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Inspired by a super-diversity approach, this paper seeks to explore the influence of the 'ethnic hierarchy' of 'old' minority groups over the way 'new' migrants from Turkey negotiate their interaction in the daily life in three settings: Amsterdam, London and Barcelona. By focusing on highly educated migrants from Turkey who by virtue of their country of origin or religion are positioned at the bottom of 'ethnic hierarchies', it strives to understand the significance of these different sources of diversity in daily interaction. Applying boundarydrawing strategies developed for ethnic boundaries, this paper argues that education does not necessarily 'trump' nationality, but allows for substantial claims of difference. New migrants from Turkey carve out a space for themselves by on the one hand homogenizing Turkish or other Muslim communities through attributing 'unwanted' behaviours and on the other redefining the boundaries of their individual identity with emphasis on different sources of diversity. [ABSTRACT FROM AUTHOR]

In many Western European countries, concern rises that both formal mechanisms of redistribution and informal acts of charity, reciprocity and support are challenged by ethnic and cultural diversity. Against such gloomy perspectives, this paper draws on insights from sociology, geography, pedagogy and political science to argue that four traditional sources of solidarity (interdependence, shared norms and values, struggle and encounter) remain relevant, but require a rethinking of their spatial and temporal framing to capture today's intricate engagements of solidarity. More specifically, we draw on theories from the aforementioned disciplines to claim that our understanding of solidarities grounded in the spatial boundedness of territorial states and the intergenerational continuity of supposedly culturally homogeneous nations should be complemented and enriched with an in-depth knowledge of solidarities developing in an entirely different spatio-temporal register, namely that of the everyday places and practices in which people engage across ethnic and cultural boundaries. [ABSTRACT FROM PUBLISHER]

This paper examines the formulation of policy frames towards new minorities in France by analysing Lyon's membership of the European Commission's and Council of Europe's Intercultural Cities programme (ICP). Here, with culture accounting for 20% of Lyon's budget, emphasis is placed on the adoption of the Charte de Coopération Culturelle to use cultural institutions to implement difference-orientated policies. Critically, important issues emerge with this strategy. The effort to engage new minorities is hampered by significant apathy from cultural institutions in Lyon, and the limited geographical area of Lyon included in the ICP. Finally, institutions who engage with promoting interculturality co-opt existing organizations, with negative implications for the treatment of diversity in the city. This illustrates the problems with a European framework fostering a policy frame based on recognition for minorities in a context that has yet to fully embrace such policies at the national level. [ABSTRACT FROM AUTHOR]

The increasing ethnic diversity of the UK has been mirrored by growing public awareness of multicultural issues, alongside developments in academic and government thinking. This paper explores the contested meanings around ethnic identity/ies in community settings, drawing on semi-structured interviews with staff from Children's Centres and allied agencies conducted for a research project that examined the relationship between identity and the participation of parents/carers in services in northeast England. The research found that respondents were unclear about, especially, white ethnic identities, and commonly referred to other social categorizations, such as age, nationality, and circumstances such as mobility, when discussing service users. While in some cases this may have reflected legitimate attempts to resist over-ethnicizing non-ethnic phenomena, such constructions coexisted with assumptions about ethnic difference and how it might translate into service needs. These findings raise important considerations for policy and practice. [ABSTRACT FROM AUTHOR]