Thesis (Th. M.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves [52]-55).

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Christopher M. Clark, School of Education. Includes bibliographical references.

Thesis (Ph. D.)--University of Nevada, Reno, 2005. / "May, 2005." Includes bibliographical references (leaves 68-74). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.

Wie werden Fremde zu Bürgern? Unsere Autoren erweitern die oft polemisch geführte Integrationsdebatte. Dies gilt sowohl geografisch als auch kulturell. Von Australien über Bahrain bis nach Kanada reichen die Beispiele. Die Renaissance des Bürgers und urbane Toleranz bilden den gedanklichen Rahmen. Der Aufstand ist nun doch gekommen; und zwar in Nordafrika. Die panarabischen Proteste markieren eine Zeitenwende im Nahen Osten. Wir analysieren Auslöser und mögliche Konsequenzen - regional wie global.

Departing from commonly held fact that parental involvement increases students’ academicachievement; The Swedish Schools and parents are required to have close relations with each other. However, low parental involvement becomes obvious norm in Swedish schools nowadays, especially immigrant parents. The aim of this qualitative study is to identify, from the participating parents’ perspective, the challenges that face Somali parents in their interaction with compulsory schools in Flen, Sweden. It will also elaborate on the role of mother tongue teacher as mediator in home-school interaction. The data collected through interviews with sixteen Somali parents in the city shows that understanding Swedish school system, language, parents’ education level, integration, social background, gender role, and communication methods are some of the main challenges that face these parents in their interaction with their children’s schools. Majority of the parents were socially excluded from major culture and lacked understanding towards different social, economic and organizational phenomenon in the Swedish society. The segregation resulted in parents’ disengagement from school and created distrust towards school, mother tongue teachers, social workers and authorities in general. Knowledge generated from this study may give policy makers, school, and interested institutions the needed theoretical foundation to design action plans, programs and policies in order to increase the level of participation of Somali parents.

The photographic work of contemporary Moroccan artist, Lalla Essaydi, embodies a new artistic hybridity that reflects her nomadic, globalized background. With this work, the artist employs visual symbolism and uses multiple forms of artistic media as a means to analyze her multicultural background. Throughout her series, which spans 2004-present, Essaydi uses both literal and metaphorical representations of space and self as a means to examine the multifacetedness of her national identity and the many gazes that define that identity. She uses artistic production as a means of mediating the collective experiences of her identity in order to negotiate and construct a revised image of self.

This research is a survey of two samples, one among the 450 Faculty and the other among the 5,200 full-time and 2,200 part-time students of a bilingual and multicultural university located in Ontario, Canada. Diversity characteristics that are examined include ethnicity, gender, age, job status, marital status, study program, faculty, and disability. The variables under study include inclusiveness, class atmosphere, perceived behavior of students and faculty, support for research, working environment, safety, organizational image, and performance expectations. / Readers must contact Common Ground Publishing for permission to reproduce: http://commongroundpublishing.com

In pursuit of a just political order, Will Kymlicka has defended a liberal conception of multiculturalism. The persuasive appeal of his argument, like that of secular-liberalism more generally, is due to presenting liberalism as a neutral and universal political project. Utilizing Charles Taylor’s genealogy of ‘exclusive humanism’ in A Secular Age, this thesis attempts to re-read Kymlicka in order to make certain theological commitments in his work explicit. Here I argue that Kymlicka, in order to make his conception of multiculturalism plausible, relies on a theologically-thick and controversial humanism operating under secular conditions of belief. By committing himself to a particular conception of the human and specific conditions of belief, Kymlicka’s liberal multiculturalism is rendered provincially incoherent because it fails to treat in a neutral manner certain theological commitments.

The purpose of the study is to investigate into professional knowledge of the bilingual teachers, compared to monolingual, and what benefits they give to pre-school. Qualitative method was used to get an understanding of informant´s perspective on bilingual teachers. The informants believe that bilingual teachers are able to understand all the children. A bilingual teacher can make the children feel secure. If one has a positive attitude toward bilingualism, the bilingual children also show a positive attitude that in turn contributes to learning and development of the language.

Canadian ideology promotes the concept of a “cultural mosaic,” which encourages groups to maintain their unique cultural heritage in a pluralistic society. However, despite being a popular metaphor, to date, there are only two academic articles on the concept (Chao & Moon, 2005; Eilam, 1999), and the extent to which the cultural mosaic truly represents the Canadian society is undocumented. Furthermore, the challenge facing multicultural organizations is achieving a balance among cultures in the workplace that benefits both individuals and their organizations. To address this challenge for the workplace and work groups, I developed and explored the concept of the Cultural Mosaic—defined as a multicultural work group in which members’ distinct cultural heritages, values, and practices are mutually recognized and accepted by the group, and are leveraged in the group’s activities—and created the Cultural Mosaic Scale (CMS) to measure the construct. In three studies, exploratory and confirmatory factor analyses were used to determine the factor structure of the CMS, and convergent and discriminant validity were demonstrated. The final components that make up the Cultural Mosaic are “Group Diversity,” “Culture Acceptance/Expression,” and “Culture Utilization.” Finally, limitations, future directions, and practical implications are discussed.