Search

This essay is a short response to Daniel Bonilla Maldonado’s contribution, »Beyond the State: Can State Law Survive in the Twenty-First Century?« to the recently published Cambridge History of Latin American Law in Global Perspective. While Bonilla sees progress in the movement from the centralized nation-state to the multicultural state, my essay argues for an appreciation of the values that motivated the creation of the unified state as a single constitutional order in the post-colonial period. This effort may have failed, but with that failure went a distinct and valuable idea of freedom.

Multiculturalism implies social acceptance: it does not involve consensus, but social awareness. As witnesses of diversity, we identify change itself, as a continuous process, relativised by aspects of heterochromy and socioeconomic heterochrony. The dichotomy of differentiated development does not follow a particular pattern. Simultaneously, it seems dual: it seduces through a certain degree of freedom (discernible, perceptible, or apparent), but it also makes itself guilty through the reticence that singles it out. In the end, differentiation brings advantages and requires sacrifices, but it is as much a part of the spirit of the individual as it is of the way economic entities act.

This qualitative study investigates the integration of multicultural literature within higher education classrooms, examining experiences, challenges, necessary support, and perceived impacts on students. Framed within critical pedagogy theory, the research aimed to uncover insights into the transformative potential of diverse narratives. Guided by qualitative research principles, specially descriptive phenomenology, the study employs semi-structured interviews with literature instructors selected through purposive sampling. Data collection involved multiple online platforms to facilitate candid discussions, ensuring a diverse representation of perspectives. The interview guide was rigorously developed and validated through pre-testing and expert consultation, ensuring relevance to the research objectives. Interviews were recorded and transcribed verbatim for thematic analysis, a methodical approach to identifying patterns and themes within the data. Inductive reasoning guided the analysis process, allowing for theory formulation from observed patterns. Intercoder reliability checks and member-checking techniques were employed to enhance data validity and credibility. The analysis of participant responses revealed multifaceted teaching strategies, emphasizing the significance of cultural representation, innovative approaches, and fostering cross-cultural understanding. Teachers adapt their methods to accommodate diverse student voices while leveraging technology and cultural sensitivity. This study emphasises that institutions, educators, and students collectively contribute to fostering a culturally enriched learning environment. It also contributes to inclusivity and diversity in education, cultivating cultural intelligence and a broader understanding of global perspectives. The study highlights the necessity for literature teachers to have access to diverse resources, professional development opportunities, and collaboration for effective integration. Moreover, higher education institutions are crucial in supporting this integration through curriculum enhancements, resource allocation, and adequate preparation time. Despite challenges such as limited institutional support, the personal dedication and commitment of teachers and students play a pivotal role in successfully integrating multicultural literature into educational settings. These findings provide nuanced insights into the complexities of integrating multicultural literature in higher education, contributing to educational theory, policy development, and pedagogical practices.

Multireligious communities need to acquire multicultural competence (MC) to help them deal with complex interactions taking place in the repertoire of religious and cultural differences. Hence, this explanatory mixed-method study sought to quantitatively measure the MC of Indonesia’s multireligious communities and to qualitatively explore the factors contributing to the formation of their MC. A quantitative survey with 30-item valid and reliable questionnaires was conducted to measure the MC of 577 respondents from a population of Indonesia’s multireligious communities by using a convenient sampling technique. A descriptive qualitative study was further executed to explore the contributing factors of MC by involving 20 participants recruited using a purposive sampling technique. The data were analysed using descriptive-quantitative and interactive-model techniques. The quantitative data revealed that the multireligious communities had a high level of MC (M=3.64) demonstrated by high levels of multicultural awareness, skills, and knowledge with a balanced composition. The qualitative data highlighted five factors shaping their MC. These factors entailed mutual respect, tolerance, internalization of multicultural attitudes, good communication, and interactions with cultural traditions. Further studies could use these factors to develop multicultural education programs or interventions.

La novela Neguko argiak (2018)/ Luces de invierno (2021) de Irati Elorrieta ganó el Premio Euskadi en 2019. Este trabajo analiza algunas de las claves de la obra, apoyándose en la versión traducida. Elorrieta sitúa su novela en Berlín, de forma que construye una red de personajes que llevan sobre sí las marcas de la postmodernidad y de la tensión entre globalización y territorio, con una especial visión de la multiculturalidad en una ciudad abierta. Irati Elorrietaren Neguko argiak (2018)/Luces de invierno (2021) eleberriak 2019ko Euskadi Saria irabazi zuen. Azterketa honek lanaren gako garrantzitsuak aztertzen ditu, itzulitako bertsioan oinarriturik. Elorrietak Berlinen kokatzen du bere eleberria, eta, horrela, postmodernitatearen, globalizazioaren eta jaioterriaren arteko tentsien markak gainean daramatzaten pertsonaia-sarea eraikitzen du, hiri ireki bateko kultur aniztasuna aztertuz eta agertuz. The novel 'Neguko argiak' (2018)/’Luces de invierno' (2021) by Irati Elorrieta won the Euskadi Prize in 2019. This work analyses some of the key aspects of the book, drawing from the translated version. Elorrieta sets her novel in Berlin, creating a network of characters who bear the marks of postmodernity and the tension between globalization and territory, with a unique perspective on multiculturalism in an open city.