International Social Survey Programme 2003 found that about 90% of the people in Japan favour the idea of maintaining the ethnic minorities' culture, rather than their adaptation to the dominant majority's culture. It is outstandingly high percentage, compared internationally. The result is consistent with the fact that multicultural coexistence ("Tabunka kyosei") policy is welcomed in many local governments to support the immigrants. However, it contradicts to some academics' argument that Japan puts assimilative pressure to ethnic minorities. Therefore, this thesis analyses why the idea of maintaining the ethnic minorities' culture enjoys such outstanding support in Japan. The mixed method approach of quantitative and qualitative study was used to solve this puzzle. International comparison based on the statistical analysis of national identity and attitude toward the ethnic minorities' culture revealed that (i) about 80% of the Japanese people have ethnic conceptualization of national identity, which is exceptionally high percentage than other countries, and (ii) the vast majority of both the people with ethnic and civic national identity favour the idea of maintaining the ethnic minorities' culture. Therefore, the qualitative analysis of interview data with schoolteachers of the immigrants' children were conducted to examine why, of which aspect and to what extent teachers expect the immigrants' children to maintain their ethnic identity and distinct culture, and expect them to adapt themselves to the dominant Japanese culture. It was found out that it is expected for the immigrants' children to maintain their ethnic minority identity and traditional culture in private, and to adapt themselves to group oriented and rule-based Japanese culture in public. However, such group orientated and rule-based culture is not regarded as "culture", but simply as "rules" to give an order to ethnic and cultural diversity. The findings of this thesis imply that multicultural coexistence is a new form of cultural nationalism in Japan ("tertiary nationalism"), meaning a nationalism which (i) has been brought about by confronting the growing ethnic and cultural diversity within a nation, particularly after '90s in Japan, and (ii) tries to preserve its rule-based culture and to spread it to the ethnic minorities by taking off its label of "culture", (iii) though not incorporating them to a member of a nation, but (iv) expecting them to maintain their ethnic identity and traditional culture in private.

Jean-Claude Eloy est un compositeur passionné de musiques extra-européennes (et en particulier de musique japonaise) qui revendique un multiculturalisme militant et refuse farouchement que sa démarche puisse être associée à un quelconque exotisme. Pourtant, et sans que la sincérité de son positionnement idéologique puisse être remise en cause, certaines ambiguïtés apparaissent au fur et à mesure de l’étude de sa production. Ainsi, si l’exotisme de surface caractéristique du XIXe siècle a disparu au profit d’un intérêt largement documenté pour les cultures musicales non occidentales, on n’en décèle pas moins la permanence de thèmes caractéristiques de cet exotisme. Il s’agira d’analyser ce paradoxe et d’en proposer des explications. Le travail part de l’hypothèse que l’exotisme repose sur un imaginaire anthropologique à partir duquel prennent naissance des expressions différentes selon les lieux et les époques. L’exotisme répondrait ainsi à des réalités humaines dans lesquelles le contexte colonial aurait joué un rôle uniquement facilitateur (et non suscitateur). Cet exotisme ne pourrait donc pas avoir disparu avec la fin des empires. Il s’agira ainsi de lire les ambiguïtés d’Eloy à la lumière d'un « mythe exotique » toujours vivace dans l’imaginaire collectif contemporain. S’appuyant sur le courant des postcolonial studies, cette lecture interrogera les résurgences exotiques présentes dans l’œuvre d’Eloy pour aboutir à la définition d’un exotisme postcolonial différente de celles qui ont pu être développées dans le domaine littéraire. / Jean-Claude Eloy is a French composer. He is passionately fond of extra-European music, especially Japanese music. He calls for muticulturalism and refuses his works to be associated with exoticism. Even so - and without questionning Eloy’s intellectual honesty - it is possible to find out some ambiguities in his works. For instance, even though superficial exoticism, typical of XIXth century, no longer appears in his music, several themes of this exoticism can be found in some of this works. We will analyze this paradox and suggest some explanations. Our thinking is based on the proposition that exoticism comes from anthropoligical imagination and takes a variety of forms depending on the era. According to this proposition, colonialism has made the development of exoticism easier but didn’t create it. As a result, exoticism could not completely disappear with the end of colonial empires and still exists as a human reality. Postcolonial studies, semiotics and hermeneutics will be used as a background approach to explain the existence of exoticism in Eloy’s works.

