Previous scholarship has highlighted the validity and reliability of a bidimensional acculturation model for migrants, allowing for simultaneous endorsement of one’s heritage and national culture. So far, however, no empirical research has explored whether the bidimensional acculturation model can be extended from migrants to members of the mainstream society (i.e., locals). Thus, the broad aims of this dissertation were threefold: (a) to validate a new framework, termed the Extended Acculturation Model for Locals (EAML), which consists of two dimensions (i.e., national culture maintenance and multicultural adaptation), and (b) to examine the outcomes as well as (c) antecedents of these dimensions. In this dissertation, the General Introduction outlines the growth of multiculturalism across societies, followed by a review of existing acculturation research on migrants and the analogous work on locals. It is noted that migrants’ acculturation process implies individual-level changes, whilst locals’ acculturation process implies attitudes and behaviours which hinder or foster migrants’ individual-level changes. The Study Overview outlines the dimensionality of locals’ acculturation process, their adjustment outcomes and antecedents. Using a modified Vancouver Index of Acculturation (Multi-VIA), Study 1 found support for a bidimensional acculturation model for locals consisting of two reliable and valid subscales indicating national culture maintenance and multicultural adaptation. Study 2 buttresses the validity and reliability of the Multi-VIA across cultures as well as demonstrates the ability of national culture maintenance and multicultural adaptation to predict locals’ sociocultural and psychological adjustment outcomes. Study 3 explains why the correlation between locals’ national culture maintenance and multicultural adaptation is either orthogonal or positive oblique; more specifically, the correlation is moderated by locals’ degree of multicultural exposure, their likeliness to compartmentalize or blend their multicultural identity as well as through high or low self-construal endorsement. Study 4 demonstrates that national culture maintenance and multicultural adaptation predict local employees’ organizational behaviour in multinational corporations. Study 5 revealed that cultural values endorsed at the individual-level predicted locals’ national culture maintenance and multicultural adaptation. Moreover, these individual-level value-outcome associations were moderated by compatible societal-level pro-diversity messages. The General Discussion reviews all of the study findings as well as discusses their implications. The General Limitations and Future Directions describes the theoretical and methodological shortcomings of the Extended Acculturation Model for Locals whilst setting future directions for research. Last, the Final Remarks stresses the overall strengths of the present dissertation – that is, it fills the present research gap on locals’ acculturation towards multiculturalism, and in turn, provides a new route towards harmonious intergroup relations and social cohesion in mixing societies.

M.A. / South Africa is a multiracial and multicultural society, and the diversity of languages reflect a complex and differentiated nation. This investigative study attempts to show how South Africans from different cultural and linguistic groups experience the humour in the Madam & Eve comic strips and whether, to some extent, they share a common sense of humour. The study starts with an investigation into the relationship between culture and language through the Sapir and Whorf hypothesis. Furthermore the study discusses the relationship between culture, language and humour to show that humour is in many instances culture specific. In culture-specific humour, the humour tends to be at the cost of people from a different cultural group; thus “we” can laugh at “them”. The study also defines humour and investigates the working of humour through the superiority theory, the relief theory and the incongruence theory. The discussion shows that participants in humour need to share the right context and knowledge before they can enjoy the humour. The study looks at comic strips as a genre and how humour operates in comic strips. The investigation also discusses the background on and the characters in the Madam & Eve comic strips. The discussion shows the humour in the Madam & Eve comic strips depicts social issues, racial relationships, especially the relationship between the white Madam, her elderly mother and the black Eve, crime in South Africa and politics. An empirical survey serves as the vehicle to investigate how respondents from different cultural and linguistic backgrounds experience the humour in Madam & Eve. The different examples were chosen to see if respondents experienced certain types of humour depicted in the comic strips in a negative way. The study includes analysis of the different racial and linguistic groups’ experience of the humour depicted in the comic strips included in the questionnaire to show differences in different groups’ experiences. Although some of the respondents took a more neutral stance to some of the ethnic humour depicted in Madam & Eve, generally speaking the respondents experienced the humour depicted in the comic strips in a positive way.

