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ABSTRACTAspirations and expectations are conceptually and empirically different. Given their differential impact on various educational outcomes, it is expected that they, and consequently their convergence, would be affected by different factors. This study examines the factors leading to high aspirations, high expectations and to their alignment by using cross-sectional data on 7th and 8th grade students in Qatar. Results from our study demonstrate that aspirations are affected by attitudinal factors and student grades alone, while expectations are significantly influenced by demographic factors (ethnicity, gender, school type, parent occupation). Parental expectations are influential in shaping student expectations but not student aspirations. The alignment of high aspirations with high expectations were determined by parental expectations, student grades and attitudinal factors. It appears that parental expectations play a critical role in bringing together high aspirations and high expectations. These results, the implications of the research and suggestions for future research are discussed further.

The article focuses on Keir Starmer's intention to shift discussions away from 'culture wars' towards addressing the underlying issues that contribute to recent social unrest in the UK. Topics include the historical context of racial equality legislation in Britain, the evolution of a progressive British identity that embraces diversity, and the necessity of redefining national identity to effectively manage the challenges of a multicultural society.

ABSTRACTThe study aims to examine the formation of and interrelationship between career importance, decisiveness, and aspirations among students. The data used in the study came from the ‘School experience, educational aspirations and scholastic achievement in Qatar’ survey 2018-2020 (SEEASAP). A sample of 841 students aged 12–14 was used for the analysis. The results of this study showed that the future career orientation among young people tends to be fragmented and incoherent. Believing in the centrality of work and employment in one’s life does not necessarily help young people become more certain about their future career or boost their career aspirations. The results also showed that career importance, decidedness and aspirations are shaped by different factors providing further evidence for the incoherence of young people’s future career orientation in times of greater insecurity and instability. The theoretical implications and limitations of this study are further discussed throughout.

ABSTRACTEuropean/UNESCO interculturalism (IC) emerged as a critique of multiculturalism (MC) (complicated by the fact that there is an alternative interculturalism, not discussed here). I suggest that this relationship has gone through three phases. Phase onebegins in the 1990s with a general dissatisfaction with MC from many political and intellectual sources. Phase two, roughly from about the middle of the last decade, is when IC scholars, mainly sociologists, though also in cultural studies, policy studies, migration studies, geography as well as education emerge in significant numbers. The engagement with multiculturalism is limited and serves the purpose of clearing the ground in order to get on with a new research approach and then getting on with it. Phase threeis the political theory justification of IC. I argue that these three phases have not established a pro-diversity ‘ism’ which can replace MC. While I hope we may move on to a phase four, where MC and IC are seen to be complementary, I here re-state what I think are the key concepts of MC. I hope it will be evident that firstly, that these concepts are not out of date or redundant; and secondly, therefore, that IC is wrong to abandon them.

The central question of the symposium has been whether interculturalism provides a new paradigm that transcends multiculturalism? I note that, consistent with my own position, none of the commentaries answers this question in the affirmative. I concur with the view that interculturalist approaches suffer from an indeterminacy in the use of concepts such as local, place and proximity. When such concepts are given specification, they can have two different meanings: a) face to face encounters, b) urban life and/or governance. Whilst (a) and (b) can be connected together, a dichotimising logic is employed by interculturalists relation to the micro-macro and the city-national. I conclude by specifying, by reference to my work, the key features of multiculturalism that a replacement paradigm has to engage with.

Statements of and advocacy for interculturalism always seems to begin with a critique of multiculturalism and aspire to offer a new and alternative paradigm of diversity and citizenship. With particular reference to a recent publication, which marks the current state of the art debate between the two ‘isms’, I suggest that the critique is often not based on an engagement with multiculturalist authors but targets popular (mis)perceptions of multiculturalism. A consequence of this is that interculturalists fail to appreciate the limitations of their critique and of their claim to novelty. The newness of interculturalism may relate to the normative significance of the majority but less to intercultural dialogue or to an anti-essentialism. While interculturalism has a contribution to offer, eg, by a focus on micro-level interactions, on superdiversity and by challenging multiculturalists to think about the majority, it is best understood as a version of multiculturalism rather than as an alternative paradigm. Multiculturalism can benefit from the contribution of interculturalism but this may involve moderating interculturalist ideas so, for example, not abandoning an anti-essentialism that is consistent with the sociological reality of groups, or by taking on board the normative significance of the majority but without accepting the idea of a majority precedence. In this way what is of value in interculturalism can be taken on board within existing multiculturalist theoretical frameworks.

