Holocaust monuments are often catalysts in the ‘nationalization’ of the Holocaust – the process by which Holocaust memory is shaped by its national milieu. Between 2009 and 2011, the Parliament of Canada debated a bill which set out the guidelines for the establishment of a National Holocaust Monument (NHM), which ultimately became a federal Act of Parliament in early 2011. I examine the discourse generated by this bill to understand how the memory of the Holocaust is being integrated into the Canadian identity, and argue that the debate surrounding the NHM has been instrumental in the ‘Canadianisation’ of the Holocaust. I summarise my findings by placing them into dialogue with other national memories of the Holocaust, and identify three distinct features of Holocaust memory in Canada: a centrifugal trajectory originating in the Jewish community, a particular-universal tension rooted in multiculturalism, and a multifaceted memory comprising several conflicting – though not competing – narratives. Monuments de l’Holocauste sont souvent des catalyseurs de la «nationalisation» de l'Holocauste – le processus par lequel mémoire de l'Holocauste est formé par son milieu national. Entre 2009 et 2011, le Parlement du Canada a débattre un projet de loi qui crée les lignes directrices pour la mise en place d'un Monument national de l'Holocauste (MNH), qui est finalement devenu une loi fédérale du Parlement au début de 2011. J'examine le discours généré par ce projet de loi pour comprendre comment la mémoire de l'Holocauste est intégrée dans l'identité canadienne, et soutien que le débat entourant le MNH a joué un rôle déterminant dans la «canadianisation» de l'Holocauste. Je résume mes conclusions en les plaçant dans le dialogue avec d'autres mémoires nationales de l'Holocauste, et d'identifier trois caractéristiques distinctes de mémoire de l'Holocauste au Canada: une trajectoire centrifuge d’origine dans la communauté juive, une tension particulière-universelle enracinée dans le multiculturalisme, et une mémoire à multiples facettes comprenant plusieurs récits contradictories – mais pas compétitifs.

Moksliniame darbe analizuojama tautinių mažumų teisių apsauga Lietuvoje. Kadangi tautinių mažumų teisės yra žmogaus teisių dalis, todėl ir visa analizė remiasi būtent žmogaus teisėmis.Tautinių mažumų teisių netinkamas įgyvendinimas įrodytų, kad Lietuvoje ši teisinės sistemos dalis nėra tinkamai įtvirtinta, o teisės aktai nors ir priimti, bet įgyvendinami blogai juos pritaikant. Remiantis nacionaliniais ir tarptautiniais teisės aktais siekiama išanalizuoti, tautinių mažumų teisių įtvirtinimą ir įgyvendinimą Lietuvoje. Tautinių mažumų teisių apsauga yra aktuali teisinė problema, kuriai didžiulę įtaką daro ES teisė. Problemą bandoma reguliuoti priimamais nacionaliniais teisės aktais, o taip pat ir tarptautiniais, tačiau kol ši sistema yra su spragomis, tol žmogaus teisės, tautinių mažumų teisių apsaugos srityje bus pažeidinėjamos netinkamai jas įgyvendinant. Šiame darbe siekiama apžvelgti tautinių mažumų sąvoką istoriniu aspektu, įvykdyti objektyvių ir subjektyvių kriterijų analizę, kuriais paremtas tautinių mažumų egzistavimas. Tautinių mažumų konstitucinis statusas demokratinėje visuomenėje analizuojamas per lygiateisiškumo principą, lyginant su diskriminavimo draudimu. Gilinamasi į nacionalinius ir tarptautinius teisės aktus reguliuojančius tautinių mažumų teises, o taip pat analizuojami diskriminacijos, kaip žmogaus teisių pažeidimo, teisinius aspektus. / The research analysis the protection of ethnic minority rights in Lithuania. Ethnic minority rights are a part of human rights therefore the whole analysis is based precisely on human rights. The law implementation of national minorities in Lithuania is analyzed based on national and international law acts. This analysis shows that the protection and implementation of ethnic minority rights is a relevant legal issue, largely influenced by the law of the European Union. This issue is regulated by adopting national and international law acts, however, as long as the transposition of the legal acts into the national law is not without flaws, the human rights in the field of ethnic minority right protection will be vulnerable to an improper implementation. In research ethnic minority conception is discussed, analyzing its historic aspect. It’s also analyzes the constitutional status of ethnic minorities in a democratic society with reference to principle of equality in compare with prohibition of discrimination. Research analyzes an international regulation in the field of ethnic minority right protection, specifically the establishment of ethnic minority rights in the European Union legislation and in the frameworks of the United Nations. And also an ordinary legislative regulation in the field of ethnic minority right protection is discussed.

