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L’implantation de mesures pour l’équité, la diversité et l’inclusion (EDI) gagne en popularité auprès des entreprises québécoises. Cependant, ses multiples influences (américaines, françaises, etc.) et conceptions (conformité légale, performance d’affaires, antiracisme, etc.) semblent à la fois difficiles à réconcilier et souvent confondues. Le présent essai pose un nouveau regard sur les pratiques de l’EDI, en entamant une réflexion sur la médiation interculturelle comme un possible vecteur d’innovation de la fonction en entreprise. Les convergences des champs « EDI » et « interculturel » semble en effet demeurer à définir. C’est dans cette perspective que l’on soumet ici comment la prise en compte des dynamiques interculturelles permettrait une mise en œuvre plus sensible et compétente de l’EDI en entreprise, en dégageant les prémisses d’un nouveau cadre opérationnel. Un tel cadre ferait œuvre utile auprès des entreprises, notamment au Québec, qui cherchent encore la manière d’aborder l’EDI efficacement, la médiation interculturelle semblant émerger comme le maillon manquant pour réconcilier ses approches variées et pour en assurer la pleine adoption en contexte., The implementation of diversity, equity and inclusion (DEI) measures is gaining momentum among businesses in Quebec. However, its many influences (American, French, etc.) and conceptions (legal compliance, business performance, anti-racism, etc.) seem both difficult to reconcile and confusing. This essay takes a fresh look at DEI practices by exploring how ‘intercultural mediation’ approaches could possibly become vectors for innovation in a corporate setting. Indeed, it appears convergences between the fields of "DEI" and "interculturality" have yet to be defined. It is proposed here that taking better account of intercultural dynamics would enable a more sensitive and competent implementation of a DEI corporate function, by laying the foundation for a novel operational framework. Such a framework would be useful for companies, namely in Quebec, that are still looking for ways to approach DEI effectively, with ‘intercultural mediation’ emerging as the missing link to reconcile its various approaches, and to ensure its full adoption in context.

Still at the beginning of the last quarter of the 20th century, the integrative model in Latin American constitutionalism was fully in force, whereby indigenous communities were recognized as simple ethnic minorities. From then on, an increasingly pluralistic conception, sympathetic to the effects of multiculturalism inherent in the 1982 Constitution of Canada, and also to the text of the 1989 ILO Convention 169, led Latin American constitutionalism to adopt progressively more multicultural profiles, as shown by the 1991 Constitution of Colombia. The UN Declaration on the Rights of Indigenous Peoples (2007) gave rise to the new plurinational constitutions of Ecuador (2008) and Bolivia (2009). The recognition of indigenous communities, sometimes as peoples and sometimes as communities or nations, entails the acceptance of indigenous customary law and indigenous jurisdiction, as well as the corresponding conflict resolution procedures. The complex articulation of state and indigenous or communal rights has sparked intense debates around issues as fundamental as the scope of indigenous law, the determination of indigenous community borders, the relevance of cultural exceptions, and those relating to the problematic coexistence of human rights and cultural rights., Todavía a comienzos del último cuarto del siglo xx se hallaba plenamente vigente el modelo integracionista en el constitucionalismo latinoamericano, merced al cual los colectivos indígenas eran reconocidos como simples minorías étnicas. A partir de entonces, una concepción cada vez más pluralista, condescendiente con los efectos del multiculturalismo inscrito en la Constitución de Canadá de 1982, y también con el texto del Convenio 169 de la OIT de 1989, condujo al constitucionalismo latinoamericano a la adopción de perfiles progresivamente más pluriculturales, como muestra la Constitución de Colombia de 1991. La Declaración de la ONU sobre los derechos de los pueblos indígenas (2007) dará pábulo a las nuevas constituciones plurinacionales de Ecuador (2008) y de Bolivia (2009). El reconocimiento de los colectivos indígenas, unas veces como pueblos y otras como comunidades o naciones, conlleva la aceptación de un derecho consuetudinario indígena y una jurisdicción indígena, así como de los correspondientes procedimientos de resolución de conflictos. La articulación compleja de los derechos estatales y los indígenas o comunitarios ha suscitado intensos debates, en torno a cuestiones tan fundamentales como las del ámbito de aplicación del derecho indígena, la determinación de las fronteras de los colectivos indígenas, la pertinencia de la excepción cultural y las relativas a la problemática convivencia de los derechos humanos y los derechos culturales.

Nordic countries are similar when it comes to migratory trends. However, when the ‘multicultural question’ erupted in the 1970s, they opted for different policies. In the early 2000s, some scholars analysed a retreat from multiculturalism policies and a civic integrationist turn. Yet, our knowledge of the processes of convergence or divergence per se of these policies is still limited. Using the comparative method, this article shows that, during that period of time, the five Nordic countries were divided into two camps, with little mixing in terms of policy content: multiculturalist (Sweden and Norway) and assimilationist (Denmark and Iceland). Finland shifted its policy from assimilation to multiculturalism in the 1990s, when it became a country of immigration. It adopted the same range of multicultural policies as Sweden and Norway; Sweden was the leader on this and Denmark was the least multiculturalist. Negative feedback was the most recurrent mechanism of policy reproduction., DOI felanmält 30/5-2024: https://doi.org/10.1163/23519924-10020004

