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The White Paper on Intercultural Dialogue, published in 2008 by the Council of Europe, is one of the first European level attempts to provide a common guideline for diversity politics in Europe. It introduces the idea of ‘intercultural dialogue’ as a new focus and a method of governing diversity. Our paper aims to investigate the explicit and implicit meanings included in the idea of ‘intercultural dialogue’ and how the idea is rhetorically operationalized as a policy in the White Paper. The investigation is conducted with a lexical and semantic analysis of the text in the White Paper and a discourse analysis of its rhetoric, in order to explore how the ‘intercultural dialogue’ as a policy relies on a mixture of ideas borrowed from different political discourses. The investigation revealed how the concept of intercultural dialogue and other related concepts, such as culture and diversity, embrace power hierarchies. The meanings of these concepts are produced from a hegemonic point of view which grants the ‘intercultural dialogue’ with the power positions of a dialoguer and a dialoguee . The policy rhetoric in the White Paper emphasizes social cohesion in Europe. Its policy discourse does not recognize the societal, cultural, historical, religious, or linguistic differences between European societies, but offers unified – and profoundly Western European – views for the governance of diversity. Formulating a common and generic diversity policy for Europe as a whole inevitably simplifies the idea of diversity in Europe and produces new hierarchies between the subjects and objects of these policies. [ABSTRACT FROM AUTHOR]

In order to provide "a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe", The Common European Framework for Languages (CEFR) was published in 2001 by the Council of Europe. It has affected the way languages are taught, learnt and assessed and also how foreign language proficiency levels are defined all around the world. The CEFR adopts an intercultural approach to foreign language, and the main purpose is to protect cultural diversity and to give importance to cultural activities rather than being a part of foreign language education. For this reason, culture is at the very core of the CEFR. In 2018 and 2020, two Companion Volumes were published to complement the CEFR. The present paper offers a comparative corpus analysis of these three texts focusing on the occurrences of culture-related items using n-gram tool of Sketch Engine (Lexical Computing, n. d.), which creates frequency lists of sequences of tokens. Based on the findings, it is suggested according to the CEFR that rather than focusing on the national culture of the native speakers of the target language, foreign language education should focus more on the "new culture" formed by the encounters of people coming from different cultures.

The paper offers psychological explanations for linguistic and educational issues that arise as a result of the accelerated loss of cultural and linguistic diversity in heterogeneous settings in Central-Eastern Europe, attributable mainly to the decline in the number of indigenous ethnic minorities. The aim is to analyze the psychological mechanisms of language and culture shift using knowledge from the psychology of learning (operant and classical conditioning) and motivation, seeking answers to the following research questions: (1) What are the possible psychological explanations of the decrease of minority language use, and linguistic and cultural shift?; and (2) What are the guiding principles that should be taken into consideration when choosing the medium of education/instruction for indigenous ethnolinguistic children in Central-Eastern Europe to mitigate this decrease? A systematic review conducted on sources from the field of the psychology of multilingualims running the SCOPUs database, and the applied behaviour analysis (ABA) on selected sources has shown that such a systematic analysis is missing. The context of the analysis is the debate between representatives of pluralistic conceptions and their opponents over language use and educational practice that support sustainable development in heterogeneous regions. Analysing their views it turned out that the linguistic and cultural shift can be, at least partly, explained with the mechanisms of positive reinforcement, punishment, avoiding, and with the concepts of learned helplessness and culture shock. It is concluded that strong models of multilingual education, relying on pluralists' views, offer ways to slow down the decrease of diversity. The Minority SafePack Initiative that calls for protection of European language minorities seems justifiable, but further research is needed on interactions between decline of diversity and developmental processes in children.

The purpose of this paper is to trigger scholarly debates over the meaning, idea, and history of the university or HEIs. It is also to manifest the prevalence of multiple forms of HEIs and to question why the narrative of one form of HEIs/university meaning, idea and history predominate the discourse. In spite of historical evidences that confirm the existence of higher learning institutions elsewhere, some scholars argue that it was only in Western Europe that higher learning originally and "indisputably" emerged and survived since the medieval period. History, however, attests that there were other forms of universities or higher learning institutions, for instance, in Asia, Africa, and the Arab world. This unfair conclusion is the product of the "coloniality of power" and requires deconstruction. This is not well addressed in the literature. This discussion is qualitatively developed on the basis of related literature review.

