Due to large influx of migrants along with a declining rate of native Swedes in working age, corporations are devoting more time and resources for diversity management today. While much attention has been directed towards the gender equality aspect of diversity, less attention has been given to the management of employees with diverse ethnicities and/or nationalities, hence the cultural aspect of diversity. This qualitative case study aims to contribute to the research field on diversity management in Swedish businesses in general but more specifically how the Swedish state-owned company Svevia is working with cultural diversity, identified as a strategic premise in order to assure future business survival. Through semi-structured interviews with employees at all organizational levels, a thorough understanding has been achieved of how Svevia works with diversity management and how the organizational culture allows for cultural diversity to thrive. A range of theoretical perspectives are combined in the for this study established conceptual framework, a framework which has enabled this study to provide an understanding of how an organization as a whole system, and not just fragments of organization, operationalize diversity management. Focus was given to study the processes that underlie the translation towards an intended more diverse workforce and the shape this process takes within the company. The results show that the processes through which information is being transferred within the organization, allowing for a flexibility that enables the company to evolve influenced by society’s constantly shifting demands. Svevia’s management efforts in the area of cultural diversity is not as well developed as that of gender equality. This, in a combination with a rather fragmented organizational culture indicates that there is still room for improvement regarding Svevia’s work with cultural diversity. Svevia, continues to be rather homogenous when it comes to the composition of its workforce, not reflecting the society in which they operate even though measures have been taken. However, if the increased commitment for cultural diversity continues, Svevia will most likely face the growth of diversity in the Swedish labor market, with more ease than companies who do not take measures to improve the organizational culture to become more including and welcoming.

Meaning-making in today's digital culture, using digital media, raises the need for enhanced critical thinking and analytical skills. To be literate in digital media, one must know how to use digital tools, but one is also required to develop intellectual, social, and cultural competencies to be able to interpret messages in multimodal texts, which include written text, sound, and images. This research explored the experiences of two foreign students in higher education who participated in a six-week online workshop called "improving your digital-media skills." In the online workshop, the students completed a project-based activity in which each week they worked on one step toward finishing their projects. The weekly curriculum aimed to develop particular skill of digital-media literacy to access, analyze, evaluate, and create digital media materials. Throughout this study, the data was gathered and analyzed to answer two general questions: 1) How does a project-based activity of digital media creation and consumption impact students' critical thinking and analytical skills in the digital culture? 2) How does students' awareness of cultural diversity influence the choices they make in digital media production? Seeking answers to these two questions, the study employed qualitative case study methods including participant-observation, field notes, questionnaires, interviews, and digital media products analysis. The analysis revealed that the workshop had a great impact on the students' critical analysis and evaluation skills than on critical thinking skills. There was also a noticeable increase in the students' critical thinking skills when using digital media out of the academic settings. Both participants were affected by their experience of living abroad, and this factor influenced their thinking and teaching methods. Cultural identities appeared in their thinking and choices in some parts of the workshop. This study was an initial inquiry into the importance of acquiring cultural competencies along with critical digital-media literacy in order to accept the diversity in education and appreciate our differences.

Many researchers say that the multiculturalism in Russia has emerged recently, but this term started to dеvеlop few dеcades ago. During this time period we have seen its significant change and improvement. Russian sociеty culturally is very divеrse. There are many different nаtions, culturеs, religions, and even civilizations living in Russia. The uniqueness of Russia consists in the fact that those different culturеs are its indigenous people. There is probably no other stаte in the world with such a high number of different culturеs living together relatively peacefully for centuries. Also, culturally diverse population of Russia is not composed of migrаnts as in the case of Europe or the USA. For this purpose the beginning of the thesis is dedicated to understanding of the term multiculturalism, cultural diversity, minority groups and similar. Multiculturalism developed significantly especially in the phase of last events which took place in the Wеst. The 9/11 has brought several changes. Also, the latest incidents (and the speeches of the several lеadеrs) in Europe have shown Europeans and the rest of the world that the situation in immigrаnt welcoming rеgions is not positive as before. This makes the policy of multiculturalism even more complicated in the light of present developments. The...