The purpose of the following essay is to study students with non-European backgrounds view of the multicultural perspective in history teaching at the upper secondary school in Sweden. To study this, student interviews have been made and the study has also answered how the students perceive the concept of multiculturalism and how they consider their teachers to take into account the students' ethnic backgrounds in the history teaching. The study results show that multiculturalism is a concept that can be defined in different ways, and that students believe that the history teaching has a European and Western perspective. Students want teachers to take more account of different ethnicities in teaching, and that history teaching not should be so generalizing as it is.

[pt] Ricardo Nery, Paula Esteves, Joyce dos Santos, Jailson dos Santos, Luana Navarro, Tauana dos Santos, Tainara dos Santos, Laremi de Oliveira, Noam Moreira e Felipe dos Santos são crianças e adolescentes (Joyce e Jailson já estão adultos) que praticam candomblé. Assim como muitas outras, elas desempenham funções específicas, recebem cargos na hierarquia dos terreiros e manifestam orgulho de sua religião. Muitas são iniciadas e, depois de um longo aprendizado, estão preparadas para receberem os orixás. Durante 13 anos, acompanhei, observei, entrevistei e fotografei essas pessoas e as vi crescendo no terreiro. Ao mesmo tempo, busquei verificar como a escola se relaciona com crianças e adolescentes que praticam candomblé, principalmente depois da aprovação e aplicação da Lei de Ensino Religioso no Rio de Janeiro (Lei 3459), que estabeleceu o ensino religioso confessional no Estado. O referencial teórico utilizado para atravessar essa ponte entre o terreiro e a escola tem como perspectiva a discussão sobre educação multicultural. É disso que trata esta pesquisa. / [en] Ricardo Nery, Paula Esteves, Joyce dos Santos, Jailson dos Santos, Luana Navarro, Michele dos Santos, Alessandra dos Santos, Noam Moreira and Felipe dos Santos are children and teenagers (Joyce and Jailson are adults already) who are faihful to Candomblé. Like other children, they play specific role, are given titles in the hierarchy of the terreiros and are pried of their religion. Many children get in touch with Candomblé and, after a long period, they are ready to be possessed by Orixás. For 13 years, I have accompanied, watched, interviewed and photographed those people and I have seen their growing up in the terreiro. At the same time I have tried to look into the way school get in touch with children and teenagers who are faihful to Candomblé, mainly after the approval and the application of the Law of Religion Teaching for Rio de Janeiro (Law 3459), that laid down a confessional religion teaching in the State. The theoretical references used to cross the bridge from terreiro to school is the discussion on multicultural education. That is the matter of that research.

177 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T13:13:07Z No. of bitstreams: 2 Tese_Claudio Nascimento2.pdf: 6277033 bytes, checksum: 827d1ef19fcceaca965455545bc45da9 (MD5) Tese_Claudio Nascimento1.pdf: 3043044 bytes, checksum: 49d418fe2b76ec9ecc457e6f947d1e02 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-17T18:46:44Z (GMT) No. of bitstreams: 2 Tese_Claudio Nascimento2.pdf: 6277033 bytes, checksum: 827d1ef19fcceaca965455545bc45da9 (MD5) Tese_Claudio Nascimento1.pdf: 3043044 bytes, checksum: 49d418fe2b76ec9ecc457e6f947d1e02 (MD5) / Made available in DSpace on 2013-05-17T18:46:44Z (GMT). No. of bitstreams: 2 Tese_Claudio Nascimento2.pdf: 6277033 bytes, checksum: 827d1ef19fcceaca965455545bc45da9 (MD5) Tese_Claudio Nascimento1.pdf: 3043044 bytes, checksum: 49d418fe2b76ec9ecc457e6f947d1e02 (MD5) Previous issue date: 2007 / Os Observatórios Etnoformadores (OEF), instituídos como dispositivos metodológico-formativos, apresentam outros olhares em/na formação continuada de professores. Inspirado na etnografia de feições hermenêuticas e semiológicas, este estudo constituiu-se através da participação colaborativa dos(as) professores(as) interessados(as) em descrever e refletir acerca dos múltiplos olhares relativos ao campo, às políticas e práticas de formação, mediante as observações, histórias e experiências pessoais/profissionais produzidas nas/entre escolas de educação básica nos Municípios de Mutuípe e Salvador da Bahia. Esta Tese demonstra, a partir dos sujeitos, dos temas e problemas evocados pelos(as) professores(as), a pertinência de novos olhares na formação docente, o que sublinha a possibilidade de compreendêla, conforme as noções de implicacão, multiculturalismo e complexidade. / Salvador