This paper reports the results derived from the research project, entitled "eDCINEMA: Towards the European Digital Space. The role of small cinemas in original version" (CSO2012-35784), which focused on the analysis of the role of movies in OV/OVS in achieving diversity of languages and cultures (as viewed from the European Digital Agenda) as well as Community policies on the promotion of small cinemas in the European digital space. The current study is based on a methodological triangulation, a transnational exchange of information between 62 European experts and a multistage organization, which included: a critical review of the scarce essay writing and profuse Community rules, in-depth interviews with international experts and a design and implementation of a prospective delphi questionnaire. One of the most remarkable research results is summarized as an indicator of the conflict between the clearly demonstrated OV influences to make progress towards achieving the ideal of a real language diversity, and Community-wide application of packages of random measures, which often leads to lack of expected results. Consequently, the study suggests a strategic reorientation of the European Audiovisual Model toward further exploitation of its 24 languages, on the role of vernacular and not just as vehicular languages, and eventually as guarantors in the process of reliable access to cultural and scientific repertoires.

Multicultural European societies increasingly demand internationally oriented citizens, who are willing to actively participate in civic life and able to successfully access the labour market. The European dimension in education supposedly endows youngsters with civic values, multiculturalist attitudes and plurilingual competences which ultimately lead to raising awareness of their Europeanness. Formative years at university, pivotal to students' individual life course and projects, are a decisive stage in the development of supranational, collective identity-formation. Similarly, pan-European study programmes are aimed at inspiring a sense of European citizenship and identity, the most renowned of which within the Higher Education context is Erasmus+. By conducting focus group interviews, this paper probes Andalusian university students' understanding of their European identity and verifies the causal dynamics between European identity-taking and foreign country sojourns, comparing the perceptions expressed by returnees to those by students who have not had the opportunity to participate in international study programmes (ISP) at higher education yet. Results evidence students' apparent supranational orientation, general awareness of commonalities across Europe and utilitarian outlooks on the EU, although not a clear discernment of its institutions or a marked European identity.

Purpose: The overarching purpose of this paper is to explore the transformation of intercultural education in Cyprus in the context of European integration. More specifically, it indicates the ways in which intercultural policy has been formed by complex and often counteractive influences. The analysis draws upon policy documents collected from the Ministry of Education and Culture (MEC) and interviews carried out with Cypriot policy-makers. Europe has come to play an important role in the development of Cypriot intercultural policy by becoming a mechanism of pressure for educational change. Through monitoring processes, Europe has indicated problems deriving from the culturally pluralistic character of the Cypriot society that should be addressed by national policies. In this context, Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Nonetheless, the findings of this research assert that there is a gap between policy rhetoric and practice. Design/methodology/approach: This study reports on an analysis of the policy dynamics influencing intercultural education in the Greek-Cypriot context. The authors aim to examine the context and content of educational policies and directives which have been initiated and/or developed at the Greek-Cypriot level. To this end, the authors drew upon policy documentary and data derived from interviews conducted with Greek-Cypriot policy-makers and education officers. Findings: It appears that intercultural education became an important part of the state's rhetoric. Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Therefore, since 2008, the state and particularly the MEC have replaced the previously used term of multicultural education with the rhetoric of intercultural education and inclusion as the preferable educational responses to immigration. Research limitations/implications: The findings of this study suggest that the development of intercultural education requires the re-conceptualisation and re-structuring of the Cypriot educational system and schooling. The state should adopt a balanced governance model between school autonomy and centralised management. Practical implications: This paper can help schools and teachers to improve their intercultural education approach. Social implications: The findings could be helpful for improving the intercultural education policy in Cyprus. Originality/value: These research finding are the first that deal with intercultural education policy in Cyprus.

At the start of 2000 a new scenario emerged in Europe thanks to the Council of Europe and the European Commission who, in support of the Bologna Process (1999), laid the foundations for disseminating the value of multilingualism and multiculturalism. The aim was to create a framework of actions to make citizens more aware of respecting diversity in languages and cultures and pave the way for integrating the varied geographical realities present in Europe. Language instruction was a priority identified as a tool for developing socio-cultural awareness and, within this scenario, universities played a key role. In particular, University Language Laboratories, previously regarded as language learning resources for small numbers of students, became University Language Centres, gaining status as fully-fledged academic places for the dissemination of multilingualism and multiculturalism, where intercultural communication, learning by doing, autonomous language learning, self-assessment and European Language Portfolios, communicative strategies and social inclusion, creativity and knowledge-sharing became key concepts to be internalised and implemented in academic communities. Indeed, the enhancement of cultural and democratic growth among young learners and citizens, in general, assumed paramount importance. The impact of the Lifelong Learning and Erasmus programs, strongly encouraged by the Bologna Accords, and later the internationalization process of European universities, further strengthened the need to promote linguistic, social and cultural growth in academic societies. Based on these premises, the purpose of this paper is twofold. First, it will discuss the importance of investigating how University Language Centres present the aforementioned concepts through their actions, focussing principally on the language used on their websites. Secondly, it will propose a potential project framework in which the CercleS community will be invited to share ideas and experiential knowledge in representing itself and its mission to potential users.