Will Kymlicka has recently (in Analyse & Kritik 14, 33-56) argued that western liberals are mistaken in assuming that religious pluralism presupposes a commitment to individual rights. He instances the millet system of the Ottoman Empire as a successful form of toleration based on group rather than individual rights. In the course of his argument he makes some remarks about British Muslims and arranged marriages, sexual segregation in education and the Rushdie Affair which are false or highly misleading though typical of the prejudice-cum-ignorance with which British and other intellectuals discuss Muslims.

Can members of Britain's ethnic minorities speak openlyto each otherabout each other? This discussion is just such an encounter. It was co-sponsored by the Black-Jewish Forum and theJewish Quarterly, and the participants were Zaki Badawi, Yasmin Alibhai-Brown, Edie Friedman, Delia Jarrett-Macauley, Francesca Klug, Tariq Modood, Julia Pascal, Trevor Phillips, Nasreen Rehman and Imam Abduljalil Sajid. Madeline Bunting was in the chair.

John Cater and Trevor Jones, Social Geography: An Introduction to Contemporary Issues London: Edward Arnold, 1989, 260 pp., £10.95 p.b.Angela Davis, An Autobiography London: The Women's Press, 1990, 400 pp., £6.95 p.b.Angela Davis, Women, Culture and Politics London: The Women's Press, 1990, 240 pp., £5.95 p.b.Maria Lin Wong, Chinese Liverpudlians: A history of the Chinese community in Liverpool Merseyside: Liver Press, 1989, 100 pp., £3.75 p.b.Amina Mama, The Hidden Struggle: Statutory and Voluntary Sector Responses to Violence Against Black Women in the Home London: London Race and Housing Research Unit, 1989, 352 pp., £6.95 p.b.Pnina Werbner, The Migration Process: Capital, Gifts and Offerings among Pakistanis in Britain Oxford: Berg, 1989, 391 pages, £32.00 clothBarbara Ballis Lai, The Romance of Culture in an Urban Civilization: Robert E. Park on Race and Ethnic Relations in Cities London: Routledge, 1990, 208 pp., £35.00 h.b.Richard D. Alba, Ethnic Identity: The Transformation of White America New Haven: Yale University Press, 1990, 374 pp., £25.00 clothCameron McCarthy, Race and Curriculum: Social Inequality and the Theories and Politics of Difference in Contemporary Research on Schooling Lewes: Falmer Press, 1990, 158 pp., £18.95 cloth, £8.95 p.b.

Current anti-racist thinking is unable to explain events such as the Rushdie affair for it rests on a sociology which makes it difficult or impossible to connect theoretically issues of race with ethnicity. Racial minority groups thus become shadows who make no contribution to outcomes. This not only leads to inadequate explanations but works to undermine group pride, a vital motor of racial equality. The law on racial discrimination is evidence of the dialectical relationship between race and ethnicity, for the concept of indirect racial discrimination is concrete proof that culture is no less than class is a distinct dimension of race and racial discrimination, and points the way to a policy of equality through pluralism.

In this article the author presents his arguments for multiculturalism in Britain which he explored in his book "Still Not Easy Being British". It is noted that the debate on the controversial issue stemmed from British Prime Minister David Cameron's comment that multiculturalism threatened social unity. The author cites the pertinent topics covered in his book such as Muslims and multiculturalism, and multiculturalism and religion.

Explores the integration of different ethnic identities of immigrants in Great Britain. Tolerance to ethnic differences; Political participation and mobilization of immigrants; Discrimination and racism in several areas of the society despite of integration.

Offers information on racial inequality in the employment practices of British universities. Results of a survey of university employments; Suggestions for equality; Conditions of ethnic minorities entering academia. INSET: Case studies.

Reports on the evidence of Afro-Caribbean `under achievement' and southern Asian groups' success in higher education as compared to whites. Differences between institutions and subjects; Issue of discrimination; Class profiles of ethnic minority groups; Proportions of applications and admissions in the national higher education system; Anti-discrimination measures.

Presents letters to the editor in response to articles published in the previous issues including "Chemistry Cuts Lead to Fears for Other Subjects," "Stop Counting Beans, Start Planting Trees" and "Round One: Employers and Unions Square Up."