A l’heure où des réformes proposent de réintroduire la morale à l’école, il est pertinent de s’interroger sur les conceptions qu’ont les individus des valeurs. Cette étude propose une approche comparatiste et croisée des représentations sociales de la tolérance, de la liberté et de la démocratie dans deux groupes marqués par des différences culturelles. Ainsi, des sujets français et libanais proches du milieu éducatif ont participé à ce travail de recherche dont l’objectif est d’examiner certains aspects de l’éducation aux valeurs. Dans une première partie empirique, à partir d’une tâche d’association libre sur mot inducteur « tolérance », les données ont été traitées par le biais d’une analyse prototypique, une analyse de similitude et une analyse multidimensionnelle. Les résultats obtenus montrent que la tolérance est associée à des valeurs et à des thèmes relatifs aux spécificités de chaque société. Des divergences intergroupes et intragroupes sont constatées dans la représentation de la tolérance. Cela rend compte que cette valeur s’inscrit dans une diversité culturelle malgré des consensus attitudinaux apparents. La deuxième partie empirique compare la représentation sociale de la « liberté » et de « la démocratie en tant que valeur universelle » entre des étudiants français et libanais. Nous constatons que la liberté est associée à des domaines plurivalents et qu’elle fonctionne comme un « nexus » (Rouquette, 1994). Quant à la représentation de la démocratie en tant que valeur universelle, elle fait référence à des valeurs tout en s’inscrivant en tant que mode de gouvernement et en suscitant une certaine vision de la démocratie. Outre les différences culturelles, les résultats soulignent que des divergences intragroupes apparaissent lorsque les valeurs se transforment en situations sociétales concrètes. La discussion de l’ensemble de ces études souligne l’importance de tenir compte des conflits de valeurs (évoqués par plusieurs auteurs) dans la question de transmission de valeurs à l’école. / At a time when reforms propose to reintroduce ethics at school, it is pertinent to question the conceptions that individuals have about values. This study proposes a crossed and comparatist approach of social representations of tolerance, liberty and democracy in two groups marked by cultural differences. Thus, French and Lebanese subjects within the domain of education participated in this research work with the objective being to examine certain aspects of the education of values. In the first empirical part, starting from a task of free association on the inductor word “tolerance,” the data was treated through a prototypical analysis, an analysis of similitude and a multidimensional analysis. The results obtained show that tolerance is associated to values and themes relative to the specificities of each society. Intergroup and intragroup divergences were noted in the representation of tolerance. This demonstrates that this value correlates to a cultural diversity despite apparent attitudinal consensuses. The second empirical part compares the social representation of “liberty” and “democracy as a universal value” between French and Lebanese students. We notice that liberty is associated to polyvalent domains and that it functions as a “nexus” (Rouquette, 1994). As for the representation of democracy as a universal value, it references values all the while representing a mode of government and generating a certain vision of democracy. In addition to the cultural differences, the results underline that intragroup divergences appear when values transform into concrete societal situations. The discussion of the ensemble of these studies underlines the importance of taking into account conflicts of values (evoked by several authors) in the question of transmission of values in school.

[pt] Nesta dissertação realizamos uma análise do modelo de financiamento público proposto para o audiovisual no Brasil, e seu impacto nos diferentes estados. Ao constatarmos que a indústria audiovisual nacional apresenta uma expressiva concentração regional da produção e do consumo, optamos por investigar o impacto dessa concentração no desenvolvimento cultural e social do país. Além disso, identificamos possíveis alternativas de desconcentração, a exemplo dos mecanismos de incentivo estaduais que têm sido desenvolvidos na Bahia. Esperamos que esse estudo possa contribuir para o debate sobre a realidade da concentração da indústria audiovisual existente no Brasil. / [en] In this dissertation we performed an analysis of the public financing model proposed for the audiovisual industry in Brazil, and its impact by the different states of the country. Considering that the national audiovisual industry has a significant regional concentration of its production and consumption, we chose to investigate the consequences of this concentration on cultural and social development of the country. Besides that, we identified alternatives of desconcentration, such as local incentive mechanisms that have been developed in Bahia. We hope this study contribute to the discussion of the concentration of the audiovisual industry reality that exists in Brazil.