This paper seeks to address the question how people go about intercultural differences in an institutional setting which aims to mediate between the socio-legal system and the 'outsiders' of the system, i.e. ordinary citizens, through an investigation of professional interactions between a legal advisor and her clients of Eastern European backgrounds in London. Drawing data from a linguistic ethnography, the analysis foregrounds the practice of resemiotisation and calibration. The second aim is to extend the notion of 'intercultural moments' and to explore its analytical benefits in understanding fleeting and seemingly mundane moments in encounters.

A strong current in contemporary Catholic thought -- the theology of interreligious or interfaith dialogue -- stresses the importance of dialogue and collaboration with followers of other world faiths. This article proposes that religious education in Catholic schools, particularly at post-primary level, needs to engage more with this theological resource in order to promote mutual understanding and collaboration in today's climate of growing cultural and religious pluralism in Western Europe. Such work, it is also argued, is particularly challenging and urgent given the reality of the limited and limiting approaches to religious education, especially in regards to Islam, currently found in state schools in England and France. The paper proposes the development of models of religious education predicated on valuable theological insights inherent in the teaching of the Second Vatican Council (1962-1965) and subsequent post-conciliar and theological reflection. It begins with some comments on Western Europe's changing social, cultural and religious circumstances.

An editorial is presented on maintaining the highest profile for European social work policy, practice, and education. Topics include popular special issues of the European Journal of Social Work being the issue on neoliberalism in social work; and important in the pursuit of social justice, human rights, collective responsibility, and respect for diversities.

Background: International and migrant students face specific challenges which may impact their mental health, well-being and academic outcomes, and these may be gendered experiences. The purpose of this scoping review was to map the literature on the challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries, with a gender lens. Methods: We searched 10 databases to identify literature reporting on the challenges, coping responses and/or supportive interventions for international and migrant nursing students in college or university programs in Canada, the United-States, Australia, New Zealand or a European country. We included peer-reviewed research (any design), discussion papers and literature reviews. English, French and Spanish publications were considered and no time restrictions were applied. Drawing from existing frameworks, we critically assessed each paper and extracted information with a gender lens. Results: One hundred fourteen publications were included. Overall the literature mostly focused on international students, and among migrants, migration history/status and length of time in country were not considered with regards to challenges, coping or interventions. Females and males, respectively, were included in 69 and 59% of studies with student participants, while those students who identify as other genders/sexual orientations were not named or identified in any of the research. Several papers suggest that foreign-born nursing students face challenges associated with different cultural roles, norms and expectations for men and women. Other challenges included perceived discrimination due to wearing a hijab and being a 'foreign-born male nurse', and in general nursing being viewed as a feminine, low-status profession. Only two strategies, accessing support from family and other student mothers, used by women to cope with challenges, were identified. Supportive interventions considering gender were limited; these included matching students with support services' personnel by sex, involving male family members in admission and orientation processes, and using patient simulation as a method to prepare students for care-provision of patients of the opposite-sex. Conclusion: Future work in nursing higher education, especially regarding supportive interventions, needs to address the intersections of gender, gender identity/sexual orientation and foreign-born status, and also consider the complexity of migrant students' contexts. [ABSTRACT FROM AUTHOR]

People with dementia from culturally and linguistically diverse backgrounds often face poor health and social outcomes such as stigma, depression, and reduced help seeking behaviours. Dementia friendly communities have been shown to reduce stigma, and the gap in health and social outcomes for people impacted by dementia. Despite the large presence of established dementia friendly communities, their functioning in multicultural communities remains underexplored. The aim of this review was to identify the barriers and facilitators of cultural inclusivity to inform the development of a multicultural dementia friendly community. We systematically searched for academic and grey literature regarding existing and prospective age or dementia-friendly communities that engaged with culturally and linguistically diverse communities. Using the matrix method, data on the barriers and facilitators to engagement were extracted. Papers were analysed for common themes and findings were integrated in a narrative format. A total of 3,164 papers were identified, 11 of which met inclusion criteria. There were 6 dementia friendly communities in North America, 3 in Europe, 1 in Australia and 1 in Asia. Analyses revealed that barriers to cultural inclusivity were centered around the accessibility of services, sociocultural factors, and the environment, including issues such as low awareness of dementia and stigma, language barriers, isolation, and the inaccessibility of transport and buildings. Leveraging existing cultural leaders and social structures to target culturally and linguistically diverse populations and develop tailored dementia friendly initiatives were key facilitators. To foster cultural inclusivity in dementia friendly communities, a culturally specific lens that addresses these barriers and utilises facilitators must be applied from the design stage through to implementation and evaluation. [ABSTRACT FROM AUTHOR]