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This study examined three research questions pertaining to J.E. Helms' (1984) racial identity development model to determine whether its predictions for general minority and majority populations are valid for three minority and majority subgroups. Participants consisted of 355 Caucasian. Chinese. Japanese, and Punjabi individuals who were undergraduate university students at a predominantly White university in Western Canada. Participants completed a Personal Data Sheet, the Black Racial Identity Attitude Scale (minority scale). and the White Racial Identity Attitude Scale (majority scale). Analyses reveal that Helms' model does not accurately classify first-generation minorities or second-generation minorities. but does accurately classify third-/fourth-generation majorities (p < .05). These results are different than predicted by Helms' model and as such. suggest that this model may have limited generalizability.

The sociocultural economic, and political participation of girls has become a prevalent focus of policy. research, and practice. Despite their increasing visibility in the demographic composition of Canadian society. however, racialized minority girls remain largely invisible in these debates. Monolithic discourses of girl power. 'at risk' girls. youth participation and feminist activism do not account for the complex and uneven ways in which minority girls engage as knowledge producers, advocates, and community participants within cultural contexts that foster the depoliticization and social exclusion of young women of colour. Minority girls face intersecting barriers to civic participation and social inclusion `on their own terms' related to race. gender. age, citizenship. language, class and religion, among other factors. As rapid global change reconfigures girls' local realities and thus their practices of engagement, our traditional models and discourses of participation must be expanded. To problematize the relations of power under which minority girls constitute their practices of engagement and community building. I constructed a transdisciplinary conceptual framework grounded in postcolonial and transnational feminist theories. The research examined minority girls' practices of 'transformative engagement' (TE) in a collaborative, community-based, feminist Participatory Action Research project entitled "It's About Us." The study was based in Victoria. British Columbia. a predominantly Euro-Western Canadian city. "It's About Us" responded to minority girls' requests for a minority- and girl-centered epistemic space from which to explore their experiences of gendered racialization. Expressive methods including popular theatre. photography. and art served as vehicles for their engagement. The iterative feminist research design yielded data garnered from focus groups. theatre sessions. and scripts. participant-observation, journaling and photo-ethnography. This design provided the enabling conditions to deepen and sustain the girls' practices of oppositional agency and thus the emergence of transformative engagement. I developed an Interpretive Spiral Model (ISM) to extricate the difficulties of translating a feminist conceptual framework into a sustainable girl-centered project. My findings characterize transformative engagement as a multisited. precarious, generative form of praxis, rather than a formulaic process with guaranteed outcomes. I propose that the facilitation of transformative engagement entails four intersecting strategies: border crossing into exclusionary spaces. resources. and lines of power; developing safe, strategic communities of belonging: producing disruptive. critical knowledge; and engaging in public and social action. Overall. the girls' strategies of transformative engagement reveal a spectrum of subversive, deeply contextualized, multifaceted feminisms congruent with their own needs and experiences. The transformative engagement process resulted in multiple successful outcomes including theatre and conference presentations, media and website productions, and, most notably, contribution to the creation of a network of over 100 racialized girls and women called Anti-dote. The research findings illustrate how girl-centered. feminist action research can provide avenues to support minority girls' unique practices of resistance and social change. and feature their voices more prominently in community, policy, research, and practice.

Studies on the representation of 'local' populations, in and through tourism, have tended to focus on 'traditional' peoples in 'developing' countries. In this study of the representation of ethno-cultural diversity in the discourse of Official Tourism Organisations (OTOs), by contrast, I focus on a 'developed' West European country: England. This study was carried out in order critically to inspect the representation/signification of 'minority' ethnic populations in the text and talk of OTOs in England within the period 2000-2003. The study is framed within an anti foundational dialogue of social constructionism. In analysing OTO discursive practices I use Critical Discourse Analysis (CDA) to explore the representation of ethno-cultural diversity in a number of 'interview', 'operational' and 'promotional' texts. The CDA framework employed is designed to reveal patterns of discourse in the text as well as to provide a basis for understanding the micro context (for 'operational' and 'promotional' texts) of text production and distribution. Also, the framework facilitates a consideration of the macro institutional context within which OTOs in England operate. From the analysis of OTO texts carried out in this study I propose a number of interpretative findings, including 'discourses' of denial, equality and otherness. Overall, the 'interpretative findings' suggest that OTO texts are produced and circulated within a discourse of silence on matters of ethno-cultural diversity in England. I conclude this study by suggesting a number of transforrnative actions for the development by OTOs in England of an ethical 'politics of articulation'. In addition I identify a number of problematic arenas within which tourism studies scholars might pursue future research agendas and to that end I propose some potentially useful points of entry into the broader social science literature.

