Is it possible for the state simultaneously to respect deep cultural differences and to protect the hard-won citizenship rights of vulnerable group members, particularly women? This 2001 book argues that it is not only theoretically needed, but also institutionally feasible. Rejecting prevalent normative and legal solutions to this 'paradox of multicultural vulnerability', Multicultural Jurisdictions develops a powerful argument for enhancement of the jurisdictional autonomy of religious and cultural minorities while at the same time providing viable legal-institutional solutions to the problem (...) of sanctioned intra-group rights violation. This new 'joint governance' approach is guided by an innovative principle that strives for the reduction of injustice between minority groups and the wider society, together with the enhancement of justice within them. This book will interest students of political and social theory, law, religion, institutional design, as well as cultural and gender studies. (shrink)

For them, citizenship is by definition a matter of treating people as individuals with equal rights under the law. This is what distinguishes democratic citizenship from feudal and other pre-modern views that determined people's political status by ...

The traditional blackface character Black Pete has been at the center of an intense controversy in the Netherlands, with most black citizens denouncing the tradition as racist and most white citizens endorsing it as harmless fun. I analyze the controversy as an utter failure, on the part of white citizens, of what Alison Jaggar has called multicultural literacy. This article aims to identify both the causes of this failure of multicultural literacy and the conditions required for multicultural literacy to be (...) possible. I argue that this failure of multicultural literacy is due to hermeneutical injustice and to white ignorance. I close by considering possible avenues for fostering multicultural literacy. (shrink)

For years, _Multicultural Education_ has served as an essential resource for education professionals, featuring scholarly articles written by industry leaders and topics, following current trends in education instruction today. The text helps educators understand the concepts, paradigms, and explanations necessary for becoming effective practitioners in the ever-evolving classroom environment, highlighting cultural, raocial and language-focused topics. Each chapter now incorporates new theoretical, conceptual, and research developments within the field, providing an adaptable approach to classroom techniques. With growing classroom diversity, the text (...) also features a chapter that focuses on lesbian, gay, bisexual and transgender issues. Statistical tables, figures and charts have been updated to present the most current information. (shrink)

The Multicultural Imagination is a challenging inquiry into the complex interrelationship between our ideas about race, color and the unconscious. Drawing on clinical case material, Michael Vannoy Adams argues that race is just as important as sex or any other content of the unconscious. He does not assume that racism will simply vanish if we psychoanalyze a patient, but shows how a non-defensive ego and a self-image that is receptive to other-images can move us towards a more productive discourse of (...) cultural differences. The Multicultural Imagination provokes the reader--analyst or not--to confront personally those unconscious attitudes which stand in the way of authentic multicultural relationships. (shrink)

Curiously, while the efficacy of the arts for the development of multicultural understandings has long been theorized, empirical studies of this effect have been lacking. This essay recounts our combined empirical and philosophical study of this issue. We explicate the philosophical considerations that shaped the development of the arts course we studied, which was grounded in rather traditional humanist educational thought, informed by Deweyan considerations for pedagogy and multiculturalism. We also provide an overview of the course and of the study (...) design: the ways in which the course worked to teach aesthetic theory through a combination of popular and canonical works, and the ways in which it sought to instill a sense of cross-cultural appreciation and solidarity among students through the inclusion of art from different cultures and generations. We then share our research findings and our return to the realm of philosophy to interpret them. Our postcolonial analysis incorporates emerging discussions of the arts as a tool for resistance and dialogue within the system of public education, and revisit and reconsider the very concept of education for pluralistic democracy. This approach problematizes traditional conceptions of pluralism, in which an attempt is made to dissolve difference in a common understanding, and instead advocates that works from among the contemporary popular arts and works drawn from the artistic “canon” alike must be considered and employed for their instrumental value to the educational process—especially for their ability to prompt an intersubjectivity that is accompanied by a heightened awareness of difference. (shrink)

This chapter contains sections titled: Origins and Issues A Liberal Vision of Multicultural Education Shared Concerns: The Possibility of Universal Moral Action Cultural Integrity and Complexity Toward a Deep Humanism.

Using an innovative blend of political theory, international law, and studies on the sociological and geo-political foundations of minority rights, this landmark publication will set the debate on the likely future of the international politics of diversity.