Objective: Recent public awareness of racial and ethnic disparities has again brought to light issues of diversity, equity, and inclusion in the eating disorders field. However, empirical information on racial and ethnic representation in eating disorders research is limited, making it difficult to understand where improvements are needed. Method: This study reviewed all studies including human participants published in the International Journal of Eating Disorders in 2000, 2010, and 2020. Differences in likelihood of reporting race and ethnicity were calculated based on study year, location, and diagnostic categories. Results: Out of 377 manuscripts, 45.2% reported information on the race and ethnicity of study participants. Studies conducted in the United States were more likely to report (128/173), and those conducted in Europe were less likely to report (5/61) on race and ethnicity than those conducted outside of those regions. Rates of reporting increased from 2000 to 2020. White participants made up approximately 70% of the samples that reported race and ethnicity data. Hispanic participants made up approximately 10% of samples reporting race and ethnicity. Participants from all other races and ethnicities made up less than 5% each. Discussion: Although rates of reporting race and ethnicity increased over time, most participants were White. Rates of reporting also differed by the geographical region, which may reflect variability in how information on race and ethnicity is collected across countries. More attention toward capturing the cultural background of research participants and more inclusivity in research are needed in the eating disorders field. [ABSTRACT FROM AUTHOR]

Discusses the problems encountered in defining a language minority. Lists four basic criteria common to all language minorities: (1) self-categorization; (2) common descent; (3) distinctive linguistic, cultural, or historical traits related to language; and (4) social organization which places the group in a minority position. (SED)

Purpose: The purpose of this analysis is to collect and classify the most important diversity indices, outline the logical connections between them and answer the following question: How much will the results differ if the authors use different indices for explaining the same dependent variable (attitude toward cultural pluralism), and what kind of relationships are observable in the European societies? Design/methodology/approach: The diversity indices are good for compressing information on the number and shares of ethnic groups in a given setting into single numbers in order to use them as independent variables. However, it matters which index the authors choose because it can make a meaningful difference in the assessment of the potential impacts of diversification. Our empirical study (based on 43 European countries and 160 regions) concluded that the correlation coefficients between the most important indices are above 0.8. Thus, in practice, none of them gives a fundamentally different answer to the question: how does diversity/diversification influences people's attitudes toward multiculturalism. Findings: By linking these results with the European Social Survey database the authors concluded that the more diverse a population in 2014 was, a more positive attitude toward multiculturalism was expressed. However, if the authors focus on the dynamics of diversification, the spread of points is much greater and polynomial (U-shaped curvilinear) trendlines are better suitable to grasp the relationships. It means that people tend to react very differently to similar societal changes in those regions where a moderate degree of diversification took place. Originality/value: International migration and ethno-cultural diversification are hotly debated issues in contemporary Europe, and there is a growing interest in understanding their possible social, economic and political outcomes. A question of key importance for the social sciences to adequately answer the challenges is the capability to measure these processes in a quantitative way as well. This paper helps decide which diversity index might be the optimum solution for a given research project. [ABSTRACT FROM AUTHOR]

This paper examines the conceptualization and expression of cultural diversity and unity within the European Capitals of Culture (ECOC) initiative using a case study approach. Previous case studies have examined the impacts of the programmes from a single-city perspective and used quantitative and economic-focused approaches to evaluate impact. However, the ECOC initiative was intended to showcase the diverse cultures in Europe rather than focus on economic outcomes. A cultural discourse analysis was applied to eight winning cities between 2015 and 2019 (proceeding the onset of COVID-19) to answer the question: are ECOC focusing on expressing their national or regional diversity and identities or are they communicating a more generalized European perspective? The results showed that in the past five-year ECOCs have chosen to engage in more diverse and localized forms of cultural expression in their events, but not in their visual communications. Based on the analysis, a series of recommendations for future programme development are made (also published as a separate policy brief) to enhance ECOC's ability to balance the communication of their diversity with their connection to Europe. [ABSTRACT FROM AUTHOR]