Syftet med den här studien är att inspirera förskollärare i arbetet med flerspråkiga barn. Att ge en tydligare bild och förståelse för hur biblioteket kan användas som pedagogisk resurs i den flerspråkiga förskoleverksamheten och i främjandet av flerspråkiga barns språkutveckling. Studien kan också fungera som inspiration till hur ett samarbete mellan verksamheterna kan se ut. Genom semistrukturerade intervjuer synliggörs fyra bibliotekariers syn på sitt arbete i relation till stöd för förskolors arbete med flerspråkighet. Resultatet visar att de medverkande bibliotekarierna har positiva attityder till arbete som främjar flerspråkiga barns utveckling. Flerspråkighet anses vara något positivt och ses som något värdefullt då kunskap inom i andra språk lägger en förutsättande grund även för utvecklandet av det svenska språket. Flerspråkighet bidrar även till gemenskap. Biblioteket visar sig kunna fungera som en pedagogisk resurs i den utsträckningen att tillhandahålla flerspråkiga böcker/ljudböcker samt att fungera som rådfrågare till pedagoger men initiativet måste komma från pedagogerna. / The purpose of this study is to inspire preschool teachers in their work with multilingual children. To provide a clearer picture and understanding of how the library can be used as an educational resource in multilingual preschool activities and in the promotion of multilingual children's language development. The study also serves as an inspiration for how cooperation between the two professions can appear. Through semistructured interviews, four libraians view their work in relation to support for preschool´s work with multilingualism. The results show that the participating libraries have positive attitudes towards work that promote the development of multilingual children. Multilingualism is considered to be something positive and seen as something valuable since knowledge in other languages ​​adds a prerequisite to the development of the Swedish language. The library proves capable of serving as an educational resource to the extent of providing multilingual books / audiobooks as well as acting as a consultant to educators.

Dans le contexte particulier de la Guyane, il y a une forte carence de l’enseignement des sciences et de la technologie en cycle 3 du primaire. Celle-ci est habituellement imputée aux « manque de temps, manque de matériel ou de ressources, manque de goût à cet enseignement, manque de formation initiale, manque de formation disciplinaire à l’IUFM, manque d’appuis spécialisés… ». Nous faisons l’hypothèse que le multilinguisme pourrait être aussi une des causes principales de cette carence, car beaucoup d’enseignants affirment que le français et les mathématiques sont des prérequis à l’approche des sciences expérimentales et de la technologie. Nous postulons que la démarche d’investigation préconisée dans l’enseignement des sciences et de la technologie peut être une « discipline outil » pour la maîtrise du langage, oral, lu et écrit. Notre recherche est donc centrée sur la pratique enseignante. Afin d’obtenir les données, un questionnaire a été passé auprès de toutes les classes du cycle 3 de Guyane. Les 167 réponses ont constitué un état des lieux représentatif de l’enseignement des sciences et de la technologie en Guyane. Des entretiens d’explicitation complémentaires ont mis en évidence des situations contradictoires explicatives de la carence de cet enseignement. D’une part, une forte pression sociale, politique, institutionnelle et hiérarchique fixe les priorités d’enseignement au français et aux mathématiques, et instaure ainsi un obstacle majeur à l’enseignement des sciences et de la technologie. D’autre part, les professeurs des écoles mobilisent près de 50 % de leur temps et de leurs compétences à la gestion de la classe et du comportement des élèves. Les jeunes professeurs n’ont pas de formation initiale aux techniques éducatives favorisant l’intégration scolaire. Notre recherche montre que la polyvalence du professeur des écoles est fondée sur un système dual dont les missions simultanées sont l’enseignement et l’éducation. L’observation, la manipulation ou l’expérimentation préconisées par la démarche d’investigation renforcent la motivation des élèves et participent à l’instauration d’une démarche pédagogique active puérocentrée par laquelle l’enfant se scolarise, intègre la culture scolaire et devient un élève réceptif aux enseignements. Ainsi, l’enseignement des sciences expérimentales et de la technologie devient une « discipline outil » au profit des autres matières dont le français et les mathématiques. / In the particular context of French Guiana, the sciences and technology teaching in the upper sections of French primary schools is badly failing. This is usually ascribed to "lack of time, lack of equipment or resources, lack of interest for these discipline, lack of initial training, lack of disciplinary training in French teachers’ training colleges (IUFM), lack of teaching aids". We make the hypothesis that multilingualism could also be one of the main causes of this deficiency, as many teachers assert that French and Mathematics are the necessary pre-requisites for a sound approach of experimental sciences and technology. We postulate that the investigative approach advocated in the teaching of sciences and technology can be a "tool discipline" for the acquisition of oral language skills as well as of writing and reading skills. This research focuses on teaching practices. To obtain the data, a questionnaire was circulated through all the classes of cycle 3 (upper primary school) in French Guiana. The 167 answers collected made it possible to map out the present state of science and technology teaching in French Guiana. Further clarification interviews have revealed contradictory situations accounting for the inadequacies of this teaching. On the one hand, there is an overwhelming social, political, institutional and hierarchical pressure to place French and Mathematics top of the agenda, thus introducing a major obstacle to the teaching of sciences and technology. On the other hand, primary school teachers devote about 50 % of their time and skills to classroom and pupils management. Furthermore, in their formative years, young teachers do not get proper training in educational methods aimed at promoting inclusive education. Our research shows that the versatility of primary school teachers is based on a dual system that hinges on the simultaneous tasks of teaching and educating. Observing, manipulating or experimenting, as advocated by the investigative approach increase the motivation of the pupils and participate in the institution of an “child oriented active approach” enabling pupil to come to terms with the school culture and thus become susceptible to new teachings. Science teaching therefore provides a “learning tool” for the benefit of the other subjects including French and Mathematics.

