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Grounded in an experiential understanding of architecture, this research explores ways in which architectural history can help bring works or ideas more vividly to the present. We propose here an embodied visit to Aldo and Hannie van Eyck’s house in Loenen aan de Vecht. In the house, layers of temporality, materiality, everyday living, and lived experience mingle with design solutions and worldviews affecting them. By immersing into the materiality of the Van Eycks’ home, the paper offers a lively, intensive, and qualitative understanding of the design and its connections with the architect’s contributions to post-war architectural discourses. The experiential account uses a mix of archival, ethnographic, and performative techniques, a proposed method that adds a necessary degree of complexity to architectural history. The method enacts a new form of knowledge where our bodies inform the findings, from materiality to meaning, and connects to new architectural history approaches, namely Architectural Anthropology and Performative Design Research. With all these elements, we are proposing a rich, empirical account of the project by means of three re-enactments of the Van Eycks’ homelife: a visit to the attic, table talk under the skylight, and a lively lunch in the garden. The account offers deep insights into how architectural ideas take material form, showing that specific ways of understanding history, time, or space, are indeed embodied within our built environment and that they can only be disentangled, with the help of our bodies, by performing actions within, in and around buildings.

As most studies focus on the outcomes of multiculturalism, assimilation and colourblindness (MAC) for students, little is known about why schools vary in the diversity approaches that they adopt and the role of the teacher in this process. This study explores how teachers implement MAC diversity approaches and what drives them in doing so. Based on a cluster analysis of 38 schools, three extreme cases were selected that either valued (multiculturalism), rejected (assimilation) or ignored (colourblindness) ethnic diversity. In these schools observations and in-depth interviews were conducted with 39 teachers, 23 students and 3 headteachers. Our results indicate that teachers varied in their implementation of MAC diversity approaches according to four diversity domains: 1) multilingualism, 2) religious diversity, 3) ethnic discrimination and 4) diversity curriculum. Teachers' beliefs and attitudes (individual-level) and their preconditions for teaching (micro-level) appeared as the most important motivators for adopting a particular diversity approach.

In the context of the multicultural and postmodern rhetoric of contemporary art festivals, we examine a case study in which the Hungarian choreographer Eszter Salamon appropriates Mapuche practices—the kawell tayil and the choike purrún—in her piece Monument 0.6: Landing (A Ritual of Empathy) (2017). We analyze the discursive and embodied dimensions of this borrowing and its harmful consequences for indigenous communities. We show how the postmodern values of secular art institutions and the legal limitations to protect indigenous ritual expressions contribute to these dynamics. Adopting an optimistic stance, we outline criteria for curatorial practices that could prevent further misuses of indigenous culture.

Roughly two-thirds of the way through Sam Selvon’s The Lonely Londoners (1956), there is a section highly redolent of the ‘Penelope’ episode of James Joyce’s Ulysses (1922). Commonly referred to as ‘Summer’, the section’s similarity to ‘Penelope’ has not gone unnoticed among either Joyce or Selvon scholars; to date, however, only J. Dillon Brown (2013) has offered a substantive reading of the connection. This article seizes on the relative absence of critical discussion of Selvon in Joyce studies to consider what might be the particular responsibilities that Joyce studies bears when reading Joyce’s global afterlives. Drawing on critical debates around the concept of global modernism, I discuss the terms of Joyce’s canonisation and his use in ‘diffusionist’ models of literary history. Building on Kandice Chuh’s (2019) analysis of the combined effects of liberal representational politics and hypercanonicity in literary studies, I contend that future studies of Joyce’s global reception and influence should seek to establish mutually transformative intercultural dialogue, which in turn requires opening the field to unsettling Joyce’s position in literary studies – and, to that end, I propose that Selvon’s novel provides an exemplary model of engagement with Joyce through ‘creative disaffiliation’. Publisher PDF

Multicultural festivals are more than a form of leisure and entertainment for the general public – they are often used as tools to educate the wider population about the culture of ethnic minority ...