The concept of integration is complex and multifaceted and is widely discussed in the social sciences, social and political debates, as well as the media. Previous research in the field of integration has identified different modes of immigrant integration, i.e., multiculturalism, assimilation, and civic integration. The general trend in Europe is that of abandoning the multicultural approach to integration, and Sweden is considered an outlier in this regard. The purpose of this paper is to investigate the political integration rhetoric in Sweden over time by conducting a multiple case study and comparing three major political parties in the Swedish parliament, namely, the Social Democratic Party, the Moderate Party, and the Sweden Democrats. The goal is to analyze their respective definitions of integration and framings of immigrants over time. This paper conducts a qualitative analysis using the matic data analysis and deductive logic. The empirical findings of this study point to the fact that Sweden is no longer an outlier regarding the general trend in Europe in abandoning the multicultural approach to integration. This paper concludes that regardless of any external factors, party politics and the growing support for SD among voters, a populist radical right party with its anti-immigrantsentiments, have to some extent influenced both S and M and their integration policies overtime, which has resulted in a shift in the political integration rhetoric in Sweden. Currently, all the parties examined in this paper view rights as the end goal of the integration processes at an individual level, despite the differences in the definition of integration and modes of integration policy between the parties. This is also evident in the contemporary political integration rhetoric in Sweden, where all three parties agree that previous integrationstrategies have failed. Another major finding in this thesis is that the time period for integration processes is often neglected b

As Skolverket (2022b) highlights, reading fiction novels can develop students’ understanding of both themselves and others, as well as challenge new ways of thinking about the world. This study aims to examine how racialized characters and multicultural encounters are portrayed in four chosen young adult novels, and to discuss their didactic potential. To accomplish this, the young adult novels were chosen through asking Swedish teachers what young adult novels they used. The method used is a qualitative thematic text analysis. Moreover, the material has been analyzed through two main themes: Racialized who are observed and Racialized who observe. In addition, three subthemes have been subject to our analysis: exclusion as feeling and action, social relations and the importance of place. Further, the theoretical basis of the study is based on concepts which include multiculturalism, racialization, representation, the Other, and recognition. Accordingly, the results suggest that racialized characters are often portrayed as the deviant and exotic Other, and this is done through clear as well as subtle mental and linguistic representations, which reinforce the multicultural encounters characterized by power structures. Finally, we discussed their didactic potential, such as the advantages of the double perspective and counter-stories, in fostering students’ understanding and empathy towards all cultural identities.

This thesis investigates how the ambiguous concept of ‘structural racism’ has attained its popular status within Swedish social science during the incipient decades of the 21st century. Drawing on the analytical framework for conceptual analyses presented by Loïc Wacquant in his book The Invention of the “Underclass” (Wacquant 2022b), this investigation examines the use and understanding of ‘structural racism’ by agents in the social fields of journalism, politics, social science, and the state. It reveals that ‘structural racism’ initially became a tool among journalists to highlight and explain the heretofore unprecedented levels of marginalization and exclusion of Sweden’s immigrant population during the mid-to late-1990s. The ambiguous nature of the concept allowed it to be widely applied to all forms of inequities displayed among immigrants, so aiding in its dissemination. Journalistic usage brought attention to ‘structural racism’ of prominent politicians, who in turn utilized the powers of the state to combat it. It is argued that the state’s validation of ‘structural racism’ led to the wide acceptance of ‘structural racism’ among social scientists seen today. Additionally, it is also argued that ‘structural racism’ arose as a “counter concept” to ‘multiculturalism’ and its constituent element of immigrant marginality as being an issue of “cultural deficiency” on the part of the immigrants, to being an issue of structural barriers on the part of society. In conclusion, the study proposes that ‘structural racism’ be replaced with more precise conceptual tools. Additionally, social scientists are urged to be watchful of external powers, such as the state, which can steer academic interests to potentially faulty concepts.

It is crucial for schools and teachers to consider the cultural diversity and various backgroundsof students in education. This is essential to ensure an inclusive and fair learning environment.Students with different linguistic backgrounds may have varying needs in understanding andexpressing mathematical concepts. Teachers should be aware of these differences. The purpose of my study is to carefully examine and analyze existing research on mathematicslearning for multilingual students. By compiling results and conclusions from prior studies andresearch, I aim to provide an overview of the current state of knowledge in this crucial area.I have employed a systematic literature review as the methodology. The selection of studies wasbased on thorough searches across multiple databases. The chosen studies encompass acombination of qualitative and quantitative methods to achieve a broader and more diverseunderstanding of the subject. The study's findings indicate that multilingualism is seen both as a resource and sometimes as achallenge for students' learning. Interaction and communication are crucial in mathematicseducation regardless of linguistic background, necessitating an inclusive environment to supportstudents. The socio-cultural background is emphasized as vital to students' comprehension,requiring teachers to consider and adapt instruction to students' diverse cultural experiences.

Intercultural philosophy has taken as its philosophical goal the coexistence between cultures and, within it, the question of whether people and communities of diverse traditions can understand each other and live together, transcending the act of sharing geographical limits in a given time. Indeed, intercultural philosophy has inquired into this coexistence in a more demanding sense than other naturalistic or political-philosophical currents, which have remained in the foundation of coexistence from human necessity or tolerance. The demand that intercultural philosophy has proposed since the nineties emphasizes what Raúl Fornet-Betancourt called “quality of coexistence” or conviviality. In this paper, we go deeper into these ideas, showing the implications and challenges that the understanding of interculturality has had in Chile, in one way or another., La filosofía intercultural ha asumido como objetivo filosófico la convivencia entre culturas y, en ella, la pregunta por si las personas y comunidades de diversas tradiciones pueden entenderse y vivir juntas, trascendiendo el acto de compartir unos límites geográficos en un determinado tiempo. En efecto, la filosofía intercultural se ha preguntado por esa convivencia en un sentido más exigente que otras corrientes filosóficas naturalistas o políticas, las cuales se han quedado en la fundamentación de la convivencia desde la necesidad humana o la tolerancia. La exigencia que se ha propuesto la filosofía intercultural desde los años noventa pone énfasis en lo que Raúl Fornet-Betancourt llamó “calidad del convivir” o convivialidad. En el presente escrito, se profundiza en estas ideas, mostrando las implicancias y los desafíos que ha tenido la compresión de la interculturalidad en Chile, desde una u otra forma.