This thesis studies the experiences of Albanian and Bosnian Muslim immigrants in Canada in the post-9/11 period. It draws upon a boundary-making framework and employs qualitative and quantitative methods to investigate the destigmatization strategies of Balkan Muslims, as well the national and cultural repertoires that enable and facilitate their utilization. The study yields several important findings. The quantitative findings show that Albanian and Bosnian Muslim immigrants in general show lower levels of attachment to religion compared to other Muslim immigrants. Also, many members of these ethnic groups appear to have resorted to the strategy of distancing and/or disidentifying from Muslim identification and/or faith in favour of identifying as irreligious as a way of coping with rising Islamophobia in Canadian society. The qualitative findings show that the move towards distancing/disidentification is due to a dissonance between the cultural repertoires of the meaning(s) of “Muslim” in participants’ homeland versus that of the host society. Discursively, the process of distancing/disidentification occurs mostly by drawing religious and, relatedly, moral and value boundaries from other, mostly non-European and racialized Muslims. Importantly, despite having been exposed to instances of Islamophobia, participants overwhelmingly reported that their communities have not been significantly affected by anti-Muslim sentiments. I argue that the Albanian and Bosnian Muslims’ lack of religious signs, bolstered by their “whiteness” and society’s general unfamiliarity with Muslims and the Balkans, have greatly contributed to the perceived lack of religion-based discrimination. This study thus demonstrates that Islamophobia is to a significant extent an issue of racism, and that, relatedly, “race” continues to be a weighty marker of differentiation in Canadian society, where skin colour and appearance function as a religious sign.

This qualitative study was designed to investigate Asian Indian counselors’ lived experiences of integrating Indian/Eastern and Western counseling approaches in India and their perceptions of the adequacy of training provided to them. Scholars have documented the growing disillusionment with applicability of Western theories in India (e.g., Misra & Paranjpe, 2012) and argued how insights of traditional Indian origin can contribute to the understanding of psychological issues (e.g., Arulmani, 2007). However, several challenges in training programs for counselors and psychologists in India have been noted (Dalal, 2008). Also, there is a lack of empirical research on the integration of Indian/Eastern and Western approaches. To fill this gap in the literature, I conducted a phenomenological study with counselors in India. The participants (N = 8; age range: 25-52 years) all identified as female counselors working in a metropolitan/urban area in India with clinical experiences ranging from eight months to 20 years. Individual interviews with each participant and follow-up interviews with two of them were conducted. The interpretive phenomenological analysis (IPA; Smith & Osborn, 2008) method was followed for data collection and analysis. Peer debriefing, member check, and external audit were conducted. Results from this study provide insights into how counselors adapted Western counseling theories to the Indian context, incorporated indigenous concepts in counseling, attempted to integrate Indian/Eastern and Western approaches, experienced challenges in counseling and training, and suggested ways to overcome these challenges. Implications for clinical practice, training, and policy are discussed.