This article focuses on the effects of the Covid-19 pandemic and lockdowns in spring 2020, on the sphere of minority language media. Taking a comparative case study approach across 11 minority language settings in Europe, the research builds upon expert interviews conducted with practitioners and scholars by the present authors. This is thematically broken down into the areas of audience figures and funding implications, effects on non-news content, relations between majority and minority, logistical aspects, and social media. The findings included a mix of positive and negative aspects, which the analysis places in the context of previous theoretical concepts and legal standards related to minority languages and media. Increased audience figures and social media engagement suggest positive signs for the vitality of minority language media and the options for online breathing spaces of minority language usage. The effects on non-news content are more mixed, with issues due to cancellations as well as new innovative content having differing effects per sphere in terms of genre completeness. However, the status of minority languages and importance of minority language media outlets were insufficiently acknowledged in examples of tense minority-majority interactions as well as cases of funding issues due to reducing advertising revenues. [ABSTRACT FROM AUTHOR] Copyright of Journal of Multilingual & Multicultural Development 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 article uses neo-Weberian social closure theory and Bourdieu's theory of symbolic violence to examine the epistemic tension between biomedicine and traditional Chinese medicine (TCM) in Aotearoa New Zealand (NZ), a country that aspires to a multicultural model of healthcare. Drawing on interviews with TCM practitioners and analysis of TCM practitioners' attempt to become a regulated profession, we argue that a multicultural health model remains a myth as biomedical stakeholders deploy material and symbolic forms of social closure that limit the scope of TCM practice. Discourses of the need for scientific evidence, public safety, qualification standards and English language fluency undermine the culturally distinctive but pragmatic forms of medicine that TCM practitioners utilise. This has implications for TCM as practitioners are denied public funding, their scope of practice is limited, and the expectations for TCM to conform to a biomedical model of healthcare have created tensions within the TCM community.

Israeli bilingual children’s literature provides evidence of a multicultural process. Despite the small number of these books, it is important to examine the phenomenon, as such books provide a rep...

This article examines how children draw on local sources of morality and moral worth to forge connections, build friendship and enforce distinctions across difference in a rural multicultural city ...

Libraries play an important role in promoting cultural and language diversity, preserving knowledge and supporting educational goals. This paper discusses the ni-Vanuatu Librarians cultural compete...

Students in higher education are increasingly part of international classrooms. While these classrooms have the potential to catalyze learning, they also come with lower senses of inclusion and psychological safety –factors that are crucial for learning. In the current study, we empirically test a contextual model in which these psychological costs are related to the number of cultural misunderstandings which are, in turn, associated with the prevailing diversity approach. Specifically, we surveyed the experiences of 360 university freshman enrolled in either a mononational or an international version of an otherwise identical educational program in the Netherlands, allowing us to investigate the unique effects of studying in an international classroom. Quantitative analyses exposed that students in international (vs. mononational) classrooms indeed experienced heightened levels of cultural misunderstandings that, in turn, were related to lower senses of inclusion and psychological safety. Crucially, this chain of effects differed depending on whether students perceived the diversity approach as more multicultural vs. colorblind. When lecturers were perceived to adopt a multicultural approach (i.e. recognizing and valuing cultural diversity), students experienced less cultural misunderstandings, and, therefore, less negative outcomes associated with studying in international classrooms. However, when lecturers were perceived to communicate a colorblind approach (i.e. overlooking cultural differences), cultural misunderstandings and their concomitant negative effects remained high. Together, these findings postulate a contextual model to understand why students’ sense of inclusion and psychological safety may be jeopardized in international classrooms and encourage further research on both the mechanisms and potential benefits of a multicultural approach.

Over a career straddling six decades, documentary maker Frederick Wiseman has created a body of works that can be considered “an unparalleled cumulative ‘natural history’ of certain basic facets of...

Across many countries, schools and classrooms are becoming culturally diverse. In response to this global trend, culturally responsive teaching (CRT) has been highlighted. Within this context, we h...

Multilingualism is a modern idea for solving the linguistic problems of multi-ethnic countries, strongly demanded by today’s more globalised and multicultural era (Li, 2016, p. 7). Commonly defined ...

While high rates of intra-Asian migration have rendered foreign migrants physically “invisible” in the past, migrants of increasingly racially diverse backgrounds have started to enter South Korea ...

Melbourne’s population is culturally superdiverse yet there is little focus on inclusiveness in diverse communities. This article will present a case study of Footscray, Melbourne, Australia, exami...

Anti-immigrant hostility continues to rise throughout multicultural societies. Building on segmented assimilation theory, in this manuscript I examine whether anti-immigrant sentiment might decreas...

The involvement of social workers in policy-making processes is grounded in a professional requirement for promoting social justice, however, it is inherently a political activity related to the so...

Scholars often frame questions of cultural pluralism as a simple binary: Is the protection of “illiberal cultures” detrimental to the rights of women and other internal minorities within these cult...

This article demonstrates that the paradoxical configuration of groups supporting multiculturalism in South Korea stems from uniquely Korean experiences of colonialism, territorial division, and mo...

Social work in intercultural environments is connected to specific aspects of social-ethnic groups and their individual representatives. This involves addressing particular social issues and challe...