This text explains and problematizes the concept of inclusion in educational field since it implies accepting the neoliberalism that supports it ideologically; thus, it perpetuates the unjust structures of society that, under the binarism that characterizes it, excludes non-Western biocultural knowledge. The background is some texts of Latin American philosophy and intercultural philosophy, from which it is explained that, for neoliberalism, inclusion is useful to sweep away the biocultural beliefs and practices of marginalized communities, trying to homogenize them with Western culture. Since educational inclusion reflects the logic of neoliberalism, the hypothesis points to the need for an intercultural philosophy that defends the beliefs and practices of epistemic diversity. This is justified in that some states promote the inclusion of marginalized populations in the educational and labor systems to counteract the exclusion of the capitalist economic system. However, inclusion imposes Western norms that standardize excluded people. Therefore, instead of encouraging inclusion, interculturality is proposed as an alternative that fosters dialogue among diverse knowledge, which is necessary to build integrative, transdisciplinary, and complex knowledge., En este texto se explica y problematiza el concepto de inclusión en el ámbito educativo, puesto que implica aceptar el neoliberalismo que lo sustenta ideológicamente; con ello, se perpetúan las estructuras injustas de la sociedad que, bajo el binarismo que lo caracteriza, excluyen los saberes bioculturales no occidentales. Los antecedentes son algunos textos de filosofía latinoamericana y filosofía intercultural, desde los cuales se explica que, para el neoliberalismo, la inclusión es de utilidad para arrasar con las creencias y prácticas bioculturales de las comunidades marginadas, al intentar homogeneizarlas con la cultura occidental. Dado que la inclusión educativa refleja la lógica del neoliberalismo, la hipótesis apunta a la necesidad de una filosofía intercultural que defienda las creencias y prácticas de la diversidad epistémica. Lo anterior se justifica en que algunos Estados promueven la inclusión de poblaciones marginadas en el sistema educativo y en el laboral como forma de contrarrestar la exclusión del sistema económico capitalista. Sin embargo, la inclusión impone normas occidentales que uniforman a las personas excluidas. Por eso, en lugar de incentivar la inclusión, se propone la interculturalidad como alternativa que fomenta el diálogo entre diversos saberes; el cual es necesario para construir un conocimiento integrador, transdisciplinar y complejo.

This paper intended to reveal Afro-centered industrial artifacts for consumption in the Brazilian market between the years 2018 and 2020. Based on anti-racist theories such as racial plurality and multiculturalism, the work aimed the objects from a counter-hegemonic perspective. In addition, it adopted a qualitative approach with intentional sampling to describe and explain the portrayed artifacts based on the technical procedure multiple case study. The analysis revealed three categories of industrial products (dolls, pointe shoes and coloring tools) that have nude as a similarity, that is, the artifacts seek to represent different skin tones. The results showed the relevance that the media have in the exchange between companies and society in the context of strengthening black representation., O presente artigo pretendeu revelar artefatos industriais com representatividade negra para o consumo no mercado brasileiro entre os anos de 2018 e 2020. Possuindo como base as teorias antir racistas como a pluralidade racial e o multiculturalismo, o trabalho visou os objetos sob uma perspectiva contra-hegemônica. Além disso, adotou a abordagem qualitativa com amostragem intencional para descrever e explicar os artefatos retratados que possuíram como base o procedimento técnico estudo de caso múltiplo. A análise revelou três categorias de produtos industriais (bonecas e bonecos, sapatilhas de ponta e ferramentas para colorir) que possuem como semelhança o nude, ou seja, os artefatos buscam representar variados tons de pele. Os resultados apontaram a relevância que as mídias possuem no intercâmbio entre as empresas e a sociedade no contexto de fortalecimento da representatividade negra., Este artículo tiene como objetivo investigar artefactos industriales, con representatividad negra, para consumo del mercado brasileño entre los años 2018 y 2020. Basado en teorías antirracistas como la pluralidad racial y el multiculturalismo, el trabajo apuntó a los objetos desde una perspectiva contrahegemónica. Además, adoptó un enfoque cualitativo con muestreo intencional para describir y explicar los artefactos retratados basándose en el procedimiento técnico del estudio de casos múltiples. El análisis reveló tres categorías de productos industriales (muñecas y muñecos, zapatos de punta y utensilios para colorear) que son similares al nude, es decir, los artefactos buscan representar diferentes tonos de piel. Los resultados resaltaron la relevancia que tienen los medios de comunicación en el intercambio entre empresas y sociedad en el contexto del fortalecimiento de la representatividad negra.