Faculty of Humanities Department of Psychology Date: 29 May 2017 / The transition to higher education is a complex period for most youth that challenges them to constantly negotiate their identities. In the university campus, students interact and socialize with students from diverse cultural backgrounds and they are confronted with reflecting on their existing attitudes, beliefs, values and behaviours. The current study aims to understand how different cultural values and beliefs may influence the personal identity of students in a multicultural university. This study employed a qualitative research approach. The study employed an interpretive research design which entailed conducting semi-structured, individual interviews to collect data. The participants were 6 second year students enrolled in the Humanities faculty, who were purposely selected at the University of the Witwatersrand. Thematic analysis was employed in analysing the data. The specific thematic analysis method employed was interpretative phenomenological analysis, in which the focus was on understanding how students make sense of the experience regarding being in contact with other students from diverse backgrounds. The findings of the study show that students identify with different social structures, thus maintaining multiple identities in diverse setting of the university. These identities are found to be dominant in contexts in which they are established. The findings show that students maintain a positive self-concept, which is contributory to how they adjust and find belonging in the university environment. Belonging was found to occur within the student cultures inherent in the university setting, such as leisure activities, religious involvement, and other activities of entertainment on campus. Religion emerged as the dominant influence on the personal identity of the majority of the participants; however, other students highlighted other social structures as contributory factors as compared to religion. Parental involvement and childhood experiences continue to influence students' negotiation of a personal identity in the university campus. In conclusion, based on the findings of the study, it is clear that students embrace the diversity within the university campus, while maintaining connections with identities that existed prior their time spent in university. This is a clear demonstration of the continuity in identity formation and belonging in the social setting of Higher Education. / MT2018

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Commerce, Law and Management, Wits Business School, 2016 / The market research industry prides itself on providing accurate and reliable information and solutions to varying business problems. However, the industry has been faced with the challenge of racial transformation at senior decision-making positions of the organisations. The pace of upward mobility of black researchers is slow and this is a threat for the industry because the senior level positions are often tasked with the analysis of research data and formulation of the strategic insights and business solutions to communicate to clients and stakeholders to meet their business needs. Therefore, it is difficult to be confident that the data about the black market does not get lost in translation and interpretation due to cultural nuances that may not be accessed. What is unique about the market research industry is that promotions to senior level positions are based on training on the job and the mastering of relevant skills on the job rather than specific prior training at college or university level. This opened theoretical and practical questions about the individual and organisational qualities that made it difficult for black researchers to progress to senior level positions. A phenomenological research approach was implemented to explore the lived experiences of the black researchers and the organisations, which could explain the slow upward mobility pace. In-depth semi-structured individual interviews were conducted with four CEOs of prominent organisations in the industry and 14 black researchers at various levels in these organisations. These interviews identified the organisational identity espoused by the leadership and the organisational identity lived by the black researchers. Narrative identity research approach and Erikson’s (1956) stage developmental model guided the process of understanding the individual identity of the black researchers at the point of the interview. The results suggest that there are three categories of black researchers in the industry. It is those who are not promoted within a specified timeframe promised by the leadership who leave the organisations, those who are not promoted but stay in the organisations for longer periods than would have been expected and those researchers who are promoted to senior level positions. Each of these categories shows unique individual qualities that potentially shape their experience in the organisations. A framework for understanding the interplay between the various lived experiences and outcomes has been developed. The slow pace of racial transformation at senior levels of the organisations can be traced to the responses of organisational management to change and the types of social exchange relationships between the black researchers and management. Future research may quantify the findings and validate the framework developed in this study to establish generalisability in the industry and in contexts outside the market research industry. A case study research methodology focusing on all the demographics of the organisations could also enrich the framework. / MT 2018