Purpose: Health monitoring of the migrant population in most European countries shows that migrants have a lower standard of health conditions than the resident population. One of the problems is that the interaction between migrants and general practitioners (GPs) is not optimal. Most of the migrants are not able to fully understand the GP's advice or instructions. GPs report that they are not adequately supported by health institutions, and they are asking for new solutions. Therefore, the purpose of this paper is to conduct a systematic review to find existing international approaches to improve the interaction between GPs and their migrant patients. Design/methodology/approach: The literature search identified 2,387 articles, 36 of which met the full inclusion criteria. In total, 12 of the included studies referenced approaches for improving GPs' communication skills. Seven articles described solutions for a better understanding of cultural differences, and six articles listed approaches to health education for GPs. One article highlighted how health information can improve the interaction between GPs and migrants, and four articles detailed new technologies that could improve and enhance quality of care. The last six articles included good practice strategies described by GPs. Findings: This paper provides an overview of international approaches from the viewpoint of GPs. It concludes that there is no single instrument or method that works in all situations. There are, however, a wide range of approaches available that could lead to substantial improvements in the quality of care for the migrant population. Research limitations/implications: Different health systems in the reviewed countries and changing roles of GPs must be taken into consideration when making statements about successful approaches. Migrants have different backgrounds and cannot all be categorized as one and the same group of patients. Another limitation of the review concerns the evidence level of the articles included, since most of the studies do not reach high level of evidence. In addition, there is a need to analyze aspects of the relationship between GPs and the migrant population that have been neglected up to now, such as financial issues, patients' expectations, or lack of trust. Originality/value: This paper provides an overview of international approaches from the viewpoint of GPs. [ABSTRACT FROM AUTHOR]

Alexis Patterson's paper researches equity in groupwork in the science classroom by looking at micro-interactions. She points to the key features of student voice, student visibility and student authority while addressing the teachers' role in creating a more equitable and productive talk in science classrooms. This forum paper aims at continuing the conversation started by Patterson by examining the role that linguistic and cultural diversity plays in classroom interaction. Previous research points to the need for more equitable interactions in groupwork for improved science learning, especially for students who have been historically in the margins of science. In Europe, more concretely in Luxembourg, culturally and linguistically diverse (CLD) students find themselves often in this marginal position. By the time CLD students are 15 years old, they lag, on average, 2 years behind their peers in science. Many of them come from lower socioeconomic and/or immigrant backgrounds and speak other language(s) at home than the school languages. To address this issue, participatory approaches in the science classroom have been proven especially beneficial for CLD students, especially when working in small groups. Also, the recognition of home languages and cultures improves the sense of belonging of the CLD students, with a positive influence in their school performance. In the Luxembourgish context, which is culturally and linguistically very diverse, there is also a need to pay attention to groupwork interactions, as presented by Patterson. Groupwork in this context is characterized also by the diverse use of the linguistic and identity repertoires of the students, notably by translanguaging or the use of lexical and syntactical items from more than one language. Recent OECD reports recommend that teachers should be better prepared and supported to deal with diversity in their classrooms, with beneficial effects for not only CLD students, but also for all the students thanks to a teaching approach that caters for individual needs. The preparation to deal with translanguaging in groupwork in the science classroom under a wider framework on identity affirmation adds a needed feature to the current teacher training and continues the conversation started by Patterson's work. [ABSTRACT FROM AUTHOR]

OBJECTIVE This article provides an introduction to a special collection on childbearing among the descendants of immigrants in Europe. We first review recent life-course research on fertility of immigrants and their descendants followed by a summary of the papers of this special collection. Finally, we discuss their contribution and future research avenues. RESULTS The papers of this special collection report significant heterogeneity in childbearing patterns among descendants of immigrants. Some groups have fertility levels similar to those of natives, some have lower fertility, and some exhibit significantly higher fertility. Further, polarisation characterises many descendant groups; some individuals have small families or even remain childless, whereas others have large families. CONCLUSIONS We conclude that factors related to mainstream society, minority subculture, and minority status all shape fertility behaviour of the descendants of immigrants and that their impact varies across descendant groups. Future research should investigate whether the observed heterogeneity in childbearing patterns is likely to decline over generations or the diversity is here to stay. [ABSTRACT FROM AUTHOR]