This dissertation examines the role of hip-hop in shaping identity, immigrant integration, and social belonging in the Swedish context. It discusses how Swedish hip-hop artists with immigrant backgrounds and from segregated suburbs use their art to translate personal narratives, communicate social realities, and imagine alternative conceptions of Swedishness. The research draws upon Civil Sphere Theory (Alexander, 2006) and Recognition Theory (Lamont, 2018, 2023), which focus on symbolic boundaries that are in play in the conception of who “we” are as a society and associated processes of inclusion, belonging, and recognition. The study investigates how hip-hop assists immigrant-Swedish artists to articulate their experiences, construct identities, and navigate processes of integration and instances of exclusion. By describing the impact of the work of hip-hop artists and other key actors in the hip-hop scene, the dissertation considers the implications of hip-hop for immigrant incorporation, social recognition, and belonging within Swedish society. The analysis is based on qualitative data, including interviews with immigrant-Swedish hip-hop artists and other stakeholders of the hip-hop scene related to the suburbs of Stockholm, observations of significant places and performances in the Stockholm hip-hop scene, analysis of lyrics, and interpretation of secondary sources like media coverage. Through the analysis of this data, the dissertation uncovers how hip-hop artists challenge territorial stigmatization, work against racialization and discrimination, and strive for a greater appreciation for cultural hybridity and the multicultural reality of Sweden. The findings provide a nuanced portrait of hip-hop as a site of both empowerment and struggle for immigrant-Swedish individuals and communities. While hip-hop offers a platform for artistic expression, economic advancement, and agency, it also confronts tensions between commercial success and social marginalizatio

This dissertation examines the role of hip-hop in shaping identity, immigrant integration, and social belonging in the Swedish context. It discusses how Swedish hip-hop artists with immigrant backgrounds and from segregated suburbs use their art to translate personal narratives, communicate social realities, and imagine alternative conceptions of Swedishness. The research draws upon Civil Sphere Theory (Alexander, 2006) and Recognition Theory (Lamont, 2018, 2023), which focus on symbolic boundaries that are in play in the conception of who “we” are as a society and associated processes of inclusion, belonging, and recognition. The study investigates how hip-hop assists immigrant-Swedish artists to articulate their experiences, construct identities, and navigate processes of integration and instances of exclusion. By describing the impact of the work of hip-hop artists and other key actors in the hip-hop scene, the dissertation considers the implications of hip-hop for immigrant incorporation, social recognition, and belonging within Swedish society. The analysis is based on qualitative data, including interviews with immigrant-Swedish hip-hop artists and other stakeholders of the hip-hop scene related to the suburbs of Stockholm, observations of significant places and performances in the Stockholm hip-hop scene, analysis of lyrics, and interpretation of secondary sources like media coverage. Through the analysis of this data, the dissertation uncovers how hip-hop artists challenge territorial stigmatization, work against racialization and discrimination, and strive for a greater appreciation for cultural hybridity and the multicultural reality of Sweden. The findings provide a nuanced portrait of hip-hop as a site of both empowerment and struggle for immigrant-Swedish individuals and communities. While hip-hop offers a platform for artistic expression, economic advancement, and agency, it also confronts tensions between commercial success and social marginalizatio

Through the lens of multiculturalism, this inquiry examines Home Boy by H.M. Naqvi. In particular, this study will look at how the selected literary work portrays several types of socio-cultural conflict that make it hard for the protagonists to blend in with their new communities. Concerns about intergroup tensions are at the forefront of multicultural communities' minds. According to this research, "socio-cultural conflict" describes when two or more cultures clash in areas such as politics, economics, religion, and society. The current study focuses on the book in question as an example of the socio-cultural conflict that might arise in heterogeneous society. Summing up the current human condition and the difficulties people face in a diverse city like New York is offered here. Characters in that society suffer as a result of these tensions as a result of immigration struggles, terrorist attacks, and identity issues. Cultural priorities, as shown in the book, lead to the denial of rights to many people in heterogeneous societies. Terrorist attacks and other forms of discrimination against them serve to solidify their inferiority complex. The facts on the hardships experienced by people in New York's postcolonial multicultural society are unearthed via the use of qualitative content analysis. Home Boy faces a plethora of socio-cultural conflicts and shows an interest in the real-life situations of the people living in such civilizations, according to the study. Their socioeconomic position is deteriorated by the prevailing culture, and H. M. Naqvi has communicated this misery via this work.

Objectives: This section outlines the primary goals and aims of the article, which revolve around exploring and understanding the complexities of national identity in the peoples of Central Asia. The objectives include a comprehensive examination of historical context, multiculturalism, language diversity, religious influences, and post-Soviet challenges to shed light on the intricate issues surrounding national identity in the region.   Methods: Here, the article describes the research methods employed to achieve the stated objectives. It may include a detailed analysis of historical documents, interviews, surveys, or a review of scholarly literature. The section explains how the study was conducted to gather information on the various factors influencing national identity in Central Asia.   Results: In this part, the article presents the findings derived from the research methods employed. The results encapsulate the insights gained from the examination of historical context, multiculturalism, language diversity, religious influences, and post-Soviet challenges. This section provides a detailed account of the key discoveries and observations related to national identity issues in Central Asia.   Conclusion: The conclusion synthesizes the information presented in the results section and draws overarching insights. It summarizes the implications of the findings for the peoples of Central Asia and their quest for a cohesive national identity. Additionally, the conclusion may highlight the significance of understanding these issues in promoting stability, harmony, and cultural preservation in the region.

With the establishment of a formal primary education system in Ireland in 1831, came the gradual establishment of the ‘patronage system’. By 1900, Ireland’s primary education system was largely managed by denominational patrons, the majority of whom were Catholic (Walsh, 2016). In the decades that followed, the denominational nature of the patronage system remained largely unchallenged and unproblematic for the majority of the population who identified as Roman Catholic. However, since the Educate Together movement of the 1970s, there have been calls for change to the denominational status quo of primary education. Ireland is increasingly religiously diverse, with an increasing percentage of the population identifying as being non-religious. This has put pressure on the primary education system to respond to the needs of a more diverse society and provide choice for families who do not want their children to attend denominational schools. The response to this challenge, which was proposed during the ‘Forum on Patronage and Pluralism in the Primary Sector’ in 2011 and which has been supported by successive governments since then, has been school reconfiguration, previously known as ‘school divestment’. This Department of Education policy supports schools who are denominational to transfer patronage to a multidenominational model, thereby increasing the level of school choice available to parents. Successive governments have aimed to have 400 multi-denominational schools reconfigured by 2030, but progress in this area has been very slow and divisive. Taking a qualitative case study approach, this study explored the lived experience of stakeholders in one newly reconfigured school, which changed from a Catholic primary school to a multidenominational Community National School. The findings offer insight into the concepts of ethos, school choice and identity, which were identified as central to the processes of reconfiguration being explored in this research. The findin