Multicultural education is a thriving – though sometimes controversial and increasingly contested – field of study and research. Its major aim and purpose has been described as to create equal educational opportunities for students from diverse racial, ethnic, social, and cultural backgrounds to help them acquire the knowledge, aptitudes, and skills needed to function effectively in a pluralistic democratic society. Multicultural education draws its content, concepts, paradigms, and theories from specialized interdisciplinary domains such as ethnic and women’s studies, as well (...) as by interrogating, challenging, and reinterpreting the work of other established disciplines and applying it to pedagogy and curriculum development in educational settings. As academic thinking about and around multicultural education continues to develop, this new title in the Routledge series, Major Themes in Education, meets the need for an authoritative reference work to make sense of the field’s vast literature and the continuing explosion in research output. Compiled by David Gillborn, editor of the leading international journal, _Race, Ethnicity, and Education_, this new collection of major works brings together in four volumes the canonical and the best cutting-edge scholarship. The editor has drawn on the most important and influential research to create a one-stop ‘mini library’ which describes and analyses the nature, scope, and principal issues of global multicultural education today. Multicultural Education is fully indexed and has a comprehensive introduction, newly written by the editor, which places the collected material in its historical and intellectual context. It is an essential work of reference and is destined to be valued by scholars and students – as well as by educational policy-makers – as a vital research and pedagogic tool. (shrink)

Paul Zec; Multicultural Education: what kind of relativism is possible?, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 77–86, https.

This article attempts a philosophical defense of an autonomy-based approach to multicultural education. I contend that multicultural education is necessary in order for students to be able to develop personal autonomy. This, in turn, can empower students to effectively formulate their own version of the good life. The development of autonomy need not, as many critics claim, promote atomistic individualism. Rather, contemporary liberal autonomy strives for a balance between the individual and the community. In defending multicultural education, my argument relies (...) on Joseph Raz's notion of autonomy and Will Kymlicka's concept of a context of choice. I conclude that through multicultural education, students can expand their contexts of choice and consequently develop individual autonomy, an essential ingredient of the good life. (shrink)

Introduction: is multiculturism good for anyone? -- Do people like their cultures? -- A philosophical prelude: what is multiculturalism? -- The costs of multiculturalism -- The diversity trap: why everybody wants to be an X -- White privilege and the asymmetry of choice -- Communities: respecting the establishment of religion -- Multiculturalism and the good life -- The cult of cultural self-affirmation -- Identity-making -- Identity politics: the making of a mystique -- Policy.

This volume assembles leading scholars from a range of disciplines to debate multiculturalism in theory and practice. The volume is grouped around four central questions raised by multiculturalism; Is universalism ethnocentric?; Does multiculturalism threaten citizenship?; Do minorities require group rights?; and what can Europe learn from North America? The book aims to answer these questions by moving the debate about multicultural questions into a more consensual mode. The authors show a resistance to either endorsing or rejecting multiculturalism, but a preference (...) for dissecting and differentiating the concrete historical and geographical contexts in which specified versions of multiculturalism make sense, and others in which they do not. (shrink)

In The Death of Tragedy (1961) George Steiner observed that tragedy as a form of drama was “distinctive of Western tradition.” Today, critics and scholars are understandably impatient with this position. Indeed, Andrew Gerstle points to Japanese traditional theater to challenge the idea that there can only be one norm of the concept of the tragic. Yet both Steiner and Gerstle absolutize formalistically the power of tragic art to reveal an unalterable human condition, thereby disconnecting great literary achievements from the (...) perception of contemporary society. The argument of this essay is inspired by Raymond William’s notion of “modern tragedy,” which considers tragedy as a representation of our experience of the permanent contradictions in the process of modernization. From this perspective I critically examine the reception of traditional and modern Japanese literature in an attempt to establish through multicultural dialogue a truly inclusive framework for the interpretation of tragic art. (shrink)

In the 1970s and the 1980s, multicultural education spread in many countries. However, in the mid-1980s the golden age of multiculturalism came to an end. Neo-conservative political forces attacked multicultural policies and progressively a neo-liberal discourse pervaded economic and social policies, also affecting national education systems. In contrast, multicultural approaches have emerged with tremendous vigour in the field of business management. Juxtaposing cognitive, emotional and socio-communicative multiculturalism found in organisational studies onto multiculturalism in the International Baccalaureate (IB) curriculum indicates whether (...) multiculturalism in international schools aims to respond to the needs of global capitalism. The findings show that emotional, cognitive and socio-communicative multiculturalism are seen as essential traits for good performance in transnational corporations, and they are strongly encouraged in the IB curriculum. The relevance of multicultural skills in global management alongside the decay of multiculturalism in public education systems entails a growing educational disparity between lower class and higher class children. A new educational structure in which two differentiated systems – a national system and an international system – emerges and redefines the terms of inequality of opportunities. (shrink)