Largely due to immigration, European societies have grown increasingly diverse. The current study seeks to determine how citizens characterize their experiences with this diversity and whether various types of intergroup exposure can influence immigration attitudes. This analysis takes a unique approach by comparing positive, negative, and neutral intergroup exposure characterizations, along with those reporting no exposure at all. Using internationally representative data from the 2014 European Social Survey, this paper demonstrates how these different characterizations predict citizens' immigration attitudes. Results indicate that positive and negative experiences have opposing effects that are roughly symmetrical in magnitude and both are more intense when experienced in high frequency. Neutral exposure is actually much more common than negative experiences and represents a net benefit compared to those with no exposure at all. The results present important implications for future research and highlight several encouraging patterns for diversity across Europe. [ABSTRACT FROM AUTHOR]

In recent years, most European countries have experienced substantial demographic changes and rising cultural diversity. Understanding the social and economic impacts of these shifts is a major challenge for policymakers. Richard Florida’s ideas have provided a popular – and pervasive – framework for doing so. This paper assess Florida’s legacy and sets out a ‘post-Florida’ framework for ‘technology, talent and tolerance’ research. The paper first traces the development of Florida’s ideas. ‘Florida 1.0’, encapsulated by the Three Ts framework, has performed badly in practice. There are problems in bringing causality to the fundamental relationships, and in consistently replicating the results in other countries. ‘Florida 2.0’, though suggests that Creative Class metrics have value as alternative measures of human capital. This create space for a post-Florida agenda based on economic micro-foundations. I argue that the growing body of ‘economics of diversity’ research meets these conditions, and review theory and empirics. Urban ‘diversity shocks’ shift the size and composition of populations and workforces, with impacts operating via labour markets, and through wider production and consumption networks. While short-term labour market effects are small, over time low-value industrial sectors may become migrant-dependent. Diversity may help raise productivity and wages through innovation, entrepreneurship, market access and trade channels. Bigger, more diverse cities help generate hybridised goods and services, but may also raise local costs through crowding. All of this presents new challenges for policymakers, who need to manage diversity’s net effects, and address both economic costs and benefits. [ABSTRACT FROM PUBLISHER]

The film industry is closely linked to the nation's culture and economy. With globalization, however, it has become more engaged in international operations through film co‐production. Paradoxically, this instrument emerged as a type of discriminatory measure as well as reflected growing interest in regionalism, notably among European countries facing the dominance of US films. To strengthen this scheme, state subsidies have been widely offered, which has led to it being positively adopted in Europe and beyond. Given this political context, the double‐facet of co‐production should be carefully understood when this scheme is implemented to promote the film industry. In this regard, it is important to understand clearly how co‐production functions and crucially its real impact on the film industry. This paper reveals that in contrast to the common perception, co‐production leads easily to cultural paucity, rather than cultural diversity across various aspects. Additionally, subsidies to promote co‐production distort it further and make it easier to be exploited. Therefore, such a consideration should be taken into account when redesigning the co‐production scheme if governments wish to help promote the national film industry and cultural diversity in the era of globalization. With recognition of the film industry's increasing globalization, co‐production has been considered to be an effective way to support both the local film industry and the national economy as well as the broader goal of cultural diversity including film sources, produced films, and film screenings. [ABSTRACT FROM AUTHOR]

Discusses and evaluates currently accepted theories of ethnic or linguistic identity and maintenance. Lists factors which have a bearing on the long-term fate of a minority. Analyzes the data for the European linguistic minorities using the data matrix reported by Erik Allardt in his monograph on ethnic revival in Western European societies. (SED)