ABSTRACT This paper analyses what has arguably become a salient feature of a ‘just city’ and social development on an international level, namely social justice. Specifically, it focuses on the role of the Johannesburg’s civil society organisations in promoting greater social justice for forced migrants (refugees and asylum seekers) living in the downtown Johannesburg. For this purpose, a case study was carried out, particularly with Africa’s forced migrants living in the inner city of Johannesburg (in Hillbrow and Yeoville). The research makes use of in-depth interview and participant observation methods to uncover the perspectives of a group of refugees and asylum seekers and members of seven civil society organisations, working with forced migrants in Johannesburg. The main research question that the study addresses is: What role can civil society organisations play in facilitating greater social justice for Africa’s asylum seekers and refugees living in the inner city of Johannesburg? I have concluded that Johannesburg’s civil society organisations have the potential, which may allow them to bring social transformation and create a just city by promoting a greater social justice for forced migrants living in the inner city. To achieve this goal, they should play a reformative and transformative role in the inner city, by challenging government exclusionary policies and decisions relating to the forced migrants; and, at the same time, they should mediate between the government and forced migrants at the local and national levels. To conclude this report, I recommended civil society organisations to develop strong collaboration with the city’s planners for a better improvement of the quality of life of forced migrants in the inner city. I also recommend the national government to decentralise its decision-making power on international migration issues by conferring to the provinces and local governments certain power which can allow them to develop internal structures (taking into account the context of each province), which can allow them to protect the basic rights of refugees and asylum seekers, such as the rights to work, to study, and to access free health care.

A presente pesquisa analisou materiais e propostas didáticas sobre o tema da astronomia cultural, tendo em vista sua inserção no ensino de tópicos de Física e Ciências na educação básica. A astronomia cultural pode ser tomada como o estudo das relações entre os saberes produzidos sobre o céu e as dinâmicas socioculturais de um dado grupo. A existência de uma grande multiplicidade de culturas indica a possibilidade de inúmeras formas de se relacionar com os elementos celestes. Tal diversidade pouco ou raramente é explorada, sendo um dos objetos desta pesquisa evidenciar que as discussões desta temática podem ser potencialmente interessantes para trabalhar em sala de aula a questão do respeito à diversidade cultural, apresentando aos estudantes outras lógicas de pensamento, distintas das referências da cultura ocidental. Foram realizadas revisões bibliográficas a fim de construir um panorama da produção dos pesquisadores da área de ensino de ciências junto aos temas do multiculturalismo e da astronomia cultural. Este procedimento favoreceu o contato com materiais e propostas didáticas que foram selecionadas para comporem o conjunto de dados a ser trabalhado. Com base na metodologia da análise de conteúdo, doze documentos que abordaram a astronomia cultural de maneira articulada ao contexto da sala de aula foram analisados, investigando-se três dimensões de análise. Os questionamentos realizados se relacionam aos seguintes aspectos: principais temas abordados pelos materiais; tipos de perspectivas voltadas ao multiculturalismo e à noção de cultura; o papel de medidas legislativas, a exemplo da Lei Federal nº 11.645/08, no aumento da produção de materiais abordando a astronomia cultural. Dentre os resultados da análise, verificou-se que os temas com maior frequência estão relacionados a narrativas sobre o funcionamento do universo e aos asterismos (ou constelações) de algumas etnias indígenas, sendo pouco recorrente o trabalho aprofundado com variadas estruturas de pensamento ou outras visões de mundo distintas da cultura ocidental. Sobre a abordagem ao multiculturalismo, houve uma polarização entre um viés diferencialista, que valoriza as diferenças particulares dos grupos, e uma postura intercultural, com ênfase no diálogo. Almeja-se que o trabalho possa contribuir para evidenciar algumas das potencialidades do ensino de astronomia cultural na educação básica, ao inserir discussões voltadas a diversidade cultural a fim de formar indivíduos que estejam menos centrados nas práticas de seu próprio grupo e mais abertos ao intercâmbio entre culturas e saberes distintos. / The present research examined materials and didactic