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_The Multicultural Imagination_ is a challenging inquiry into the complex interrelationship between our ideas about race and color and the unconscious. Michael Vannoy Adams takes a fresh look at the contributions of psychoanalysis to a question which affects every individual who tries to establish an effective personal identity in the context of their received 'racial' identity. Adams argues that 'race' is just as important as sex or any other content of the unconcscious, drawing on clinical case materal from contemporary patients (...) for whom 'race' or color is a vitally significant social and political concern that impacts on them personally. He does not assume that racism or 'colorism' will simply vanish if we psychoanalyse them, but shows how a non-defensive ego and a self-image that is receptive to other-images can move us towards a more productive discourse of cultural differences. Wide-ranging in its references and scope, this is a book that provokes the reader - analyst or not - to confront personally those unconscious attitudes which stand in the way of authentic multicultural relationships. (shrink)

A new phenomenon emerged in Walisongo modern Islamic Boarding School, namely the process of integration of multicultural Islamic education values. Its become more established and plays more functions in the context of a global society. This paper focuses on the concept of multicultural education developed and implemented in the learning process of Walisongo modern pesantren. This paper employed a qualitative approach using a phenomenological type of research, and the technique of purposive and snowball samplings in gaining the data. Spradley model (...) was applied to analyze the data; whereas the triangulation strategy and member check were implemented to gain data validity. This study concludes, the formation of the multicultural characters of santri uses the approach of integrating philosophical, spiritual, psycho-philosophical, and socio religious-philosophical values. (shrink)

This chapter contains sections titled: Narrowing the Scope Culture Learning Styles Confronting Racism Philosophical and Conceptual Issues.

The multicultural experience offers the intriguing possibility for an empirical examination of how free-energy principles explain dynamic cultural behaviors and pragmatic cultural phenomena and a challenging but decisive test of thinking through other minds predictions. We highlight that TTOM needs to treat individuals as active cultural agents instead of passive learners.

Book Information Multicultural Jurisdictions: Cultural Differences and Women's Rights. By Ayelet Shachar. Cambridge University Press. Cambridge. 2001. Pp. xiv + 193. Hardback, Aus.$140. Paperback, $48.95.

Book Information Multicultural Jurisdictions: Cultural Differences and Women's Rights. By Ayelet Shachar. Cambridge University Press. Cambridge. 2001. Pp. xiv + 193. Hardback, Aus.$140. Paperback, $48.95.

https://revistes.uab.cat/enrahonar/article/view/v27-mccarthy.

Multiculturalism has become a central theme in many academic disciplines from philosophy to education, social work and psychology, ultimately reaching political science and law. What seems to be unique in current studies on multiculturalism is not merely the observance and display of societies that happen to be diverse in terms of the religious, cultural, national and ethnic affiliation of their members. Rather, it is the central argument that such divergence is legitimate and should be accommodated. Accepting other groups in society (...) and the legitimacy of accommodating them has become a virtue of tolerance.This paper argues that we must first look into multicultural theory itself to discover what can be called ‘multicultural qualifications’. These are in essence pre-conditions without the presence of which group accommodations, even if granted based on group membership, should not be considered as multicultural in nature. With multicultural theory as a backdrop, this article intends to identify such multicultural qualifications. The Palestinian-Arab minority in Israel is studied in its constellation as both a national minority group and as a religiously diverse group as an object for testing the application of the identified multicultural qualifications. (shrink)

This paper looks at the place of items long associated with the bodies of South Asian women in mainstream fashion. First, there will be a profiling of some of the scenes where bindhies, mendhies and related scents and sounds are donned and adored by white bodies. By participating in conversations with South Asian women in Britain in the second part of the article, the author is able to discuss some of the stirrings raised by the recent legitimization of these items (...) by multicultural capitalism, leading towards an exploration of a different sense of aesthetics, memory and desire. The ambivalent attraction of limited recognition offered by the anthropological urge to ‘know’ the ethnic ‘other’ is noted. A consideration of the rage induced by the power of whiteness to play with ‘ethnic’ items which had not so long ago been reviled when they were worn by South Asian women points to the historical amnesia that underlies much multicultural celebration. The allure of images packaged as oriental for South Asian women themselves, although often from a different set of sensibilities and memories, stresses the importance of historical reconstruction. (shrink)