[pt] A dissertação visou acompanhar um pouco da evolução do sistema de ensino público no Brasil, partindo da década de 1930 até a atualidade buscando compreender as possíveis causas de seu persistente déficit qualitativo, não obstante os avanços alcançados, quanto à expansão do acesso ao ensino, desde o final da década de 1980. Identificamos como um dos importantes componentes para sua condição qualitativamente deficitária a forma conservadora como veio se desenvolvendo o sistema de ensino no país, a qual se mostrou relacionada à forma invertida como se desenvolveram os direitos de cidadania no Brasil. Partiu-se da premissa neste trabalho de que a educação pública como está constituída não se apresenta como democrática, dado que não capacita a todos em igualdade de condições, a despeito de suas diferenças culturais, de renda, gênero, cor ou região, o que acaba permitindo que as desigualdades sociais se reflitam nas desigualdades escolares e sejam reproduzidas fora da escola. A compreensão da educação como e para o exercício dos direitos de cidadania, associada à percepção de que um dos motivos para sua qualidade deficitária seja justamente o esvaziamento de sua condição de direito, nos levou a concluir que uma das possíveis alternativas para o problema do déficit educacional público seria o estabelecimento de uma educação orientada pelos direitos humanos e de cidadania, haja vista que esta favoreceria o fortalecimento dos grupos desfavorecidos na sociedade civil, tornando-os potenciais sujeitos políticos conscientes de seus direitos e deveres de cidadania, mais aptos à participação política e à luta por realização de direitos. / [en] This dissertation has analyzed the Brazilian Public eaching System since the 30`s until nowadays and tried to understand some causes of its quality deficit despite the improvements on the access to basic education observed since the 80`s. Considering the causes of this deficit it is possible to stress that Brazilian education has been developed in a conservative pattern, which is following the inverted citizenship rights development in Brazil. This work followed the idea that public education, as constituted, is not democratic, as it does not make all individuals capable under the same conditions, despite their cultural, income, color or regional differences, what allows the social inequalities to reflect on the school inequalities, becoming natural inside school and reproducing the inequalities outside it. In this case, the comprehension of education as and to the exercising of citizenship rights, associated to the realization that one of the reasons to its deficient quality is exactly the exhaustion of its condition of being a right, lead us to the conclusion that one of the main alternatives to the deficiency of public education in Brazil would be the establishment of education oriented by the human and of citizenship rights. Education that, by having its structure and pedagogical practice oriented by rights, besides stimulating the development of critic, autonomous and reflexive pedagogic individuals, would favor the strengthening of the unprotected groups in civil society, making them potential political subjects aware of their rights and duties if citizenship, more capable to political participation and to fight for their rights.

Background: In modern times it is undeniable that companies that foster diversity have been able to gain an edge over their competitors. Warehouses as every other workplace are trying to follow the trend of economic globalization and a study towards managing the diversity needs to be conducted in order to evaluate the processes that the managers within the warehouses use in order to integrate the workforce effectively. Method: This research uses a qualitative approach which involved semi structured interviews with 5 warehouses that operate within Jonkoping. The study is perceived through an interpretive research philosophy with an inductive research approach. Purpose: The purpose of this thesis is to investigate how cultural diversity is managed at the warehouses within Jonkoping. Also, a further research is conducted on how the tools and processes available to the managers working within the warehouse industry can help them foster diversity within their company. Conclusion: The results depict that the idea of having culturally diverse work teams is becoming increasingly popular and mangers working within the warehouse industry seem to take more interest in hiring people coming from different backgrounds. The major benefits of having a racially mixed team identified by managers were creativity and innovation. The major challenge that was brought up by managers was their ability to be responsive and adaptable towards the needs of their employees.

