In 2006, Manitoba released a mandatory social studies curriculum for Grade 8 that included for the first time a section on world religions. It was released during a time when reasonable accommodation was being debated in various parts of Canada. This research explored the ways in which teachers in public schools in the city of Winnipeg dealt with teaching world religions within the climate of “reasonable accommodation” and charter challenges towards freedom of religion. Case study methodology with semi-structured interviews involving teachers included their experiences teaching about world religions. Results indicated teachers who teach about world religions require further information and feel there are personal, professional, and social factors that influence their ability to teach this subject as thoroughly as they would like. Implications for practice include: professional development in the area of world religions; resources for teachers; and government support. / February 2016

Thesis (MS en S)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: South Africa has a long history of social and physical segregation, which is also reflected in issues pertaining to the discipline of planning. In the past Apartheid policy and laws could be blamed for this, but today difficulties in uniting the different cultures and in addressing everyone's needs still exist. To date, the planning discipline has adopted a Western European top down approach, largely ignoring the fact that the country comprises a number of different cultures with different needs. In terms of a wide range of legislation, notably the Constitution of 1996, South Africans are bound to address and accommodate this diversity. Public participation is seen as a way to address these problems, as a result of which a number of different laws and regulations pertaining to procedures broaden the extent of public participation. Despite this, there is little visible evidence that the diversity of participants has any real influence on planning processes or their end results. Public workshops and seminars are frequently criticised because they are time-consuming and because participants have different agendas. Although a good deal of research has been done on the streamlining of procedures, not much attention has been given to the communication process and the nature of constructive dialogue. It follows that a significant part of confusion could be attributed to a lack of mutual understanding during the communication process and to faulty decoding or interpretation of message content. In this study project research was undertaken on the different aspects of communication and the effect of it on interpretation. It was found in a case study of the Stellenbosch Integrated Development Program (IDP), that disruption often occurred due to differences in multicultural communication. Solutions, as presented by the participants and other writers, are offered and discussed. / AFRIKAANSE OPSOMMING: Suid-Afrika het 'n lang geskiedenis van sosiale en fisiese segregasie, wat ook in die beplanningsdisipline waarneembaar is. In die verlede kon blaam gelê word op apartheidsbeleid en wetgewing, maar daar is tans nog steeds probleme om die verskillende kultuurgroepe te verenig en om almal se behoeftes aan te spreek. Tot op hede is daar 'n sterk Westers-Europese benadering gevolg, wat die feit ignoreer dat die land saamgestel is uit verskillende kulture met verskillende behoeftes. In terme van 'n wye reeks wetgewing, veral die Grondwet van 1996, word Suid-Afrikaners verplig om hierdie diversiteit aan te spreek en te akkommodeer. Publieke deelname word gesien as 'n manier om hierdie probleme aan te spreek, soos aanbeveel deur wetgewing. Ten spyte hiervan, is daar min sigbare bewyse dat die diversiteit van deelnemers wel enige invloed op die beplanningsproses of die eindresultate het. Publieke werkswinkels en seminare word gekritiseer omdat dit so tydrowend is en omdat deelnemers opdaag met verskillende agendas. Baie navorsing is reeds gedoen om die prosedure meer vaartbelyn te maak, maar min aandag is gegee aan die kommunikasieproses en die aard van konstruktiewe dialoog. Hier word aangevoer dat 'n groot gedeelte van die verwarring toegeskryf kan word aan 'n gebrek aan gesamentlike begrip tydens die kommunikasieproses en aan verkeerdelike dekodering van die boodskap se inhoud. In die studie is navorsing gedoen oor die verskillende aspekte van kommunikasie en die effek daarvan op interpretasie. Daar is gevind tydens 'n gevallestudie van die Stellenbosch Geïntegreerde Ontwikkelingsprogram (GOP) dat ontwrigting voorkom as gevolg van verskille in multikulturele kommunikasie. Oplossings word aangebied en bespreek soos voorgestel deur sommige van die deelnemers en ander skrywers.