proposals on the topic of cultural astronomy, with a view to their inclusion in the teaching of physics and science topics in basic education. Cultural astronomy can be taken as the study of the relationship between knowledge produced about sky and socio-cultural dynamics of a given group. The existence of a great variety of cultures indicates the possibility of numerous ways to relate to the elements of the sky. Such little diversity or is rarely explored, being one of the objects of this research show that discussions of this theme can be potentially interesting to work in the classroom the issue of respect for cultural diversity, showing other students thought logic, other than the reference of Western culture. Bibliographical reviews were carried out in order to build a panorama of the production of the researchers of science teaching with the themes of multiculturalism and cultural astronomy. This procedure favored contact with didactic materials and proposals that have been selected to compose the set of data to be worked. Based on content analysis methodology, twelve documents that addressed cultural Astronomy of articulated way to the context of the classroom were analyzed investigating three dimensions of analysis. The questions made relate to the following aspects: main themes addressed by the materials; types of prospects aimed at multiculturalism and the concept of culture; the role of legislative measures, such as the Federal Law no. 11,645, increasing production of materials addressing the cultural astronomy. One of the results of the analysis, it was found that the subjects most often are related to narratives about the workings of the universe and the asterisms (or constellations) of some indigenous ethnic groups, being little in-depth work with recurrent varied structures of thoughts or other worldviews. On the approach to multiculturalism, there\'s been a polarization between a differentialist bias, that values the differences of private groups, and an intercultural attitude. Aims that the work will help to highlight some of the potential of cultural astronomy education in basic education, to enter discussions to cultural diversity in order to train individuals who are less focused on the practices of their own group and more open to the exchange between cultures and knowledge.

A sociedade contemporânea tem passado por várias transformações econômicas, políticas, sociais e culturais, impulsionadas pelo avanço da tecnologia, revolução das informações, democratização das relações, entre outras. Em busca do atendimento a essas demandas, os setores responsáveis pelas políticas educacionais têm realizado reestruturações nos currículos da Educação Básica. Seguindo o movimento nacional, a Secretaria Municipal de Educação de São Paulo tem envidado esforços para subsidiar os professores para uma atuação em consonância com as Orientações Curriculares de Educação Física, publicadas em 2007. No caso da Educação Física, observamos que essas medidas causavam algum desconforto no professorado diante das diferenças entre as determinações oficiais e aquelas expressas pelos docentes. Mesmo diante da afinidade de alguns professores com relação à proposta, ao verbalizarem suas concepções ou relatarem os encaminhamentos didáticos que adotam percebíamos certa divergência dos pressupostos e ações educativas recomendadas pelo currículo oficial. Diante dessa constatação, surgiu o interesse de investigar quem é o sujeito projetado e discutir as concepções de Educação Física e prática pedagógica do documento municipal, bem como reconhecer as significações expressas pelos docentes acerca do proposto. Para o desenvolvimento do trabalho, optamos por um enfoque qualitativo, utilizando a análise documental, grupo focal e entrevista para coletar os dados e a hermenêutica crítica para as análises. Os sujeitos da pesquisa foram professores que participaram de ações formativas oferecidas pela Secretaria Municipal de Educação e que afirmam desenvolver o seu trabalho de acordo com o currículo oficial. O material empírico coletado foi confrontado com os Estudos Culturais e multiculturalismo crítico, campos teóricos que fundamentam a construção da proposta curricular. A análise documental evidenciou que as pretensões para a disciplina, intenções na formação dos sujeitos e proposições didáticas dialogam com a base teórica anunciada. No entanto, divergências foram encontradas no que se refere às expectativas de aprendizagem. Trata-se de um currículo que se posiciona e convida os docentes a subverterem as lógicas homogeneizantes e opressoras. Apresenta-se como uma fecunda proposta de atuação e formação dos sujeitos contemporâneos, comprometida com relações mais democráticas e justas. A interpretação das entrevistas demonstrou que apesar dos docentes expressarem em alguns aspectos proposições curriculares que se distanciam do documento municipal, em muitos outros dialogam e se aproximam de suas concepções. A análise desnuda um campo aberto para a experimentação de novos caminhos e ousadias que desestabilizam a tradição curricular da Educação Física. / Contemporary society has gone through several economic, political, social and cultural transformations, driven by advances in technology, the information revolution, democratization