Made available in DSpace on 2018-06-18T13:12:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2016 / Introdução: A complexidade do mundo contemporâneo e as exigências do mundo do trabalho demandam uma formação qualificada do profissional da área de saúde que envolve o aprimoramento de novas competências. A Universidade Federal da Integração Latino-americana (UNILA), na tríplice fronteira recebe discentes brasileiros e de outros países da América Latina, inclusive de Países caribenhos não latinos. Esta universidade tem como características a multiculturalidade e o bilinguismo e tem como princípio a cooperação solidária. Sendo assim a UNILA, vivencia uma experiência única em um cenário rico quanto à diversidade cultural, onde discentes e docentes de diversos países compõem esse contexto, proporcionando novas possibilidades e desafios na Educação Superior. Uma educação ampliada dentro da multiculturalidade instiga ao conhecimento de novos saberes e novas práticas no processo de formação profissional. Objetivo: Descrever as contribuições para o processo de ensino/aprendizagem na perspectiva advinda da multiculturalidade e do bilinguismo no contexto da tríplice fronteira do Curso de Medicina da UNILA. Especificamente propõe-se: Analisar a percepção dos docentes e discentes sobre a formação médica frente à DCN e o PPC, analisar a percepção docente e discente sobre o processo de ensino/aprendizagem desenvolvido, no contexto da multiculturalidade e do Bilinguismo no cenário de tríplice fronteira e construir e validar o instrumento atitudinal do tipo Likert. Metodo: Com abordagem quali-quantitativa, de característica descritiva e exploratória, o estudo foi realizado na Universidade Federal de Integração Latino Americana – UNILA. O estudo em consonância com os preceitos éticos de pesquisa teve a coleta de dados dividida em duas etapas. Na primeira, foi aplicado o instrumento Atitudinal Likert, com 111 discentes, distribuídos nos 1º e 2º ano e 7 docentes integrantes do referido Curso. Foram construídas 4 dimensões à luz dos objetivos da pesquisa, buscando identificar a percepção dos respondentes sobre o objeto pesquisado. Na segunda etapa, foram realizadas entrevistas com 11 docentes. As entrevistas foram gravadas, transcritas e os dados analisados por meio da técnica de análise de conteúdo, modalidade temática. Resultados: Os participantes valorizam a perspectiva multicultural e bilinguista no processo de formação médica na UNILA e expressão uma adequada correlação com o conteúdo das DCN e do PPP do curso. Contudo os dados obtidos apontam desafios relacionados Preponderância da língua nativa em relação á hispana e necessidade de ampliar a legislação sobre mobilidade de estudantes e profissionais e sobre a prescrição médica em diferentes países. Conclusões: A formação médica em construção pela UNILA na tríplice fronteira se constitui numa perspectiva relevante para uma compreensão ampliada e qualificada de atenção à saúde dos países que a compõem. Contudo, aspectos de infraestrutura como a oferta de bibliografia em espanhol, o uso desta língua no processo de formação, o aumento de cenários de prática nos países fronteiriços, entre outros devem ser potencializados em curto prazo para a criação de condições satisfatórias de implantação do referido Curso de Medicina. / Introduction: The complexity of the contemporary world and the demands of the labor market require a qualified professional training of health that involves the improvement of new skills. The Federal University of Latin American Integration (UNILA) in the triple border receives Brazilian and other Latin American countries, including non-Latin Caribbean countries students. This university has the characteristics multiculturalism and bilingualism and its principle the partnership. Therefore UNILA, experiences a unique experience in a rich scenario as cultural diversity, where students and teachers from different countries make up this context, providing new opportunities and challenges in higher education. An expanded education within multiculturalism instigates knowledge of new knowledge and new practices in the training process. Objective: To describe the contributions to the teaching / learning process in arising perspective of multiculturalism and bilingualism in the context of the triple border of Medicine Course UNILA. Specifically it is proposed to analyze the perception of teachers and students about medical training against DCN and PPC, analyze teaching and student perception of the teaching / learning process developed in the context of multiculturalism and bilingualism in the tri-border scenario and Build and validate the likert type instrument. Method: With qualitative and quantitative approach, descriptive and exploratory character, the study was conducted at the Federal University of Latin American Integration - UNILA. The study in line with the research ethical principles had to collect data divided into two stages. At first, the instrument Attitudinal Likert was applied, with 111 students, distributed in 1st and 2nd year and 7 members teachers of that course. 4 dimensions in the light of the research objectives were constructed in order to identify the perceptions of respondents about the researched object. In the second phase, interviews were conducted with 11 teachers. Interviews were recorded, transcribed and analyzed using content analysis technique, thematic modality. Results: Participants value the multicultural perspective and bilinguista the medical training process in UNILA and express a proper correlation with the content of DCN and of course PPP. However the data suggest challenges preponderance of native language regarding Hispanic and will need to expand the legislation on mobility of students and professionals and on medical prescription in different countries. Conclusions: Medical training in construction by UNILA in the triple border constitutes a relevant perspective for a larger and qualified understanding of health care in the countries that comprise it. However, aspects of infrastructure such as the provision of bibliography in Spanish, the use of this language in the training process, the increase of practice scenarios in border countries, among others, should be potentiated in the short term to create satisfactory conditions of implantation Of the said Course of Medicine.

During the 1960s and 1970s the Liberal Party of Canada sought to engage ethnocultural communities in an effort to win federal elections. The author argues that the Liberal Party’s relationship with ethnocultural communities in Metro Toronto during the 1960s was characterized by indifference. Though it adopted a programme that encouraged the courting of ethnocultural communities, the Pearson-led Liberal Party showed limited interest in recognizing ethnocultural communities as a part of the party’s electoral coalition. The efforts of Andrew Thompson, the Liberal Party’s Ethnic Liaison Officer during the Pearson years, were separated from the rest of party’s organization and campaign structure. Prime Minister Pierre Trudeau ended Pearson’s lost decade and strengthened party bonds with ethnocultural communities. Trudeau welcomed ethnocultural communities to the Liberal Party, declared Canada as multicultural, and distributed patronage to leaders of non-English and non-French communities. This dissertation differentiates between groups and categories, and critically analyzes how people and organizations do things with categories. This dissertation argues that Thompson and the Liberal Party grouped ethnocultural communities as “ethnic groups” and “ethnic voters” in order to simplify diverse and unbounded peoples they did not understand. / Graduate / 2019-10-27

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.