Every year, significant resources are devoted to the professional development of educators, warranting a closer evaluation of whether professional development is effective and where it can be improved. Focussing on professional development in intercultural and multicultural education, this article presents a scoping study of relevant literature to identify factors that have been highlighted as helpful and hindering for educators. Peer-reviewed journals from the last two decades were scoped for articles about professional development aimed at Pre-K–12 educators. A literature search of four academic databases identified 159 relevant articles which were then qualitatively coded with NVivo. A numerical analysis identified areas of research concentration and those needing research attention, while a thematic analysis yielded four broad areas of results: teacher capacities and dispositions, features of professional development, professional development activities and professional development topics. Discussion is concentrated on the overall state of the field, particularly on features specific to inter/multicultural professional development such as educator resistance and reluctance, content organisation, the under-utilisation of technology, and safe opportunities for discussion, criticality and meta-cognitive reflection. The article presents results that may inform the design of inter/multicultural professional development in education along with suggested areas for future research.

Is the clash of civilizations, or that of racism, the paradigm that best describes the intercultural dynamics that characterize the cultural horizon of young people today? This article addresses this question based on research conducted between 2012 and 2016 in four secondary schools in Piedmont by researchers at the University of Gastronomic Sciences. The research looked at adolescents and dealt with the topic of “knowing the Other” through the collection and patrimonialization of life stories about food. The results illustrate an educational model that stimulates young people to extend their knowledge of cultural diversity and overcome the considerable indifference towards discovery of “the Other” that appears to characterize most young people today.

This study is a sociolinguistic exploration into the survival of a transnational language in the United States-a multilingual and multicultural environment. Using an adapted General Ethnicity Quest...

Given the call for increased emphasis on multicultural and social justice orientations in the field of counselling psychology, this manuscript explores how the union of different knowledge traditio...

As contemporary societies experience increasing diversification, the relevance of multiculturalism is increasingly questioned. Growing criticisms of multiculturalism have led to the claim of a post...

Novice teachers working in primary school experience in their practice, impact the contemporary multicultural, knowledge-based society. This article aims to gain insight into novice teachers' retro...

Acculturation is an emerging field of inquiry in the multicultural context of Hong Kong. Behavioural acculturation focuses mainly on cultural practices such as language use, dietary preferences, cu...

This study explored character connection journaling as a cultural immersion exercise in a multicultural counselling course at a Midwestern university in the United States. Qualitative data were col...

This study investigates how a Korean immigrant child in the United States negotiates a sense of herself through the participation in a multicultural book club and critical dialogues in an out-of-sc...

Given persistent evidence of discrimination toward students of color in K-12 schools, group dialogue about multiculturalism can help individuals understand and advocate for equity and inclusion. In...

The narrative of Chinese culture occupied the central position in Taiwan’s cultural policy agenda after the Kuomintang (KMT) retreated to the island in 1949, but the primary (if not exclusive) focu...

Chain stores have changed the retail landscape leading to the decline of small independent retail. Consequently, public street life on shopping streets is fading, and many premises have been left v...

Over recent years, the field of sport for development (SFD) has seen a substantial growth in the number of initiatives leveraging sport as a means of promoting social development outcomes. Despite ...

In contemporary Portugal and Greece, the number of individuals who resort to alternative medicine continues to rise. From yoga, meditation and energy therapies to healing based on various religio-spiritual traditions, there is a variety of therapeutic practices one can choose from. The main objective of this paper is to show how a therapeutic and spiritual pluralism is produced through the implementation of transnational influences on spirituality and healing. It investigates the diverse ways in which the practice of spirituality through healing leads to a better understanding of how current processes of globalisation, transnationalism and multiculturalism affect, develop and negotiate one’s individual, social, spiritual and medical identity. Based on ethnographic fieldwork in Lisbon and Athens, the Portuguese and Greek capital equivalently, the paper explores the pluralistic and transnational character of alternative medicine and the spiritual creativity with which such therapies are practised. Taking the role of the (spiritual) holistic practitioner as healer as a point of departure, it provides an empirical account of the shifting status of both religiosity and healthcare in two southern European countries that are still followed by the stereotype of being predominantly linked to Christianity as the denominational religion, and to biomedicine as the predominant healthcare system. info:eu-repo/semantics/acceptedVersion

Student teachers in South Africa need to realise that although their classrooms are multilingual and multicultural, English remains the dominant language. Preparing student teachers for diverse cla...

This paper examines pedagogical responses to James Banks’s concept of failed citizenship, namely the structural factors that inhibit migrants and minorities from accessing fully functioning citizen...

Celebrating and launching this inspiring book with Professor Lesley Head at the School of Geography at the University of Melbourne was a multicultural event that circulated immense joy. There was a...

This article examines the ways in which multicultural youth leadership programs reflect a model of participatory citizenship and individual empowerment that risks affirming white institutional worl...

This study examines how Nicaraguan print media discursively construct Indigeneity in the midst of land encroachment and new movements for self-determination in order to explore the nuanced modes th...

This study investigates the socio-cultural experiences of Chinese international graduate students in a Canadian university. Specifically, this research explores the multiple challenges of their eng...