Family–school partnerships have been shown to improve academic and social outcomes for children, yet there have been challenges in developing effective partnerships with diverse families. This phenomenological study examined perspectives of immigrant and local parents with regards to family–school partnerships in Hawaiʻi to provide insights regarding these challenges in this unique context. Results demonstrated that parents valued the relational aspect of family–school partnerships and believed that education for their children was important. Beyond supporting children’s learning, participants wanted to understand their children’s experiences in school and to participate in building a school community. They identified the importance of the principal’s role in affording effective partnerships and discussed cultural mismatches with educators that created barriers for their participation. This study adds to the literature by examining parent perspectives in the context of the complexity of family, school, and community attributes in Hawaiʻi, including the voices of diverse families that reflect the increasing diversity of schools., Depto. de Investigación y Psicología en Educación, Fac. de Educación, TRUE, pub

This experimental study investigates the effect of diversity initiatives on White individuals' perception of discrimination against minorities and whether this relationship interacts with their meritocratic values. With an increased global emphasis on diversity and inclusion, organizations strive to reduce discrimination and instead promote a culture that values diversity. However, the effectiveness of these diversity initiatives is often met with mixed reactions, particularly from members of dominant groups. This study investigates if meritocratic values influence White participants' perceptions of discrimination when exposed to two distinct organizational diversity policies emphasizing different values: Multiculturalism and Multicultural Meritocracy. This study uses multiple regression analysis to reveal a significant interaction between meritocratic values and diversity initiatives, leading to varied perceptions of racial discrimination. Specifically, as a response to a diversity policy emphasizing multiculturalism, the finding suggests that individuals with strong meritocratic values might be less inclined to perceive discrimination against Black individuals than those who attribute less importance to merit. The meritocratic threat may offer a possible explanation for these patterns, where this study contributes to a broader understanding of the challenges in implementing effective diversity initiatives, suggesting that personal values around meritocracy, play a crucial role in individuals' responses to such efforts.

The Utah Division of Multicultural Affairs oversees the Magnify Utah program, which features a dynamic online platform to uplift our unfolding story of thriving and to celebrate what makes us Utahns. This learning and resource hub is all about people, places, and stories — and it is your gateway to our growing and vibrant state. By streamlining resources to support various communities, compiling inspiring stories of connection and impact, and highlighting people from all walks of life, we seek to establish deeper connections for everyone, both newcomers and long-established Utahns.

Two Magnify Utah postcards (front and back). Home is here. Every corner of Utah brings a richness of stories and warm embraces of communities that have made this state their home. From bustling cities to serene rural towns, our state welcomes all Utahns, new and old, as we continue to expand our growing story. Whether you’re seeking deeper connections or starting a new chapter, welcome to Utah and we hope you stay.

In many ways the nation and world has its eyes on Utah, not only for its fast-paced growth and industry, but also for how we thrive on connections and seeing each other as neighbors. As we welcome new faces, families, and businesses every day, it is important to understand that our future is bright when opportunities abound for everyone. The Utah Division of Multicultural Affairs has created “Magnify Utah”, a learning and resource hub that is all about people, places, and stories. It streamlines statewide information and resources to support individuals both looking to establish connections to their community, as well as those starting a new chapter. Come learn about how this can be used as a tool to not just celebrate Utah’s growing and expansive story, but also appeal to talent and industries looking to make Utah their chosen Home.

This thesis aimed to explore the experiences of Turkish immigrants living in Sweden, their perceptions of cultural heritage, and the ways in which they maintain connections to their culture, while observing the generational differences in cultural heritage values, with a focus on utilising Homi Bhabha’s concept of Third Space. Additionally, the concept of multiculturalism was studied. The study finds that the lack of official recognition of the diverse cultural practices and traditions of the Turkish diaspora can lead to feelings of alienation and marginalisation. The community's efforts to keep their cultural heritage alive individually are challenged by the absence of physical spaces and cultural policies that recognise their unique identity. Furthermore, the importance of making sure not to lose their cultural heritage, through the generations, is lifted. This study argues that it is essential to understand the personal cultural heritage of the Turkish diaspora and work with them beyond the assumption of their identity based on ‘official’ cultural heritage, which is essential for bridging the gap between their identity and the Swedish society's perception of them. Utilising Homi Bhabha's concept of the Third Space, this study argues that it is essential to work towards creating physical spaces and cultural policies that recognise and protect the cultural heritage of diasporic communities in Sweden. By doing so, we can celebrate the diversity of our society and build a more inclusive and understanding community. Ultimately, the preservation of the cultural heritage of the Turkish diaspora is crucial for their sense of belonging and cultural freedom, and the creation of a more inclusive and diverse society where all individuals feel seen, heard, and valued.

Syftet med studien är att undersöka vilka didaktiska verktyg och arbetssätt lärare använder samt vilka didaktiska utmaningar de upplever och hur dessa kan bemötas för att främja likvärdig religionsundervisning i årskurs 4–6 utifrån ett lärarperspektiv. För att besvara studiens två frågeställningar har kvalitativa intervjuer med fem legitimerade lärare i religionskunskap genomförts. Studien utgår från en grundad teori samt teorin om interkulturalism med inriktning på det teorispecifika begreppet symbolisk interaktionism. Resultatet av studien visar att lärare förespråkar ett varierat arbetssätt med olika didaktiska verktyg, en integration av olika ämnen för att utöka elevernas förståelse för religionens betydelse samt ett kooperativt lärande för elevernas kognitiva förmåga. De utmaningarna som studiens resultat visade var elevernas skiftande förkunskaper, hanteringen av samhällsförändringar i undervisningens samt likvärdighetsuppdraget i relation till läroplanen.