Cette étude relève de la didactique des langues-cultures. Elle s’appuie sur une problématique constitutive de notre moment historique-social, la cohabitation avec un autre beaucoup plus proche de soi, et la reconnaissance de son égalité. Ce travail de recherche n’est qu’une approche dans un temps et un lieu spécifique : il se situe au Brésil, a pour toile de fond une société très diversifiée dans tous les sens et se soutient sur le processus d’enseignement-apprentissage du FLE d’un public étudiant d’une université publique au Minas Gerais. Parmi les différents vecteurs dont dispose l’apprenant pour construire des représentations sur l’étranger et les autres cultures, nous avons voulu vérifier la participation des manuels utilisés en salle de classe comme matériel de base de connaissance et reconnaissance de la langue-culture francophone, et nous avons posé les questions de recherche suivantes : - Les méthodes de FLE, vont-elles dans les sens de la construction d’une compétence pluriculturelle ? - La réalité française exposée dans le contenu de ces méthodes montre une France ouverte à d’autres cultures ? - L’espace représenté est de même, le plus souvent, celui de l’Hexagone. Qu’en est-il des pays francophones, qu’en est-il des pays où la langue est utilisée pour des raisons historiques, culturelles ou économiques ? Nous proposons une analyse du rôle des acteurs du processus d’enseignement-apprentissage d’une langue étrangère, et nous présentons les méthodes de FLE retenues pour ce travail, notamment en ce qui concerne le contenu culturel des manuels, divisé en deux catégories : la diversité des espaces et lieux et la diversité sociale. Pour mener bien à cette étude, nous avons conduit des enquêtes par questionnaires afin de mettre en évidence le contenu des représentations des apprenants utilisateurs des manuels choisis. / This dissertation highlights the didactics of languages-cultures. It is based on a constitutive problem of our socio-historical moment: living together with an Other a lot closer to Oneself, and recognizing this Other as an Equal. This research work is not but an approach in a specific time and place: it is located in Brazil; it has as a backcloth a society very diversified in all senses, and it has as a scope the process of teaching-learning French as a Foreign Language related to college students in a public university in Minas Gerais state. Among the various vectors that the learner deploys in order to build representations of foreign countries and other cultures, we have chosen to verify the role of the textbooks used in the classroom as basic material to acquire knowledge of the foreign language and recognition of the francophone culture. The research questions we have posed in this regard were the following: - Do the textbooks of French as a Foreign Language go in the direction of building multicultural competence? - Does the French reality exposed in the contents of these textbooks depict France as a country open to other cultures? - Since the space represented is, most of the time, just the Hexagon, what about the francophone countries, where the language is used for historical, cultural or economic reasons? We propose an analysis of the role the actors play in the process of teaching-learning a foreign language. We thus present the textbooks highlighted for this work, notably regarding the cultural contents they encompass, divided into two categories: the diversity of spaces and places, and the social diversity. To render this study feasible, we have conducted surveys using questionnaires, so that we could reveal the content of the representations of the learners using the chosen textbooks.