This article is a discussion of a dominant (and mostly taken-for-granted) discourse of multicultural education (the phrase 'intercultural education' is sometimes used). My aim is, simply, to highlight two issues which, I think, are insufficiently dealt with in relation to multicultural education: the observation that differences can be irreconcilable and the idea of change. In the first part of this article, I try to sketch this discourse by giving some examples in which some characteristic markers of this discourse are illustrated (...) (such as the idea of initiation in a variety of perspectives, of inclusion of a diversity of viewpoints, hearing multiple voices, of enrichment of our own way of looking at the world, etc.). In the second part of this article, I will rehearse some familiar concepts regarding what it means to be initiated into socio-historical and cultural practices, drawing mainly on Cavell. The point here is to bring out a sense of a human being's embeddedness in a form of life that at the same time cuts very deep (i.e. affectively, even physically, anchored) and is incomplete (i.e. there is an irreducible, though unidentifiable lack), for the purpose of addressing the two issues mentioned (irreconcilable differences and change). Here the theme of voice (and what is involved in owning a voice) will be briefly developed, again by drawing on Cavell. In the final part of this article, I will try to draw some implications for multicultural education. (shrink)

Bryan W. Van Norden lambastes academic philosophy for its Eurocentrism and insularity and challenges educational institutions to live up to their cosmopolitan ideals. Taking Back Philosophy is at once a manifesto for multicultural education, an accessible introduction to Confucian and Buddhist philosophy, and a defense of the value of philosophy.

Multicultural Counseling: Responding With Cultural Humility, Empathy, and Advocacy is divided up into three sections. The first section is comprised of four chapters and explores the counselors' worldview. The second section is made up of 19 chapters that encapsulate the clients' worldview. The third section includes four chapters that demonstrate the application of multicultural counseling by broaching race and culture; providing culturally responsive assessment, diagnosing, and treatment planning; finding a supervisor who prepares advocates; and designing a culturally sensitive workplace. Each (...) chapter opens with questions designed to have counselors consider their beliefs, attitudes, and judgments and how they might show up in their work with diverse clients. Chapters include clinical case scenarios where students can conceptualize cases using empathy, humility, and advocacy. A distinguishing feature of this book is that it includes cultures that may have been overlooked elsewhere. The authors also sought to include various faiths in this text-such as agnosticism, atheism, and indigenous spiritual practices-with hopes that counselors' first experience with such would be in this book rather than on their couches with clients. Another chapter is dedicated specifically to transgender people. The goal of this book is to give learners the framework to begin to understand who the people are that they will be serving. (shrink)

Curiously, while the efficacy of the arts for the development of multicultural understandings has long been theorized, empirical studies of this effect have been lacking. This essay recounts our combined empirical and philosophical study of this issue. We explicate the philosophical considerations that shaped the development of the arts course we studied, which was grounded in rather traditional humanist educational thought, informed by Deweyan considerations for pedagogy and multiculturalism. We also provide an overview of the course and of the study (...) design: the ways in which the course worked to teach aesthetic theory through a combination of popular and canonical works, and the ways in which it sought to instill a sense of cross-cultural appreciation and solidarity among students through the inclusion of art from different cultures and generations. We then share our research findings and our return to the realm of philosophy to interpret them. Our postcolonial analysis incorporates emerging discussions of the arts as a tool for resistance and dialogue within the system of public education, and revisit and reconsider the very concept of education for pluralistic democracy. This approach problematizes traditional conceptions of pluralism, in which an attempt is made to dissolve difference in a common understanding, and instead advocates that works from among the contemporary popular arts and works drawn from the artistic “canon” alike must be considered and employed for their instrumental value to the educational process—especially for their ability to prompt an intersubjectivity that is accompanied by a heightened awareness of difference. (shrink)