Inspired by the barriers to social integration between aboriginals and non-indigenous people in Taiwan, as well as the limitations of representation and participation in national politics, and extending to turn deeply to aboriginal identity recognition and related movements, this dissertation adopts liberalism as grand background and takes scholarly scientific theory constructivism to illustrate the meanings and applicability of discourse analysis method in order to investigate textual materials notably official documents including the Constitution and Acts, press releases as well as academic articles about how those materials describe indigenous peoples. Additionally, through the deployment of practical theories such as (post) colonialism, multiculturalism, representative democracy and deliberative democracy to interpret social and political facts in Taiwan. The author has found that the description of indigenous people in Taiwanese statute through the change from inequitable titles to relatively respectful takes into account the acceptability of aboriginals. The integration of indigenous Taiwanese in society is still persisting and causes troubles for the routine life of aboriginals. Furthermore, it has been observed that the recognition of aboriginal identity hinders the willingness and possibility of indigenous peoples to participate in national politics. Meanwhile, the national global status impact on indigenous peoples has been evident.

The purpose of this study aims to examine teachers' perspectives on the use of short stories in the English classroom at the upper secondary level in one municipality in Stockholm, Sweden. The study is a qualitative analysis of semi-structured interviews with 6 English teachers. The theoretical framework underscores different implications and advantages of teaching literature in the classroom. These implications regard the use of authentic literary texts and their advantages. The theoretical framework also gives a definition of the terms multiculturalism and interculturality. The results suggest that teachers use short stories in order to motivate students to read more because they are shorter than longer texts. Teachers reported advantages in student motivation, a sense of accomplishment, and enhancement of language skills when teaching short stories. Moreover, short stories are seen by teachers as versatile tools that cater to different students' learning abilities. The short stories that the teachers select to work with come from their own interests. When selecting short stories, the teachers always have in mind to be sensitive in order not to offend anyone or for it to be culturally sensitive. Some teachers vary their literature by choosing works from around the world to present different perspectives. The short stories that the teachers select contain authentic language that presents different views that the students can discuss in order to understand. The results indicate that teachers find that cultural aspects are embedded within the stories and could be discussed from different perspectives in the multicultural classroom.

This thesis aimed to explore the experiences of Turkish immigrants living in Sweden, their perceptions of cultural heritage, and the ways in which they maintain connections to their culture, while observing the generational differences in cultural heritage values, with a focus on utilising Homi Bhabha’s concept of Third Space. Additionally, the concept of multiculturalism was studied. The study finds that the lack of official recognition of the diverse cultural practices and traditions of the Turkish diaspora can lead to feelings of alienation and marginalisation. The community's efforts to keep their cultural heritage alive individually are challenged by the absence of physical spaces and cultural policies that recognise their unique identity. Furthermore, the importance of making sure not to lose their cultural heritage, through the generations, is lifted. This study argues that it is essential to understand the personal cultural heritage of the Turkish diaspora and work with them beyond the assumption of their identity based on ‘official’ cultural heritage, which is essential for bridging the gap between their identity and the Swedish society's perception of them. Utilising Homi Bhabha's concept of the Third Space, this study argues that it is essential to work towards creating physical spaces and cultural policies that recognise and protect the cultural heritage of diasporic communities in Sweden. By doing so, we can celebrate the diversity of our society and build a more inclusive and understanding community. Ultimately, the preservation of the cultural heritage of the Turkish diaspora is crucial for their sense of belonging and cultural freedom, and the creation of a more inclusive and diverse society where all individuals feel seen, heard, and valued.

The main goal of this project was to explore foreign female academics’ experiences working at universities in Europe. The Bologna Declaration has enabled the cross-border exchange of academic staff within Europe. Female academics represent an essential and steadily growing group within academia; they are occupying desirable academic positions at unprecedented rates. For women, building their teaching and scientific career at another university is associated with both privileges and challenges. The main goal of this project was to explore foreign female academics’ experiences working at universities in Europe. Methodology, this study had a qualitative design. Twelve female academics with a foreign background participated in the study. Data were collected via a digital workshop and analysed using the story dialogue method. The results show that the participants have faced daily challenges in the form of discrimination, bullying, and injustice regarding their personal, pedagogical, and research skills. All participants emphasized the importance of a structured introduction to a new country and university with a designated mentor. To retain female foreign academics who are an important scientific resource European universities, as employers, must develop and implement clear guidelines for a good, welcoming working environment.

This study examines cultural inclusivity as a phenomenon in organisational communication. Its significant, original contribution to knowledge is identifying a construct of cultural inclusivity distinct from diversity, inclusiveness, and inclusion. Theories of organisational assimilation and member identity/identification are used to interpret the stories of organisational members from majority/dominant and minority/nondominant culture groups. The connection between ethnic/racial/national culture and the focal theories is explored. Clarification of the construct of cultural inclusivity and its relationship to cultural diversity, inclusiveness, and inclusion are developed. This enhances awareness of the core construct of cultural inclusivity in the stories of organisational members. Data gathered through loosely structured interviews produced stories from culturally diverse members’ experiences of similar communication from their organisations in Aotearoa/New Zealand about changes in working conditions under Covid-19 restrictions. Thematic analysis was used to explore participants’ perceptions of cultural inclusivity in organisational communication. Possibilities are presented for future research of this construct and its application in organisational communication.