Made available in DSpace on 2016-06-02T19:35:31Z (GMT). No. of bitstreams: 1 1673.pdf: 968693 bytes, checksum: 040cd121d3c1caa1ddfffbd414fea349 (MD5) Previous issue date: 2007-09-28 / The present study had as objective identifies aspects of the pedagogic practice that can contribute to the regulation and social emancipation, discussing them starting from the studies of Critique Multiculturalism. This way, we tried to understand how the relative differences of categories race/ethnic, social class and gender are present in curriculum in action. The data were collected from two classrooms of the first grade of Fundamental Teaching - 1st and 4th series - through observation and interview. They had been accomplished thirty days of observation in each classroom, distributed for each school semester. The interviews were made with the objective of understanding the meanings attributed by the teachers to their practices. The choice of the 1st series was random and to 4th series was chosen because the teacher realized a differentiated pedagogic practice, concerned with subjects regarding the cultural diversity. The analyses point two types of quite different practices, and in the 1st series the linked aspects of differences were registered stronger in the relationships between teacher and students and in 4th series the work with the contents that he/she appears as central. In teacher Roberta's 1st series, the analyzed situations show the existence of ethnocentric pattern that rules his/her pedagogic work, mainly in what he/she refers to the relationship between her and the students, involving the attention given to certain students, the expectations positive or negative to them, the incentive, the knowledge conception and others. This aspect illustrates how inside of a same classroom they feel different teaching forms and learning and how those processes are influenced for cultural and social differences. In the 4th series teacher's Silvia, themes like prejudice, racism, stereotypes are treated together with the curricular contents. The observed situations reveal that the teacher tries to develop with the students a critical vision of different themes that involve social and cultural subjects, with an education that illustrate more the social emancipation. However, that attempt of developing a practice returned to the work with the differences is set also by some difficulties, as the isolation in the school and the domain of curricular contents in their relationships with the gender subjects, sexuality, race/ethnic. Finally, we considered that the culture is always present in the school education, as monoculturalism or multiculturalism. Therefore it is indispensable that the courses of initial and continuous formation involve the discussions of the cultural and social differences in their programs, with the objective of developing a critical education, "politics" that seeks the overcoming of the social exclusion, of the prejudice and of the racism / A presente pesquisa tem como objetivo identificar aspectos da prática pedagógica que podem contribuir para a regulação e para a emancipação social, discutindo-os a partir dos estudos sobre o Multiculturalismo Crítico. Desta forma, procuramos compreender como as diferenças relativas às categorias raça/etnia, classe social e gênero estão presentes no currículo em ação. Os dados foram coletados em duas salas de aula das séries iniciais do Ensino Fundamental 1ª. e 4ª. séries -, por meio de observação e entrevista. Foram realizados trinta dias de observação em cada sala, distribuídos durante um semestre letivo cada. As entrevistas foram feitas com o objetivo de compreender os significados atribuídos pelas professoras às suas práticas. A escolha da 1ª.série se deu ao acaso e a 4ª. série foi escolhida porque a professora apresentava uma prática pedagógica diferenciada, preocupada com questões referentes à diversidade cultural. As análises apontam dois tipos de práticas bastante distintos, sendo que na 1ª. série os aspectos ligados às diferenças foram registrados mais fortemente nas relações entre professora e alunos/as e na 4ª. série é o trabalho com os conteúdos que aparece como central. Na 1ª. série da professora Roberta, as situações analisadas evidenciam a existência de um padrão etnocêntrico que pauta o seu trabalho pedagógico, principalmente no que se refere à relação entre ela e os/as alunos/as, envolvendo a atenção dada a determinados/as alunos/as, as expectativas positivas ou negativas para com eles/as, o estímulo, a concepção de conhecimento etc. Esse quadro ilustra como dentro de uma mesma sala de aula se dão diferentes formas de ensino e aprendizagem e como esses processos são influenciados pelas diferenças culturais e sociais. Na 4ª. série da professora Silvia, temas como preconceito, racismo, estereótipos são tratados juntamente com os conteúdos