From the time of our first communication, some thirty years ago, Fred Dallmayr and I have never ceased to disagree about key foundational issues in social and political theory. Our disagreements are not haphazard but consistent; they might be characterized roughly as stemming from the differences between his brand of hermeneutics and my brand of critical theory, or between his sources of inspiration in Hegel and Heidegger and my own in Kant and Habermas. But they are also “reasonable disagreements” that (...) allow for considerable “overlapping consensus” on both methodological and substantive issues. Thus we overlapped sufficiently on questions concerning the role of interpretive understanding in social inquiry to co-edit an anthology on that topic very early on.1 And I want to suggest here that we now overlap sufficiently on the idea of multicultural cosmopolitanism to make our ongoing conversation continually fruitful despite the persistent differences in our “comprehensive doctrines.” Those differences do entail, however, that we follow widely diverging paths before arriving in the same region of the political-theoretical world. And they likely also mean that we are relying on different maps of this region and of the roads leading beyond it as well. But I shall confine my remarks here to charting an alternative route to the sort of global and plural democracy that Dallmayr has set out in a series of recent works.2 It is a route that leads from Kant’s idea for a universal history from a cosmopolitan point of view, through Habermas’s conceptions of social evolution and a postnational constellation, to a sketch of multicultural cosmopolitanism that bears strong affinities to Dallmayr’s vision of “our world.” I Though the genre of universal history to which Kant gave exemplary expression was deeply implicated in colonial domination and exploitation, it cannot simply be discarded in favor of genealogical or other broadly deconstructive modes of historical.. (shrink)

Allen Brent; Multicultural Education and Relativism: a reply to Phillips-Bell, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 125–13.

Feminist ethics supports the contemporary educational trend toward increased multiculturalism and a diminished emphasis on the Western canon. First, I outline a feminist ethical justification for this development. Second, I argue that Western canon studies should not be altogether abandoned in a multicultural curriculum. Third, I suggest that multicultural education should help combat oppression in addition to simply promoting awareness of diversity. Fourth, I caution against an arrogant moralism in the teaching of multiculturalism.

Contemporary globalization is largely shaped by the predominant position and strength of the United States, and the concept of globalization is cast upon the polity and social aspects of P.R. China after Reform and Opening. Globalization, though substantially varied in a modern scene, is not without historical and cultural roots. The future holds anew, whereas newly arisen pieces of knowledge and information shed new light on the past, the blood and violence of the political progress on the Chinese soil. This (...) paper digs into the interactive aspect of the Chinese civilization with Western Civilization, and an empirical understanding on the evolvement of the country / nation to the recent shaping, with implication of which might change the dynamic of the Asian area after the global power politics whereof after World War II. (shrink)

This study provides an evaluation of ethical business perception of busIness students from three countries: Australia, Taiwan and the United States. Although statistically significant differences do exist there is significant agreement with the way students perceive ethical/unethical practices in business. The findings of this paper indicate a universality of business ethical perceptions.

In this article the author intends to provide general normative guidelines which ought to inform policies concerning the most controversial multicultural claims for a liberal democracy. In order to do that, she proposes a general reconsideration of the struggle of cultures and identities which makes up the stuff of multiculturalism. She suggests that instead of focusing on the issue of compatibility, the adequate viewpoint from which considering multicultural claims should be justice and, within justice, the principle of equal respect (ER). (...) The reference to ER is widespread in the literature on multiculturalism, but it does not specify what should be the object of ER: persons and their dignity, or cultures/religions/identities and their members? The alternative is then examined and the author argues in favour of an interpretation of ER for persons which considers persons as they are, given their identities and differences. Finally, the author provides a typology of multicultural claims, ranked on a scale of different levels of disrespect, which consequently require different kinds of response. As a result, one is invited to reflect on the how beside the what, on the procedures and attitudes beside the benefits and measures, and not only for the pragmatic reasons of finding a relatively easy way out, but also for principled reasons of justice. (shrink)

This study presents a first assessment of the challenges faced by Dutch health care providers dealing with the increasing cultural diversity in Dutch society. Qualitative interviews with 24 Dutch caregivers and policy-makers point to a number of important difficulties encountered when confronted with the growing diversity of patient populations. The study focuses explicitly on the challenges health care providers perceive in their direct interactions with patients. On the basis of the observations of the 24 respondents five strategies were formulated to (...) improve the delivery of care in a multicultural environment. Their findings were further evaluated by confronting the empirical data with care-ethical notions (attentiveness, responsibility, competence, and responsiveness) and intercultural communication-theory. (shrink)