This project investigates the utilization of linguistic practices by Canadian woman MCs for identity construction and performance, aiming to further understand their social realities, experiences, and the priorities of their self-representation. Qualitative analysis of the lyrics of six notable artists (Michie Mee, Eternia, Eekwol, Tasha the Amazon, Haviah Mighty, Backxwash) finds patterns in the data for personal claims to language, territory, and ethnicity, as well as for self-assertions, Forman’s (2021) tropes of internal sensitivity and vulnerability, and positive reappropriations of derogatory terms such as bitch. By taking the comprehensive perspective of analyzing MCs’ language over time through their careers, these findings challenge existing work which has described women’s personas as reflexive of their representations by men in the genre, and which has found difficulty reconciling the authenticity of seemingly-contradictory indexical claims. Findings show that indexing duality and multi-faceted identity—including specified claims to their multicultural ethnicities—are consistent themes in the Hip-Hop of these women, and are in fact necessary for keepin’ it real. This study challenges the concept of stylization as strategic inauthenticity (Coupland, 2001) and instead introduces the notion of dialectic identity as a priority for these MCs, where multiple aspects of identity are performed without challenging one another’s authenticity. This view of women’s language in Hip-Hop encourages a renewed look at these MCs as an agentive group with their own Hip-Hop language traditions, resistant to external simplification or generalization, and concerned with nuanced self-assertion.

The main goal of this project was to explore foreign female academics’ experiences working at universities in Europe. The Bologna Declaration has enabled the cross-border exchange of academic staff within Europe. Female academics represent an essential and steadily growing group within academia; they are occupying desirable academic positions at unprecedented rates. For women, building their teaching and scientific career at another university is associated with both privileges and challenges. The main goal of this project was to explore foreign female academics’ experiences working at universities in Europe. Methodology, this study had a qualitative design. Twelve female academics with a foreign background participated in the study. Data were collected via a digital workshop and analysed using the story dialogue method. The results show that the participants have faced daily challenges in the form of discrimination, bullying, and injustice regarding their personal, pedagogical, and research skills. All participants emphasized the importance of a structured introduction to a new country and university with a designated mentor. To retain female foreign academics who are an important scientific resource European universities, as employers, must develop and implement clear guidelines for a good, welcoming working environment.

Inclusive education is a broad topic which includes research in the areas of race, ethnicity, culture, gender, language, religion and ability. Since the end of the Second World War it has become an important concept discussed internationally in both policy and research. Supported in documents such as the Declaration of Human Rights and the Salamanca Statement it is concerned with rights, social justice, and equity within education for all. Over the decades inclusive education has evolved tremendously and new approaches to how to implement it have emerged. However, as one new approach is developed this does not mean that the old ones are discarded, making inclusive education more complex. Local implementation varies as political, social, and economic influences impact the way it is understood and put into practice. Therefore, this study aims at addressing the various approaches to inclusive education within the literature. Developing three approaches to organize inclusive education based on motivation for implementation, the concept will be connected to theories within multicultural education. The Czech Republic was selected as this country recently made legislative changes to its education system, moving it away from a multi-track system to an inclusive one. In order to identify how teachers are being prepared for these changes and their work within inclusive mainstream classrooms, the research data was collected at an initial teacher education programme and focused on the perspectives of faculty and students. Semi-structured interviews were used to identify how the various stakeholders understood inclusive education and how they interpreted its implementation within the Faculty of Education.

The purpose of this study aims to examine teachers' perspectives on the use of short stories in the English classroom at the upper secondary level in one municipality in Stockholm, Sweden. The study is a qualitative analysis of semi-structured interviews with 6 English teachers. The theoretical framework underscores different implications and advantages of teaching literature in the classroom. These implications regard the use of authentic literary texts and their advantages. The theoretical framework also gives a definition of the terms multiculturalism and interculturality. The results suggest that teachers use short stories in order to motivate students to read more because they are shorter than longer texts. Teachers reported advantages in student motivation, a sense of accomplishment, and enhancement of language skills when teaching short stories. Moreover, short stories are seen by teachers as versatile tools that cater to different students' learning abilities. The short stories that the teachers select to work with come from their own interests. When selecting short stories, the teachers always have in mind to be sensitive in order not to offend anyone or for it to be culturally sensitive. Some teachers vary their literature by choosing works from around the world to present different perspectives. The short stories that the teachers select contain authentic language that presents different views that the students can discuss in order to understand. The results indicate that teachers find that cultural aspects are embedded within the stories and could be discussed from different perspectives in the multicultural classroom.

This article is part of the studies on intercultural policies corresponding to the formal education system of the Argentine Republic between 1993 and 2010. As context, it considers the return of democracy, the development of new areas of social sciences, the claims of recognition and identity of the descendants of native peoples, the constant internal and external migratory movements, among other aspects. The purpose of this paper is to analyse the way in which intercultural education was/is approached by the national government -first as a program (under the Federal Education Law) and then as a modality of the educational system, incorporated by the National Education Law- and by the laws passed by the legislature of the province of Cordoba, Este artigo faz parte dos estudos sobre políticas interculturais no sistema de educação formal na Argentina entre 1993 e 2010. Considera como contexto o regresso da democracia, o desenvolvimento de novas áreas das Ciências Sociais, as reivindicações de reconhecimento e identidade dos descendentes dos povos indígenas, os constantes movimentos migratórios internos e externos, entre outros aspectos. Buscamos analisar a forma como a educação intercultural foi/é abordada pelo governo nacional - primeiro como um programa (ao abrigo da Lei Federal da Educação) e depois como uma modalidade do sistema educativo, incorporada pela Lei Nacional da Educação - e pelas leis aprovadas pelo legislador da província de Córdoba., Este artículo se inscribe en los estudios sobre las políticas interculturales en el sistema educativo formal de la República Argentina entre 1993 y 2010. Considera como contexto el retorno de la democracia, el desarrollo de nuevas áreas de las ciencias sociales, los reclamos de reconocimiento e identidad de los descendientes de los pueblos originarios, los constantes movimientos migratorios internos y externos, entre otros aspectos. Específicamente, el trabajo tiene por finalidad analizar la forma en que la educación intercultural fue/es abordada por el gobierno nacional -primero en forma de programa (al amparo de Ley Federal de Educación) y luego bajo modalidad del sistema educativo, incorporada por la Ley Nacional de Educación- y por las leyes sancionadas por la legislatura de la Provincia de Córdoba.

