Toute l’histoire humaine, dans son individualité ou sa collectivité, dénote la présence d’un sens de la justice qui se confirme universellement, dans tout espace-temps, même s’il s’affirme, paradoxalement, par une dénonciation de tout ce qui est vécu comme injuste. Notre choix s’est limité à la conception de la justice selon Paul Ricœur. Notre problématique se poserait ainsi : Dans quelle mesure la justice, aussi bien juridique que sociale et politique, saurait-elle réconcilier cette dialectique de l’universel et de l’historique ? Et, par conséquent, dans quelle mesure la justice telle qu’elle se déploierait à travers cette dialectique serait-elle une justice de reconnaissance, une justice qui serait plus juste parce qu’elle reconnaîtrait aussi la valeur d’une loi que la dignité de la personne ? Par ailleurs, Ricœur considère que pour étudier la justice, il faut passer d’un cercle concentrique à un autre. L’évolution des chapitres suivra l’élargissement de ces cercles. Le premier chapitre se focalisera sur leur point centre qui gravite autour des deux notions de la personne et de la justice. Le deuxième chapitre développera le premier cercle qui se limite à l’institution judiciaire et au droit pénal. Le troisième chapitre développera la notion de la justice de l’action à l’institution. C’est le cercle de la justice civile, le deuxième cercle concentrique. Le troisième cercle de la justice s’étayera sur les quatrième et cinquième chapitres. Dans le quatrième chapitre, nous nous intéresserons à la justice procédurale, à la formalisation d’un sens de la justice chez Rawls. Le cinquième chapitre débouchera sur une conception de la justice dans son rapport au pluralisme selon la philosophie de Michael Walzer et la thèse de Luc Boltanski et Laurent Thévenot. Le sixième chapitre développera la justice comme une « sagesse pratique ». La conclusion répondra à la question si la justice est reconnaissance. Nous passerons en revue la reconnaissance juridique, la reconnaissance sociale et la reconnaissance politique. / All the human history, in its individuality or its collectivity, shows the presence of a sense of Justice that is confirmed in every space-time even if it’s paradoxically affirmed by a denunciation of every unfair issue. Our choice is limited to the conception of Justice according to Paul Ricœur. The problematic statement would be the following: To what extent would the justice, either legal or social or political, be able to settle this universal and historical dialectic? Thus, to what extent would the justice, as it would be deployed through this dialectic, be a justice of recognition, a justice that would be fairer because it recognizes the law of a value as well as the dignity of a person? Moreover, Ricœur considers that, in order to study justice, one must pass from a concentric circle to another. The chapters’ progress follows these circles’ enlargement. The first chapter will focus on their center point which revolves around the notions of Person and Justice. The second chapter will develop the first circle which is limited to the judiciary institution and to the penal code. The third chapter will develop the notion of Justice from action to institution. This is the circle of the civil justice, the second concentric circle. The third circle of Justice will be expanded to the fourth and fifth chapters. In the fourth chapter, we will discuss the procedural justice, the formalization of a sense of Justice according to Rawls. The fifth chapter will be treating the conception of Justice in its pluralism according to Michael Walzer’s philosophy and Luc Boltanski and Laurent Thevenot’s thesis. The sixth chapter will develop the Justice as a “practical wisdom”. The conclusion will answer to the question if Justice is recognition. We will review the legal recognition, the social recognition and the political recognition.

D.Ed. / The advent of democracy in South Africa, accompanied by the deracialisation, not only of the South African society but of schools as well, has had an impact on the demographics of suburbs in all kinds of ways: racial backgrounds, cultural backgrounds, educational backgrounds and so on (Kogod,1991:8). As the South African population is diverse, so are the schools in the suburbs in terms of learner population (Du Pont, 1997:6). The fact that the learner population is increasingly becoming diverse in the entire former Model C schools creates an increasing need for school principals to be equipped with the skills appropriate to the management of cultural diversity at schools. The fact that learners are drawn from diverse cultural backgrounds means that culture, not mandates or structure, is the telling component in educational organisations, such as schools (Cunningham & Gresso, 1993:43). This change from homogeneity to heterogeneity in terms of learner composition at schools compels principals of schools and their staff members to be sensitive as learners need to be served without prejudice. School personnel equipped with the appropriate diversity management skills would understand diversity sensitivity, acknowledges cultural differences and sensitise individuals about stereotyped differences. It places a premium on the promotion of communication and understanding and build relationships among members of the school community from different cultural backgrounds (Kossek & Lobel, 1996:4). Principals as heads of schools have to sensitise their staff members about the dangers of cultural stereotypes and should demonstrate skills by focusing on reconciling interests of diverse learners rather than developing compromises among the learners, as it has been proven that common interests serve to motivate and give people a common direction (Cunningham & Gresso, 1993:45). The notion of common interests is supported by Armstrong (1996:842) as he argues that these common interests could be harnessed by the school management by ensuring that each learner commits himself or herself to the vision and mission of the school. This should be done on the premise that harnessing these differences will create an environment that is conducive to every learner and in which he would feel valued and would use their individual talents towards the realisation of the school vision and mission. / Prof. B.R. Grobler