of relations, among others. In search of care to these demands, the sectors responsible for educational policies have performed restructuring in the curriculum of basic education. Following the national movement, the Municipal Secretary of Education of São Paulo has made efforts to support teachers for a performance in accordance with the Physical Education Curriculum Guidelines, published in 2007. In the case of Physical Education, we observed that these measures caused some discomfort among teachers because of to the differences between official determinations and those expressed by teachers. Even with the affinity of some teachers regarding the proposal to verbalize their ideas or reporting didactic referrals we realized a certain divergence of assumptions and actions recommended by the official educational curriculum. Considering this fact, we had the interest to investigate who is the subject designed and discuss the concepts of physical education and pedagogical practice of municipal document as well as recognize the meanings expressed by teachers about the proposed emerged. For the development of work, we chose a qualitative approach, using document analysis, focus groups and interviews to collect data and critical hermeneutics for analysis. The study subjects were teachers who participated in training activities offered by the Municipal Education and who claim to develop its work in accordance with the official curriculum. The empirical material was confronted with cultural studies and multiculturalism critic, theoretical fields that underlie the construction of the proposed curriculum. The documentary analysis showed that the claims for discipline, intent on training and didactic subject propositions dialogue with the theoretical basis announced. However, differences were found in regard to learning expectations. This is a resume that stands and invites teachers to subvert the oppressive and homogenizing logic. Presents itself as a fruitful proposed action and training of contemporary subjects, committed to more democratic and fair relations. The interpretation of the interviews showed that although teachers express in some respects curricular proposals that are distant from the municipal document, in many other dialogues and approach their conceptions. The analysis lays bare an open field for experimentation with new and daring ways that destabilize the tradition of the Physical Education curriculum.

Esta pesquisa argumentativo-narrativa propõe-se a investigar a construção do multiculturalismo como conceito no Brasil, especialmente no contexto das propostas de diversidade, como tema contido nas propostas de currículo nacional (Parâmetros Curriculares Nacionais), no contexto do ensino de Língua Estrangeira. O ensino de línguas no Brasil é permeado por uma pedagogia tecnicista, em que o conceito de diversidade é vinculado à multiplicidade de experiências culturais, dissociado do conflito cultural, garantidor de tolerância e consenso. A Pedagogia Crítica, ao propor uma abordagem dialética de cultura, como fenômeno social em processo, e a educação/o currículo como uma forma de política cultural, possibilita uma crítica do currículo, da escola, e das propostas educacionais brasileiras, e reconhece tais espaços como interceptados por interesses particulares, posições macropolíticas específicas e narrativas mestras identificadas com um discurso neoliberal, que formatam nossas subjetividades e as práticas culturais que nos governam. Esta pesquisa, defendendo uma abordagem multicultural crítica, investiga um conceito de diversidade que reconheça o poder da diferença, que questione e desafie as estruturas de poder dominantes, que mascaram a desigualdade. Em especial esta pesquisa examina propostas alternativas de hibridização cultural no currículo, sob a perspectiva de uma pedagogia reflexiva, crítica e transformadora. / This argumentative-narrative research investigates the multicultural construction in Brazil, especially the diversity proposal contained in the Parâmetros Curiculares Nacionais, in the context of Foreign Language teaching. Language teaching in Brazil is also permeated by a technicist pedagogy, in which the concept of diversity is connected to the multiplicity of cultural experiences, dissociated of the cultural conflict that guarantees tolerance and consensus. The Critical Pedagogy, when proposing a dialectic approach of culture, as a social phenomenon in process, and considering education/curriculum as a form of cultural politics, enables a criticism of the curriculum, of school, and of the Brazilian educational proposals that recognizes such spaces as intercepted. They are intercepted by particular interests, specific macropolitical positions, master narratives identified with a neoliberal discourse, which format our subjectivities and the cultural practices that guide us. This research, in defending a critical multicultural approach, investigates a diversity conception that recognizes the power of difference, which interrogate and challenge the domain structures and power relations that disguise inequality. Especially, this research examines alternative proposals of cultural hibridity in the curriculum, from the perspective of a reflexive, critical and transformative pedagogy.