Over the last twenty years there has been growing evidence of a distinct Islamic identity emerging from within the Western world, an identity that has been portrayed as incompatible with Western ideals. This thesis is based on a small-scale qualitative study of the reality of this identity, as experienced by twenty-three South Asian Muslims living in the south of England, and the impact on notions of citizenship and the rights and obligations this infers. The thesis contrasts Western notions of citizenship with Islamic thinking. It recognises that although there are points of convergence between the two, a fundamental difference remains. It is argued, where Western notions of citizenship give priority to individual sovereignty, Islamic notions place sovereignty in God and as such define citizenship as the relationship of the individual not to the state, but to God via the state. The thesis explores how this Islamic ideal is made relevant by South Asian Muslims living in Britain. Theoretically the thesis explores the way in which Muslim identity is universal, group centred and individual. It is argued that, despite differences, as humans we do share some universally shared values that give us a 'cornman human identity'. However these shared values are culturally embedded and experienced through distinct (albeit complex) 'cultural communities'. It is argued that just because people have, in certain circumstances, a group identity, it should not necessarily lead to the conclusion that everyone in that group will experience that identity in the same way. As such identity is simultaneously individual. Results of the research suggest that for South Asian Muslims of Britain assimilation is impossible and largely undesirable. However, they suggest that this does not mean that most Muslims do not want to be an 'integrated' aspect of British life. However integration does not mean 'being the same as'. There is a strong recognition that Muslims are different and there is to a large extent a desire for this difference to be maintained. Final analysis, of the data generated, indicates that there are four ideal typical strategies employed by British Muslims in making sense of their faith in the British context. These are identified as: That of 'Lapsed'/ambivalent Muslims where Islam is deemed important in that is provides a 'moral code' by which to live life but is, in the main, relegated to the private sphere. That of Selective Muslims where being a Muslim is of importance but for whom Islam does not impact on their lives in any substantive way. That of 'Traditional' Muslims where being a Muslim is very important but of equal importance is the ethno-cultural similarities they have with other Muslims. That of Engaged Muslims where there is an active engagement with Islam and a conscientious effort to implement Islam in all aspects of life Three levels of engagement with British society are also identified (although it must be recognised engagement with Islam does not necessarily lead to (dis)engagement with citizenship/the public sphere): engagement, partial engagement and disengagement. The thesis recognises that a multiculturalist paradigm has encouraged difference to be seen as static and unchanging, rather then fluid and dynamic as it is in reality. In this context Muslims' desire to keep to their faith (even if it is variously expressed), and retain (certain) social differences can be misunderstood as an unwillingness to 'integrate'. An ethnic notion of citizenship has made it hard for Muslims to be equal citizens contributing to their sense of being an 'outsider'. This thesis argues for a more inclusive definition of citizenship that understands that citizens will have multiple loyalties and responsibilities. Essentialist notions of Islam have perpetuated the misconception of Muslims as different with no commonalties with majority society. This is at the expense of historically rooted social and economic deprivation, and continuing (albeit not as obvious) prejudice and discrimination that many Muslim communities experience.

This study investigates the ways in which parents' and teachers' experiences and representations mediate their child's mathematics learning as they make the transition between home and school to either a multiethnic or mainly white school. In particular, it examines if the forms of mediation they adopt can shed light on the academic success of the child in school mathematics. The focus on mathematics learning has been chosen for the study because of its relative neglect, until recent times, to be seen as a subject influenced by cultural representations. Furthermore, there are significant implications in the relative neglect of understanding the achievement of ethnic minority pupils in mathematics. The research was framed by Vygotskian sociocultural theory and Wenger's (1998) communities of practice to explore the construction of meaning, identity and representations of practice. The amalgam of Wenger's communities of practice with sociocultural theory provided three key theoretical facets: (i) multiple levels of understanding in the form of meaning, practice and identity, (ii) the scope to explore the social and cultural worlds of the learner and (iii) understanding the ways that past experiences impact on current practice. Three different forms of qualitative data collection were used within the context of an ethnographic approach: (i) investigations in the form of classroom observations, (ii) in-depth semi-structured interviews and (iii) a child identity task. Twenty-two parents, eight teachers and fifty-eight children took part in the interviews, which form the main part ofthe data analysis. Out ofthese fifty-eight children, twenty-seven undertook the child identity task. The research took place in three schools with different ethnic make-up: a multicultural school, a mainly white school and a predominantly South Asian school. Two year groups were chosen, year 2 (ages 6/7 years) and year 6 (10/11 years), balancing high and low achievers. This study has provided data, which suggests that the way parents and teachers mediate the child's learning involves more than representations of mathematics. In making meaning of the mathematical, they draw on wider representations of the educational world, which include aspects like child development, notions of achievement, past experiences and the child's projected futures. This complex picture emerged from studying the highly interwoven aspects ofthe construction of meaning, identity and representations of practice. Representations of learning can be borrowed from both communities, providing the ethnic minority pupil with the potential to create hybrid representations of learning as they make the transition between home and school, which may be attributed a cultural status within the home. Each social actor has the potential to borrow from the home or school community to a greater or lesser degree. lfthe gap between the shared representations of the home and school are large, then this increases the likelihood of difficulties for the child in transition. However, the data suggests that even if the cultural representations of the home are very different from the school, the identification of high achievement and the engagement in mathematical activity at home can still provide success in learning. From the school community perspective, classrooms were represented by the teacher informants as 'cultureless' in both the multi ethnic and mainly white school. For example, in the multicultural school the teachers felt that there were so many ethnicities that differences were not visible. In the mainly white school, there were so few ethnic minority children that teachers also struggled to identify issues of culture. In the predominantly South Asian school, issues surrounding culture were brought to the forefront of the teacher discourse. However, in many ethnic minority homes, parents described how culture was influential in mediating representations ofleaming. This has implications in the educational arena with respect to the teachers' understanding of the transitional process that ethnic minority children undergo and the levels of visibility that culture and ethnicity is given in the school community.