Invandringen till Sverige har under de senaste sex åren ökat kraftigt. Detta har lett till skolor runt om i landet nu har blivit mångkulturella, det vill säga att det finns många kulturer på samma område. Skolans resurser att möta den ökade andelen nyanlända elever är ibland inte tillräckligt. Denna studie syftar till att belysa förutsättningar för lärare att undervisa inom en mångkulturell skola samt vilka möjligheter och hinder lärarna ser i sin undervisning. Utifrån syftet har tre frågeställningar formulerat, ”Har lärares förutsättningar att arbeta i en mångkulturell skola förändras i och med den nya läroplanen?”, ”Hur resonerar och talar dessa lärare kring sin undervisning i en mångkulturell skola?” samt ”Vilka möjligheter och hinder ser lärarna med att bedriva undervisning inom idrott och hälsa i en mångkulturell skola? ” Studiens syfte och frågeställningar besvarades med hjälp av en kvalitativ forskningsmetod där totalt fem aktiva idrottslärare från olika skolor intervjuades enligt en semistrukturerad intervju. Studien är baserad på två olika teorier, den kritiska mångkulturalismen samt läroplansteorin. Teorierna hjälper att besvara lärarnas tankar kring förutsättningarna att undervisa och agera i en mångkulturell skola. Resultaten av studien visade att lärarna ser undervisning i en mångkulturell skola som utmanande och till viss del även ensamt. Den visade också att lärare anser att det är viktigt att se möjligheterna i undervisningen och inte hinder. Alla människor har olika ryggsäckar både när de kommer till skolan och under hela sitt liv. Det är viktigt att lärarna ser individen och drar nytta av all kunskap. Kunskap finns i människors olikheter.

We have seen through our own experience that it is of most value to embrace other cultures in preschool to create respect and understanding for one another. We think it ́s important for children to take part of other cultures as young because we live in a multicultural country.The purpose of this essay is to analyze how educators reasons and work with multiculture in preschool. Our main questions in our study are:-How do teachers relate in the preschool Regnbågen to children’s different cultures in food situations and song gatherings? -How do teachers use language as a tool in preschool Regnbågen in meetings of children different cultures? This is a qualitative study where we interviewed three preschool teachers and observed teachers in three different observations. In order to obtain a result to analyze, we linked the interviews and observations to our theoretical concept and previous research. Our theoretical inspiration is the socio-cultural perspective where the language is in focus of understanding and learning. The reason for this interest lies in the fact we have come to face in our practice at the different preschools we have been to under our education. We have seen that preschool teachers stand infront of a difficult task, to exlude and include childrens different cultures in preschool. It is a struggle for teachers between the everyday musts and the work with the teaching plan for preschool. At the same time, the teachers have to try to detain preschool standards and values. This is something we have come to realize under our interviews and observations.

For people in Sweden one of the favourites places to go on vacation is Spain. It is warm, inexpensive and they like Spanish culture, this helps explain why the Spanish language is so popular in schools in Sweden. To learn a foreign language means more than learning how to speak and writing, it also means learning about the culture of that language because the culture is intrinsically related to the language. Additionally, is very significant as teacher to give your students the knowledge of sociocultural of Spanish speaking countries, the knowledge of the world and in this way create multicultural students. For this reason, we decided to do a quantitative research about what sociocultural topics are thought in the classroom in Lulea (Sweden) and how teachers are developing multiculturalism in their students. As result of our work we can mention that teachers include sociocultural topics in their classes but there are certain sociocultural subjects that are not taught, we could also confirm that the textbook has many gaps in sociocultural subjects.