curriculares. As situações observadas revelam que a professora procura desenvolver com os alunos uma visão crítica sobre diferentes temas que envolvem questões sociais e culturais, com uma educação mais voltada à emancipação social. No entanto, essa tentativa de desenvolver uma prática voltada ao trabalho com as diferenças também é marcada por algumas dificuldades, como o isolamento na escola e o domínio de conteúdos curriculares em suas relações com as questões de gênero, sexualidade, raça/etnia. Por fim, consideramos que a(s) cultura(s) está(ão) sempre presente(s) na educação escolar, como monoculturalismo ou multiculturalismo. Portanto é imprescindível que os cursos de formação inicial e continuada envolvam as discussões sobre as diferenças culturais e sociais em seus programas, com o objetivo de desenvolver uma educação crítica, política , que vise a superação da exclusão social, do preconceito e do racismo

Made available in DSpace on 2016-06-02T19:35:36Z (GMT). No. of bitstreams: 1 2647.pdf: 736312 bytes, checksum: b1737aaa18c47edf204f8cf537e6ae23 (MD5) Previous issue date: 2009-08-31 / Financiadora de Estudos e Projetos / The present study advocates the thesis that the prevalence of conservative multicultural perspective and found in the studies selected, enable the construction of essentialized identities and the suffocation of the differences. This perspective is a major obstacle to the design - advanced here - training of teachers as intellectuals, with a mandate of heir, artist and critic, who understand the identities and differences as products and producers of history, culture, ideology, and also power relations. Therefore, structured the work around the question: what the studies produced and published in Brazil, when addressing the integration of multiculturalism in teacher education, reveal? This central issue unfolds in others: How does this integration occurs in the curriculum of teacher training? What (is) design (s) of multiculturalism is (are) present (s) in this work? How multicultural categories (social class, race / ethnicity, gender, etc.) have been included in the work selected? And to answer the questions above, have set the universe for the construction and analysis of data, journal articles - The International and The National - and the papers presented at major events in the area of education, namely: the Annual Meetings of the Association National Post-Graduate Studies and Research in Education (ANPEd) and the National Meetings of Curriculum and Teaching Practice (ENDIPE) between the years 2000 and 2006. Among the main trends in the 57 selected texts, stands within a multicultural conservative and a liberal left in the reality of teacher training. Through them, the teacher takes the difference of treatment as having a psychological or biological imprint, and thus one aspect of establishing hierarchies, inferiority those that differ from the ideal standard. The difference is always something missing to the individual or a diversion. The identity is treated essentialized and binary: the male as opposed to female, white as opposed to black. There are few studies that assume a hybrid identity. Moreover, the relationship between majority and minority is taken on a Manichean perspective, polarizing the oppressed group and the group oppressor. Finally, the teacher is still under the aegis of the technicality, allowing for a break between theory and practice and the preparation of teachers - both in the initial and ongoing - that works in favor of maintaining the status quo. Conclude that there is much to build toward a multicultural education, that gives rise to teacher training with a term of intellectual heir, interpreter and critic. Moreover, the teacher rights, multiculturalism needs to be taken as a discourse of hope and possibility. / O presente estudo advoga a tese de que a prevalência da perspectiva multicultural conservadora, encontrada nos resultados dos estudos selecionados, enseja a construção de identidades essencializadas e o abafamento das diferenças. Tal perspectiva constitui forte obstáculo à concepção aqui defendida de formação de professores como intelectuais, com mandato de herdeiro, intérprete e crítico, que compreendam as identidades e as diferenças como produtos e produtores da história, da cultura, da ideologia e, também, das relações de poder. Para tanto, estrutura-se o trabalho em torno da questão: o que os estudos produzidos e publicados no Brasil, quando abordam a inserção do multiculturalismo na formação docente, revelam? Esta questão central se desdobra em outras: De que maneira essa inserção ocorre no currículo da formação docente? Qual(is) concepção(ões) de multiculturalismo está(ão) presente(s) nesses trabalhos? De que maneira as categorias multiculturais (classe social, raça/etnia, gênero etc) têm sido compreendidas nos trabalhos selecionados? E