In this paper, we analyse discourses about Europe in Greek debates about immigration and citizenship and highlight the complexities of 'Europeanness' as a symbolic resource for argumentation in these debates. Our data consist of lay discourses from 2 rounds of online public deliberation (2009-2010 and 2015) about a controversial new citizenship law in Greece. Our analysis shows that Europe is an ambivalent category. On the one hand, Europe symbolises progress, but, on the other hand, it is also constructed in terms of decline and 'contamination' by multiculturalism. Further, our analysis shows that the category of Europe can be mobilised in contradictory ways, in order to support arguments for and against citizenship rights for migrants. The paper concludes with a discussion of the ways in which constructions of Europe are implicated in processes of othering and inclusion in the context of current immigration debates. Copyright © 2017 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This article discusses the settler colonial roots of family therapy, positing that much of what is considered the standard or ideal family form comes from colonialism. Utilising settler colonial theory as a guide, I identify how the colonial nations, built through the violent exclusion of Indigenous and exogenous peoples, utilised the family to further their goals. Rather than suggest settler colonialism was an historic event, I consider how it continues today, privileging white families of European descent. To move the conversation forward on how white therapists from majoritised cultures can engage with racialised clients, I describe the negotiated spaces as a meeting ground where therapists and clients navigate differing worldviews. In these negotiations, our clients trust us, and to be accountable to this trust, we can unsettle the influence of settler colonialism. To conclude this paper, I discuss four possible pathways to begin the complicated process of unsettling. Practitioner PointsSettler colonialism contributed to the standardisation of the nuclear family, informing the foundations of family therapy.Establishing a 'negotiated space' in therapy can encourage ethical engagement between therapist and client as they navigate differences in culture, knowledge and meaning.To ethically be in the negotiated spaces, therapists from majoritised cultures can 'unsettle' settler colonialism's influence.Learning personal and disciplinary relationships to settler colonialism, developing cultural humility and attending to power is the first step in unsettling. [ABSTRACT FROM AUTHOR]

The internationalization of universities and the aging of the global population are two current issues that converge and challenge undergraduate gerontology curriculum development in Canada. One response to this challenge is to envision an intercultural gerontology curriculum. What might this curriculum encompass? How might it be taught? An exploratory study was undertaken to address these two questions. This paper presents findings from this study based primarily on interviews with university-based stakeholders from Canada, the United States, and Europe. Thematic analysis of the interviews resulted in five themes: multiple perspectives on cultural diversity; the dynamic nature of cultural diversity and aging; flow of an intercultural curriculum; institutional culture and intercultural curricula; and principles and practice for intercultural gerontology. Framed by principles of gerontology theory and educational approaches, this paper focuses on the principles and practice suggested by study participants. Scaffolding learning, active learning strategies, experiential learning opportunities, teacher modelling, and internet-based learning are discussed as key to intercultural learning. An appendix includes a list of resources that may be useful to developing an intercultural gerontology curriculum. [ABSTRACT FROM AUTHOR]

This paper draws on original empirical research to investigate popular understandings of prejudice in two national contexts: Poland and the United Kingdom. The paper demonstrates how common-sense meanings of prejudice are inflected by the specific histories and geographies of each place: framed in terms of ‘distance’ (Poland) and ‘proximity’ (United Kingdom), respectively. Yet, by treating these national contexts as nodes and linking them analytically the paper also exposes a connectedness in these definitions which brings into relief the common processes that produce prejudice. The paper then explores how inter-linkages between the United Kingdom and Poland within the wider context of the European Union are producing – and circulating through the emerging international currency of ‘political correctness’ – a common critique of equality legislation and a belief that popular concerns about the way national contexts are perceived to be changing as a consequence of super mobility and super diversity are being silenced. This raises a real risk that in the context of European austerity and associated levels of socioeconomic insecurity, negative attitudes and conservative values may begin to be represented as popular normative standards which transcend national contexts to justify harsher political responses towards minorities. As such, the paper concludes by making a case for prejudice reduction strategies to receive much greater priority in both national and European contexts. [ABSTRACT FROM AUTHOR]

This paper emerges from an ethnography of the economic and cultural life of Rye Lane, an intensely multi-ethnic street in Peckham, South London. The effects of accelerated migration into London are explored through the reshaping and diversification of its interior, street and city spaces. A ‘trans-ethnography’ is pursued across the compendium of micro-, meso- and macro-urban spaces, without reifying one above the other. The ethnographic stretch across intimate, collective and symbolic city spaces serves to connect how the restrictions and circuits of urban migration have different impacts and expressions in these distinctive but interrelated urban localities. The paper argues for a trans-ethnography that engages within and across a compendium of urban localities, to understand how accelerated migration and urban ‘super-diversity’ transform the contemporary global city. [ABSTRACT FROM PUBLISHER]

Summarized are the proceedings of a 1984 public hearing held in France by the Standing Conference of Local and Regional Authorities of Europe to discuss the need for a legal instrument guaranteeing the defense and promotion of the heritage of the regional and minority languages of Europe. (RM)

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This paper shifts discussion on social diversity from ethnic diversity to broader social diversity. We explore spatial social diversity and assess opportunities to encounter diversity in an urban context. In doing so, we prepared a description of diversity in the residential communities of two cities, Leeds and Warsaw, using census data for small areas (UK 2001, Poland 2002). Selected variables were used to represent the key social dimensions of difference: demographic, socioeconomic, ethnic, and disability. A cluster analysis using a k-means algorithm was implemented for each city separately and for the two cities combined using harmonized indicators. We selected eight cluster solutions for each city which had diff erent profiles and spatial distributions. A combined cluster analysis showed that there was little overlap in community types across the two cities. The paper illustrates that Leeds and Warsaw residents experience very different opportunities to encounter difference which need to be taken into account when local diversity policies are implemented. [ABSTRACT FROM AUTHOR]

