaged socio‐economic position. This categorization has important implications for policy arrangements and proposed measures. Existing schooling and training measures are seen as inadequate to end incessant intergenerational patterns of dependence and poverty. Intervention in the sphere of the family and parenting are deemed necessary to transform “Moroccan youngsters” into “good citizens.”     

The Visible and Invisible in Cross-cultural Movement Experiences: Bringing in our bodies to multicultural teacher education

This paper proposes a new paradigm of embodiment to multicultural teacher education. It argues for the necessity of bringing in the body to teacher education programs committed to preparing and supporting culturally sensitive teachers, and to multicultural teacher education research conducted for the study of teachers' first-hand, cross-cultural experience, both in theory and practice. To create a place for the body in multicultural teacher education, this paper first highlights the major premises of this paradigm of embodiment as an alternative to a qualitative approach to educational inquiry of cross-cultural experience. Then, a teacher's bodily experience of participating in a university-funded cultural diversity project is explored and discussed.     

Teaching Islam to educate multiethnic and multicultural literacy: seeking alternative discourse and global pedagogies in the Chinese context

In the post-9/11 era, growing scholarly literature and social concern have focused on Islamic education in Muslim-majority countries and for Muslim minorities in the West. However, public attention and academic research concerning the teaching of Islam as a world religion and a commonly shared human civilization, are barely understood in secular contexts and in public education. This issue requires more attention, especially in Asia. For the sake of future dialogue and further discussion, this paper is a tentative attempt at initiating this understudied issue of teaching Islam as multicultural literacy. It inquires about the pedagogy of teaching Islam in an East Asian context by first briefly reflecting on the dilemmas of introducing Islam to the West and its implications for the university curriculum. Departing from the experience in North America and European societies, this article then attempts to explore alternative pedagogical discourse in teaching Islam to Chinese students in the East Asian context by considering its specific geographical position in global politics and the recent development of Hong Kong. This article finally foresees the developing pedagogy of Islamic teaching that challenges students to break away from the media cliché and apathy towards human suffering, leading them to understand that they themselves are the potential peacemakers of a future global multiethnic and multicultural society.     

“Why Would Our Heavenly Father Do that to Anyone”: Oppressive Othering through Sexual Classification Schemes in the Church of Jesus Christ of Latter‐Day Saints

In this article, we examine how leaders of The Church of Jesus Christ of Latter‐Day Saints (LDS or LDS Church) responded to the emergence of homosexuality as a prominent social issue by engaging in “oppressive othering” (Schwalbe et al. 2000 ), which refers to the process whereby elites classify members of other groups as morally inferior. On the basis of LDS archival materials, we analyze how LDS elites accomplished “oppressive othering” by constructing sexual classification schemes defining homosexuality as the result of (1) familial, (2) gendered, and (3) sexual dysfunctions. In conclusion, we draw out implications for understanding (1) how elites, religious, or otherwise, construct sexual classification schemes that facilitate the ongoing subordination of sexual minorities, (2) the importance of taking an intersectional approach to oppressive othering, and (3) the ways elites revise institutional doctrines in response to shifting societal issues and concerns.