para responder às questões acima, estabelecemos como universo para a construção e a análise dos dados, os artigos publicados em periódicos Internacional A e Nacional A e os trabalhos apresentados em importantes eventos da área de Educação, a saber: as Reuniões Anuais da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) e os Encontros Nacionais de Didática e Prática de Ensino (ENDIPE), entre os anos de 2000 e 2006. Entre as principais tendências constatadas nos 57 textos selecionados, destaca-se uma acepção multicultural conservadora e uma liberal de esquerda na realidade da formação docente. Por meio delas, a formação de professores assume o tratamento da diferença como tendo um cunho psicológico ou biológico, sendo, desta forma, um aspecto que estabelece hierarquias, inferiorizando aqueles que diferem do padrão ideal. A diferença é, sempre, algo que falta ao indivíduo ou um desvio. A identidade é tratada de maneira essencializada e binária: o masculino em oposição ao feminino, branco em oposição ao negro. São poucos os estudos que assumem um conceito híbrido de identidade. Ademais, a relação entre a maioria e a minoria é tomada sob uma ótica maniqueísta, polarizando o grupo oprimido e o grupo opressor. Por fim, a formação de professores ainda se encontra sob a égide do tecnicismo, ensejando uma ruptura entre a teoria e a prática e a preparação de professores tanto no âmbito inicial quanto no continuada que trabalhe em prol da manutenção do status quo. Conclui-se que há muito para construir na direção de uma educação multicultural, que enseje a formação de professores intelectuais com mandato de herdeiro, intérprete e crítico. Além disso, para o professor intelectual, o multiculturalismo precisa ser assumido como um discurso de esperança e possibilidade.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Fundação Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de Janeiro / O presente trabalho tem como objetivo analisar os conceitos de liberdade e identidade através da proposta de um "liberalismo cultural", apresentada pelo filósofo canadense Will Kymlicka, tal como defendida em suas obras Multicultural Citizenship: A Liberal Theory of Minority Rights (1995), Politics in the Vernacular: Nationalism, Multiculturalism and Citizenship (2001) e Multicultural Odysseys. Navigatingthe New International Politics of Diversity (2007). Através dessas leituras, buscou-se compreender em particular de que modo a língua e o território se configuram como elementos definidores das culturas de povos nacionais e étnicos que empenham suas lutas para garantir a permanência desses atributos, tanto em nível doméstico como no plano internacional, a fim de assegurar a singularidade de seus modos de vida e de suas visões de mundo, enquanto grupos diferenciados. Para tanto, tornou-se fundamental a realização de uma análise crítica do processo de construção nacional dos Estados modernos, como um projeto levado a cabo por parte de inúmeros países na modernidade com o intuito de promover a unidade nacional de seus Estados, através da invisibilização das expressões culturais e da participação política de grupos culturalmente minoritários. Ao final, desenvolve-se uma pequena reflexão sobre como esse debate pode contribuir para uma melhor compreensão acerca das reivindicações de populações indígenas e remanescentes de quilombos no Brasil pela regularização de seus territórios e reconhecimento de suas práticas culturais. / This study aimed to examine the concepts of freedom and identity through the proposal for a "cultural liberalism" presented by Canadian philosopher Will Kymlicka, as advocated in his works Multicultural Citizenship: A Liberal Theory of Minority Rights (1995), Politics in the Vernacular: Nationalism, Multiculturalism and Citizenship (2001) and Multicultural Odysseys. Navigating the New International Politics of Diversity (2007). Through these readings, it sought to understand specifically how language and territory are set as defining elements of the cultures of national and ethnic groups that commit their struggles to ensure the permanence of these attributes, both domestically and internationally in order to ensure the uniqueness of their livelihoods and their visions of the world, as differentiated groups. In order to do that, it became essential to make a critical analysis of the process of nation building in modern States, such as a project undertaken by numerous liberal countries in the modernity to promote national unity, through the invisibility of the cultural expressions and the political participation of minority peoples. In the end, it develops a small reflection on how this debate can contribute to a better understanding of the demands of indigenous peoples and remaining communities of quilombos in Brazil for the regularization of their territories and recognition of their cultural practices.