Historically, recruitment by the UK construction industry has been homogeneous, with a marked propensity for organisations to attract, recruit and select white nondisabled men. This makes construction the most white and male-dominated of all major industrial sectors. Previous research on women's and ethnic minorities' experiences within construction have shown that the industry reproduces a white male culture in which women and ethnic minorities experience marginalisation, discrimination, disempowerment, prejudice and 'glass ceilings' to their career progression. This, in turn, leads to vertical segregation within construction firms. Despite the under representation and underachievement of women, ethnic minorities and disabled people within the industry, little is known of the views and experiences of key construction industry stakeholders on workforce diversity and the potential impact that this has on promoting the diversity and equality agenda. Accordingly, this research makes a unique contribution by investigating diversity and equality from the perspective of employers, professional bodies, training organisations and industry policy forums to provide a more holistic understanding of why the industry has failed to diversify its workforce. The findings of the research develop existing theoretical perspectives on the underrepresentation and underachievement of women and ethnic minorities in the industry through an analysis of the cultural and institutional processes which shape the position of women and ethnic minorities. To achieve this, a primarily qualitative methodology was employed for the research in which stakeholder attitudes to workforce diversity were explored using in-depth semi structured interviews. The research also critically evaluated the industry's previous attempts to diversify its workforce using desk-top and case study research methods. Collectively, these investigations revealed the necessary challenges for policy makers to overcome in order to promote positive change within the industry. These included the existence of mutually reinforcing industry structures, customs and practices which systematically reflect and produce inequalities for underrepresented groups. Together, they undermine the delivery of diversity and equality policies and practices. On the basis of the research findings a framework of integrated diversity policy initiatives were developed. These address the need for both structural and cultural change within the sector and behavioural compliance in addition to attitudinal and cultural change. The efficacy of these measures was validated through a high level workshop in which leading industrialists and policy specialists debated and refined the key outcomes of the work. The resulting policy framework has been adopted by the Institution of Civil Engineers as their diversity and equality guidance document.

This study first provides general background on the public education system of Quebec, and the Canadian and Quebec legal systems. Legal background information includes: the classification of Canadian laws; the Common Law and Civil Law traditions of law, and the definitions of sources of law of each tradition; Quebec's bijurisdictional legal system; the court system of Quebec; Constitutional sources of law; and, the role of the Judiciary in Canadian education. / This thesis is a documentary study of the sources of law which establish language of instruction rights in Quebec. Its purpose is to assist educators, students of education, and other lay persons of law to gain understanding of the legal bases upon which the Judiciary formulate decisions in matters of language of instruction. Common Law and Civil Law legislative and case law sources, which are applicable to Quebec, are identified and examined, and relevant sources presented. / In addition to providing a summary for Common Law sources, and for Civil Law sources, a chronological summary is given, which reveals six main periods in the development of language of instruction provisions in Quebec. / The conclusion is that the primary sources of law for language of instruction in Quebec are: s. 93 of the Constitution Act, 1867, and case law thereunder; and, the judicial interpretation and provisions of s. 23 of the Constitution Act, 1982. Future case law in Quebec may reveal s. 23 of the Canadian Charter of Rights and Freedoms, 1982 to be the most significant source of law for the preservation of minority English language instruction, institutions, and rights of management and control.