Today's society is a melting pot of people who, as the Council of Europe points out, enrich our world with the contribution of other cultures, languages and new perspectives and values. This means that our classrooms are populated by children with different cultures and languages, even if they were born in our country. Thus, the education these children receive must focus on the great diversity of cultural manifestations in our country and respond to this reality. We find ourselves in a multicultural society where a large number of people with different cultures coexist and where it is not a priority that there be a relationship or conception between them, with an educational curriculum based on multilingualism, pluriculturalism from an intercultural approach. The work presents an intervention designed for a specific school that aims to adapt education to the reality of the centre, a reality very similar to that of today's society. The aim of this intervention is to convert this multicultural reality into a pluricultural one from an intercultural perspective, where all the cultures present relate to each other and give priority to what makes us similar and not different, La sociedad actual es un crisol conformado por personas procedentes de distintos países que, tal como apunta el Consejo de Europa, enriquecen nuestro mundo con la aportación de otras culturas, lenguas y nuevas perspectivas y valores. Esto supone que nuestras aulas se pueblan con niños y niñas con culturas e idiomas diferentes aunque hayan nacido en nuestro país. Así la educación que estos niños y niñas reciben debe estar centrada en la gran diversidad de manifestaciones culturales en nuestro país y dar una respuesta a esa realidad. Nos encontramos en una sociedad multicultural donde conviven un gran número de personas con diferentes culturas en la que no prima que exista una relación o concexión entre ellas, con uno currículo educativo sustentado en el plurilingüismo, el pluriculturalismo desde un enfoque intercultural. El trabajo presenta una intervención diseñada para un colegio concreto que tiene como objetivo adaptar la educación a la realidad del centro, una realidad muy similar a la que se desarrolla en la sociedad actual. Con esta intervención se pretende convertir esa realidad multicultural en una pluricultural desde una perspectva intercultural, donde todas las culturas presentes se relacionen y se prime aquello que nos hace ser similares y no diferentes, Grado en Educación Primaria

Esta comunicación intentará definir la ciudad como un lugar de interculturalidad, de intercambio de culturas y más concretamente definirá el lugar de los artistas de los Balcanes en la escena artística internacional, así como el grado de influencia que tiene el sistema mundial de globalización y los efectos directos e indirectos en la producción artística de la región. Nos preocupan las dificultades que han retrasado la inserción de esta región europea en el panorama artístico mundial, provocadas por las herencias históricas negativas, la inestabilidad y vulnerabilidad política, económica, religiosa y cultural, causadas por las guerras y la fragmentación geográfica e ideológica. Partimos de la idea de que los problemas religiosos y étnicos y la gran inestabilidad política interna, que han surgido después de la caída del régimen, no han permitido el desarrollo del arte contemporáneo en la zona hasta hace no mucho más de una década. Intentaremos comprender la situación de la escena artística actual en la región a través de la mirada de artistas nómadas que exportan la cultura balcánica (hacia el mundo).Por otra parte estos artistas también son importadores de culturas diferentes, de modo que se convierten en motor de desarrollo cultural y artístico para los Balcanes (desde el mundo). Nos centraremos en los artistas balcánicos exiliados hacia Europa o Estados Unidos, como Adrian Paci, Nedko Solakov, Mariana Vassileva o Ergin Çavusoglu. La acotación de los artistas escogidos en el presente estudio es espacial, no para ofrecer algún tipo de división o de estereotipos simplistas, sino para hallar los procesos culturales positivos de búsqueda de su propia identidad, pero no ya “balcánica”, sino cosmopolita y universal. Porque no se puede negar la importancia cultural e identitaria que tienen las características geoestratégicas de los Balcanes y la mezcla o la hibridación cultural, tan enriquecedora, que representa el puente entre Europa y Asia, entre Occidente y Oriente… T, Depto. de Dibujo y Grabado, Fac. de Bellas Artes, TRUE, pub

The objectives of this article are, first, to assess the self-awareness that future primary school teachers have on their role in integrating international students into school and society; second, to determine the importance they give to multiculturalism and multilingualism to develop the communicative competence of their international students. This work is an extension of previous research, started in 2019, with the overall objective of analyzing the sustainability of education systems regarding their current cultural and linguistic diversity. The research question is whether future primary teachers know both assessed aspects. The main problem lies in the initial training in the national language. Its initial design contemplated a context where all students were native speakers. However, the percentage of students with different cultural and linguistic backgrounds has continued to increase. Therefore, communicative competence is crucial for their academic and social inclusion. Through quantitative methodology, the future primary education teachers participated in a survey that addressed these issues. The results demonstrated that training in this aspect makes them aware of their role as mediators and social agents for inclusion. According to the findings, revising initial teacher training in didactics of the language is crucial.