No description available.

This study aims to gain a broader view, within the frame of a comparative international perspective, of the relationship and dilemmas between the theoretical visions of the curriculum and their applicability in practice by mother tongue teachers within the current organizational structures and given resources. The research uses a qualitative and comparative method and semi-structured interviews of ten mother tongue teachers, five Chinese Mandarin and five Spanish, teaching Compulsory School level 7 to 9 in Sweden. The interviews and dialogues with the teachers make it possible to see phenomenon from many different perspectives and build knowledge after the interpretation and exploration of their testimonies and experiences. The study is comparative and one can see that there are more similarities than differences among the interviewed Spanish and Chinese mother tongue teachers. Both groups defined MTE (Mothet Tongue Education) as essential in the lives of children and youths and mention aspects such as intellectual development, identity, and interculturalism linked to the labour market. Also the feeling of a sense of community with other cultures in the world would empower the students with a capacity for social relationships, tolerance, and understanding of different peoples. Thereafter I investigate if the mother tongue teachers find it difficult to interpret and implement the formulations of the SNAE (Swedish National Agency for Education) curriculum and the policies that govern their specific role in the school system. It also implies identifying some of the external, contextual factors that can affect the effective application of the curriculum. Concerning the curricular aspects, the conclusion is that many of the visions described in the texts are not compatible with the situation of mother tongue teaching or to the reality of the students. Organizational factors, incomprehension and lack of platform-based research affect negatively the ambitions of effective and equitable MTE in Sweden. In addition, these teachers are also preoccupied with the future of MTE in Sweden. The political discourse would appear to be driving Europe towards right-wing political ideas in which MTE would not be a priority.

L’objet de cette thèse est d’exposer l’influence que le contact prolongé d’Ivan Tourguéniev avec la culture étrangère a pu produire sur l’évolution de son identité culturelle.Enraciné dans la Russie du début du XIXe siècle où il naquit et passa son enfance, Tourguéniev bénéficia d’une éducation « dans l’air du temps », c’est-à-dire réservant à l’élément étranger une place prépondérante. Au moment où l’identité culturelle initiale de Tourguéniev était en formation, la société russe en était, elle aussi, à ses premiers balbutiements vers la découverte de sa propre authenticité nationale. Plus tard, l’écrivain ressentira avec force le décalage existant entre sa propre identité multiculturelle et les désirs d’affirmation de « russité » de sa patrie d’origine. Sous l’impulsion des nombreux événements politiques et sociaux en Russie et en Europe au XIXe siècle, Tourguéniev fut  amené à changer fréquemment de pays, optant en définitive pour un établissement complet de domicile en Europe, d’abord en Allemagne et ensuite en France, ce qui ne fit qu’exacerber, au fil du temps, la pluralité de son identité culturelle. Le propos de cette thèse est de suivre, pas à pas et au travers de ses écrits et ses œuvres, les modifications que subit l'identité culturelle d'Ivan Tourgueniev à différentes étapes de vie, à travers l’évolution de la figure de l’Autre et les fluctuations du sentiment d’appartenance éprouvé par l'écrivain. / The purpose of this dissertation is to define the influence exerted by prolonged contacts with foreign cultures on Ivan Turgenev’s cultural identity. Turgenev was born and raised in early 19th century Russia, enjoying an education that was in line with the spirit of the time, where foreign culture and language held great importance. As Ivan Turgenev was building his initial cultural identity, Russian society as a whole had only just started gaining consciousness of its own national genuineness. Later in his life, the writer realized the extent of the gap between his own multicultural identity and his homeland’s wish to affirm its “Russianness”. As a consequence of the numerous political and social events that took place in 19th century Europe and Russia, Turgenev travelled extensively and finally chose to settle in Europe, first in Germany, then in France. The plurality of his cultural identity was profoundly deepened as a result.Throughout this dissertation and based on his writings, the variations in Turgenev’s image of the Others and in his Sense of Belonging, shall allow us to closely follow the changes in the writer’s cultural identity, step by step and at various stages in his life.