As the U.S. population diversifies, so do its higher education institutions. Leadership at these institutions should be prepared for this diversification of students, faculty, and staff. The purpose of this study was to gain greater knowledge about the leadership styles and cultural sensitivity of department chairs. Survey research was used to determine if department chairs’ leadership styles correlated with their cultural sensitivity. The target population was department chairs from public universities in the state of Texas. The survey was distributed to 406 randomly selected department chairs. The participants completed three measures: Leadership Behavior Description Questionnaire (LDBQ) for leadership style, the Intercultural Sensitivity Scale (ISS) for cultural sensitivity, and a demographic questionnaire (gender, age range, race/ethnicity, and years of service as department chair). The sample included 165 usable surveys (40% return rate). The department chairs were primarily male (72%), White (78%), and over 50 (71%) years of age. First, a statistically significant negative correlation (r = -.431, p < .0001) occurred between LBDQ overall scores and overall ISS scores: As chairs scored higher on leadership ability, they scored lower on intercultural sensitivity. Second, leadership style by demographic variable displayed mixed results. No significant difference was found for leadership style by age, gender, years of service, or region of service. For ethnicity, White participants scored significantly lower than Minority participants on the LBDQ scales of consideration (t [162] = -2.021, p = .045), structure (t [162] = -2.705, p = .008), and overall (t [162] = -2.864, p = .005). Minority participants might work more diligently to increase their leadership abilities based on their higher LDBQ scores. Third, findings on intercultural sensitivity by demographic variable were mixed. No statistical significance was observed between any of the ISS scales and age, gender, years of service, and region. For ethnicity, Minority participants’ scores showed significantly lower intercultural sensitivity than White participants scores on two of six ISS subscales: interaction enjoyment (t = -2.46, p = .015) and respect (t = 2.107, p = .037). It was concluded that the Minority and White department chairs’ leadership style and intercultural sensitivity differences could be due in part to differences in the chairs’ ethnic affiliations, associated cultural backgrounds, and views of dominant versus non-dominant cultures. Recommendations for study are included.

The thesis is focused on the education and socialization of schoolchild - foreigners in classrooms of primary school. In the theoretical section it summarizes the findings of the Vietnamese ethnic minority living in Prague and Chomutov, the legal anchoring of the education of schoolchild - foreigners on teacher competences. The thesis summarizes the problematic questions of inclusion of schoolchild - foreigners and the importance of multicultural education in primary school. In the research part it collects and evaluates experiences of teachers with education of Vietnamese students in some elementary schools in Prague. Information and inspiration from the research is recommended for using in education and socialization of Vietnamese students in the region of Chomutov. Powered by TCPDF (www.tcpdf.org)

Ce travail s’inscrit dans un contexte de mondialisation croissante accompagné d’une importante métropolisation qui tout en concourant au développement de certaines villes qui forment désormais un réseau mondial pilotant l’économie, se trouvent face à un certain nombre de défis de nature diverse (sociale, économique ou environnementale) auxquels elles doivent apporter des réponses. C’est la question de la gouvernance métropolitaine, qui constitue la réponse principale à ces challenges que la thèse se propose d’étudier. Au travers d’une analyse de Toronto, capitale économique du Canada et capitale politique de l’Ontario, dans ses dynamiques économiques et sociales actuelles (notamment les effets du multiculturalisme sur l’attractivité de la métropole) ainsi que dans leurs conséquences politiques et au travers d’une série d’entretiens avec les acteurs locaux et provinciaux, publics et privés, ce travail propose de confronter les théories existantes pour mieux cerner leurs limites. Au terme de cette étude, un regard croisé avec l’agglomération parisienne est proposé pour permettre d’élargir le propos et de justifier la nécessité non d’une gouvernance mais d’une politique métropolitaine, menée à l’échelle nationale pour définir périmètres, acteurs, compétences et enjeux. C’est par le biais de cette politique, mettant en place une institution métropolitaine chargée de gérer les problèmes actuels de métropoles que l’on doit parvenir à conjuguer la nécessaire attractivité économique avec le bien-être des populations. / This study examines the social, economic and environmental challenges facing cities that have emerged as global economic hubs as a result of increased globalization and significant metropolitanization. Of particular interest is the issue of metropolitan governance, which is key to overcoming those challenges and is the focus of this thesis. Through an analysis of the city of Toronto, economic capital of Canada and of Ontario politics, its current economic and social dynamics (including the impact of multiculturalism on the attractiveness of the metropolis) and their political consequences; and through a series of interviews with key players from the local and provincial, as well as public and private sectors, this study will examine the existing theories in order to better define their limits. At the end of this study, the juxtaposition of the Parisian agglomeration is explored in order to further the issue and to justify the need, not of metropolitan governance, but of metropolitan policy, exercised at the national level which will define the scope, the players, the competencies and the stakes. It is through this metropolitan policy, which would implement a metropolitan institution in charge of managing the current problems of metropolises, that we need to coalesce economic attractiveness and population well being.

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...

The thesis aims to investigate to what extent and how is the multicultural society reflected in contemporary Dutch children's literature and how the authors deal with the issue of multiculturalism. The theoretical part explains important terms and describes the current social situation in the Netherlands. Than follows an overview of the evolution of immigration to the Netherlands and an analysis of topics related to multicultural problematics. At the end of theoretical part is briefly described the concept of children's literature and defined the area of the research. The practical section first describes the methodology that is followed by an analysis of eight books. The results part discusses the findings of the research.