Increasingly, cultural diversity is being paid attention to by economists, signifying the importance of international allocation of human capital to world economic wellbeing. This paper attempts to understand how Europe can optimally benefit from cultural diversity while facing a spectrum of obstacles. Hypotheses tested by past studies are important but are generally limited by the multidimensional dynamics of the causality mechanism. This paper synthesizes the social, economic, and institutional element spiral within cultural diversity by proposing a culture–economy framework to understand economic prosperity. This paper is developed by three syntheses of the substantive literature: 1) identifying the research agenda of cultural diversity and economic prosperity, 2) conceptualizing the multidimensional dynamics from cultural diversity to economic prosperity, namely the culture–economy framework, and 3) understanding Asia–Europe relations with respect to cultural diversity and creative destruction. Intercultural learning amid complex interactions of identified elements between factor productivity and barriers was found to be the micro-foundation that links cultural diversity to economic prosperity in Europe. Cultural diversity was found to be the cause of richer ideas, heuristics, perspectives, and skills, suggesting the potential sustainability of economic prosperity with creativity-oriented policies in the region. [ABSTRACT FROM AUTHOR]

In this article, the author comments on an article related to interculturalism and multiculturalism by Tariq Modood & Nasar Meer. The author argues against the phenomenon that problems of social segregation or gender inequality are worse in European countries that embraced multiculturalism. The author also comments on 2008 report by UNESCO related to cultural diversity.

This paper draws on Bourdieu's theory of economic, social and cultural capital to understand the relative effect of the volume and the composition of these capitals on healthcare service use in later life. Based on data from the fifth wave of the Survey of Health, Aging, and Retirement in Europe (n = 64,840), we first look at the contribution of each capital in the use of three healthcare services (general practitioner, dentist and hospital). Using cluster analysis, we then mobilise Bourdieu's concept of habitus to explain how the unequal distribution of material and non‐material capitals acquired in childhood lead to different levels of health and hospital care utilisation in later life. After controlling for demographic and health insurance variables, our results show that economic capital has the strongest individual association among the three capitals. However, the results of a cluster analysis used to distinguish between capital structures show that those with high non‐material capital and low material capital have higher levels of primary healthcare utilisation, and in turn lower levels of hospital use. Bourdieu's approach sheds light on the importance of capitals in all forms and structures to understand the class‐related mechanisms that contribute to different levels of healthcare use. [ABSTRACT FROM AUTHOR]

Copyright of Javnost-The Public is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study tests the effect of age diversity on firm performance among international firms. Based on the resource-based view of the firm, it argues that age diversity among employees will influence firm performance. Moreover, it argues that two contextual variables-a firm's level of market diversification and its country of origin-influence the relationship between age diversity and firm performance. By testing relevant hypotheses in a major emerging economy, that is, the People's Republic of China, this study finds a significant and positive effect of age diversity and a significant interactive effect between age diversity and firm strategy on profitability. We also find a significant relationship between age diversity and firm profitability for firms from Western societies, but not for firms from East Asian societies. The paper concludes by discussing the implications of this study's findings. © 2011 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

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]

This paper focuses on the diversity in patients' experience of biomedicine and contrasts it with the normative view characteristic of health professionals. Ethnographic fieldwork among Polish migrant women in London, Barcelona and Berlin included interviews about their experiences with local healthcare and health professionals. Themes drawn from the narratives are differences between the cities in terms of communication between patients and health professionals, respect for patients' choices and dignity, attitudes to pregnancy and birth (different levels of medicalization), and paediatric care. It is argued that patients continuously negotiate among their own views and expectations based on previous experiences and knowledge from personal communication; internet forums and publications; and the offer of medical services in the countries of their settlement. Patients experience pluralism of therapeutic traditions within and outside bio-medicine. In turn, representatives of bio-medicine are rarely aware of other medical practices and beliefs and this leads to various misunderstandings. By highlighting the pluralism of medical practices in European countries and the increasing mobility of patients, this case study has useful implications for medical anthropologists and health professionals in a broader Western context, such as raising sensitivity to different communication strategies and a diversity of curing traditions and expectations. [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]