The purpose of the study was to gain an in-depth understanding of the emotional expression in the narration of autobiographical stories of Chinese international students in their respective languages (i.e., Mandarin and English). It addressed the methodological limitations of previous research on bilinguals' emotional expression and autobiographical memory recall. A phenomenological approach with Conversation Analysis was used to examine the bilingual lived experience of 8 graduate students from mainland China through an individual 60-minute bilingual semi-structured interview. The participants were asked to share stories before and after their arrival in the United States, as well as to self-reflect on their use of their respective languages during the interview and in their daily life. Several strategies were employed to establish four areas of trustworthiness in the qualitative data. Four major themes and related sub-themes emerged from the bilingual interview data including Mandarin as the Base Language, Affective Repertories of Mandarin (Use of Chinese Idioms and Proverbs, Use of Analogy, and Use of Repetition), Code-Switching as an Additional Communication Resource (Mixed Attitudes Towards Code-Switching, Non-Affective Functions of Code-Switching, and Affective Functions of Code-Switching), and Emotional Representation of the Bilingual Self (Open versus Reserved and Formal versus Casual). Finally, research limitations, future directions, and implications for bilingual counseling are discussed.

The purpose of this study is to illustrate how teachers in a preschool in Finland interpret their way of working on the directives on Finnish religious and cultural heritage, whilst multiculturalism in preschools is increasing. Through semi-structured qualitative interviews, six teachers have elaborated on how they interpret the directives and their way of working with this. The result shows that uncertainty characterizes the teachers and that this is based on ignorance of cultures other than the traditional Finnish culture. The teachers tend to have a colonial approach with a broad othering, where a clear “us and them”-culture is visible. The teachers attitude towards other cultures contribute to the great cleavage. My interpretation of what this results in is, apart from exclusion, a deteriorated activity for children of other cultures, as they do not receive as much planned activities in the same extent as the children with a traditional Finnish background. / Studiens syfte är att belysa hur pedagoger i en förskola i Finland beskriver sitt sätt att arbeta med de direktiv om Finlands kristna kulturarv som finns i förskolans styrdokument, samtidigt som mångkulturaliteten i barngruppen ökar. Genom kvalitativa, halvstrukturerade intervjuer har sex pedagoger berättat om hur de tolkar direktiven och sitt sätt att arbeta med detta. Resultatet visar att en osäkerhet präglar pedagogerna och att denna osäkerhet bottnar i en okunskap kring andra kulturer än den traditionellt kristna. Pedagogerna visar på ett kolonialt synsätt med en bred andrafiering, där en tydlig ”vi och de”-kultur kan urskiljas. Pedagogernas attityder gentemot andra kulturer bidrar till dikotomiseringen. Min tolkning om vad detta resulterar i är, förutom exkludering, en försämrad verksamhet för barn av annan kultur, då de inte får en planerad pedagogisk förskolevardag i samma uträckning som de barnen med en traditionellt finsk bakgrund.