Os estudos sobre a diversidade cultural na Organização do Conhecimento estão imbricados na temática do local/global. Em uma sociedade da informação globalizada, aspectos culturais e éticos adquirem grande relevância nas discussões sobre as implicações da utilização de sistemas de organização do conhecimento em escala global/local. Enquanto produtos culturais, os sistemas de organização do conhecimento expressam valores, que podem ser analisados do ponto de vista das garantias sobre as quais tais sistemas se constituem. As garantias estão sempre presentes em sistemas de organização o conhecimento, embora nem sempre sejam aplicadas de modo consciente e sistemático, ou mesmo apresentadas de modo transparente para os usuários dos sistemas. Desse modo, o objetivo desta pesquisa é analisar o conceito de garantias como ferramenta teórico-metodológica que, em suas diversas formas, pode contribuir para a incorporação da diversidade cultural às práticas da Organização do Conhecimento. Parte da hipótese de que formas de garantias estão sendo desenvolvidas e/ou reformuladas para permitir a elaboração de sistemas organização do conhecimento que incorporem a diversidade cultural como valor ético. Discute os conceitos de cultura, diversidade cultural, globalização e sociedade da informação como elementos-chave em estudos voltados para as dimensões cultural e ética da Organização do Conhecimento. Discute os pressupostos teóricos dos conceitos de garantia, garantia literária, garantia cultural e garantia ética. Identifica demais formas de garantias propostas na literatura da área para verificar o contexto de uso das garantias, a precisão conceitual dos termos e identificar suas possíveis inter-relações por meio da análise de artigos publicados em periódicos acadêmicos e da construção de um glossário com os termos identificados. Verifica que as discussões de conceitos já estabelecidos, como os de garantia cultural e garantia do usuário, e a formulação de outras garantias, tais como a garantia autopoiética ou a garantia do ponto de vista podem ser relacionadas à incorporação da diversidade cultural às práticas da Organização do Conhecimento. / Research about cultural diversity in Knowledge Organization is connected to the theme local/global. In a globalized information society, cultural and ethical aspects come to the fore in discussions about the implications of using knowledge organization systems in a global/local scale. As cultural products, knowledge organization systems embody values which can be analyzed from the standpoint of the warrants on which they are based. Warrants are always present in knowledge organization systems, even though they are not always applied consistently and systematically, or even made transparent to the users of such systems. Thus, the objective of this research is to analyze the concept of warrants as a theoretical and methodological tool which, in its various forms, may contribute to the integration of cultural diversity to knowledge organization practice. The research is based on the hypothesis that forms of warrant are being developed and/or reconceptualized to allow for the design of knowledge organization systems in which cultural diversity is integrated as an ethical value. It discusses the concepts of culture, cultural diversity, globalization and information society as key elements in research about the ethical and cultural dimensions of Knowledge Organization. It discusses the theoretical framework of the concepts of warrant, literary warrant, cultural warrant and ethical warrant. It identifies other forms of warrant in the literature to analyze their context of use, their conceptual accuracy and potential inter-relations through a survey of the terms in conceptual papers to write a glossary. It was noted that research about more established concepts, such as cultural warrant and user warrant, and the development of other warrants, such as autopoietic warrant or viewpoint warrant are related to the integration of cultural diversity in knowledge organization practice.

O presente estudo trata da experiência educativa do Barracão de Ideias, ocorrida na cidade do Salvador-Ba, no âmbito da Educação Básica da rede privada de ensino, que vem sendo sistematizada desde 2011. O objeto deste estudo foi a investigação acerca da prática educacional do coletivo do Barracão de Ideias, à luz de duas categorias de análise: currículo e lugar, sendo para isso necessário compreender os mecanismos de produção e manutenção de ambiguidades e ambivalências presentes na tradição do currículo escolar brasileiro, como lugar de silenciamento das diversidades, dos espaços de representação de outras legitimidades social, cultural, estética, política e ideológica, e de que maneira a prática pedagógica do Barracão de Ideias se constitui em um instrumento de desmascaramento e problematização dessas ambivalências. / The current study deals with the educational experience of the Shack of Ideas which takes place in the city of Salvador-Bahia, in the scope of Basic Education of the private school system, systematized since 2011. The object of this study was the investigation about the educational practice of the collective of Shack of Ideas, in the light of two categories of analysis: curriculum and place. Thus, we sought to understand the mechanisms of production and maintenance of ambiguities and ambivalences present in the tradition of the Brazilian school curriculum, as a place of silencing of diversity, of the representation spaces of other social, cultural, aesthetic, political and ideological legitimacy and of how the pedagogical practice of the Shack of Ideas constitutes an instrument of unmasking and problematizing of these ambivalences.