The text deals with the issue of changes in immigration and integration policies of the United Kingdom, Canada and Australia during last twenty years. At first, it summarizes the theoretical opinions on immigration, integration, multiculturalism and pluralism and makes that so from the point of view of liberalism and communitarianism. Then it focuses on the development of immigration and integration policies in each country in given time period and especially on their qualitative change. Attention is paid to their key principles, legal basis and real practice. Finally, these three approaches are mutually compared and there are outlined their future perspectives.

The thesis aims summarize political and legal framework of immigrant integration policies of Czech Republic and Slovakia. The main goal of thesis is to compare policies of these countries through comparative method and analyze what are their common characteristics and which features differ from each other. Attention is paid to influence of the European Union on development and form of integration policies of Czech and Slovak Republic, and on importance of international cooperation of these countries in this policy area. Thesis tries to confirm the hypothesis that integration policies of both compared countries are affected by regulations and documents adopted at the European Union level. Thesis consists of a theoretical part, analysis of integration policy of the European Union, analysis of integration policies of both countries and comparison of these policies. Analysis deals with development of these policies, legal framework, governmental and non-governmental institutions working in the field of immigrant integration and international cooperation of these countries within international organizations.

This thesis concerns subject of Female Genital Mutilation/Cutting (FGM/C), ritual commonly - but inaccurately - named female circumcision. In the thesis I analyze two autobiographical texts written by women who got through the FGM/C - Mutilated written by Senegal author Khady and Desert Flower by Somali author Waris Dirie. Aim of this thesis is to analyze view point of two women who have direct experience with FGM/C, to add more information to research of this ritual and to strengthen effort to understand structural reasons for its existence and continuance. I attach myself to the side of opponents to FGM/C and by this thesis I'd wish to help to banish this ritual. My effort is connected with my feminist conviction but also with human rights discourse. ABSTRAKT Tato diplomová práce zkoumá problematiku Female Genital Mutilation/Cutting (FGM/C), rituálu u nás běžně - avšak nepřesně - nazývaného ženská obřízka. V diplomové práci analyzuji dva autobiografické příběhy žen, které prožily FGM/C. Jedná se o knihy Zmrzačená od senegalské autorky Khady a Květ pouště od somálské autorky Waris Dirie. Cílem tohoto výzkumu je analyzovat pohled dvou žen na rituál FGM/C, připojit další informace ke zkoumané problematice FGM/C, a tak rozšířit nejen znalosti týkající se rituálu samotného, ale zejména podpořit snahu...

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<p>This thesis highlights four dualities of the black Apostolic (Oneness) Pentecostal tradition that psychologically and theologically complicate the process millennials must navigate when they leave the denomination for non-Apostolic, multicultural or majority-white churches. A product of the United States Pentecostal movement that was sparked by the influential 1906 Azuza Street Revival in Los Angeles, the Oneness Pentecostal movement is distinguished by doctrinal tenets such as its non-Trinitarian view of the Godhead, emphasis on the importance of water baptism in Jesus’ name, and belief in Spirit baptism with the evidence of speaking in tongues as prerequisite to salvation for all believers. For millennials who were raised in the black Apostolic church but have left the denomination and gravitate to multicultural and/or white-majority, non-Apostolic churches, four key dualities render the process complex: 1. While the black Apostolic church’s distinct, restorationist view of Christian history imbues its adherents with a sense of dignity due to its exclusivist doctrine, black Apostolic history in the United States is also steeped in racial division. 2. The denomination’s emphasis on physical manifestations of the Spirit, especially speaking in tongues, may feel imbalanced, but it also provides adherents with a tangible understanding of the Spirit often lacking in white or multiracial non-Apostolic spaces. 3. While the black Apostolic tradition is not heavily interested in contributions from systematic theological history, the tradition enables a useful, critical perspective on theological orthodoxy as understood in the white, Western tradition. And 4. Despite aspects of the black church that millennials raised in it may find to be “toxic,” the black church holds distinctive, culturally and existentially-affirming value for once-Apostolic black millennials who are drawn to multicultural or majority-white church spaces. Through a mixed methods approach of autoethnography, history, and textual analysis, this project highlights the ways in which ties between Pentecostal spirituality and blackness imbue once-Apostolic black millennials with a rich cultural-spirituality that continues to inform their experience even as they move into white-dominant Christian spaces.</p>

Retellings of classic fairy tales have become increasingly popular in the past decade, but little research has been done on the novelizations written for a young adult (YA) audience. Critical multicultural analysis determining the effect of race, gender, disability, and more has been completed for both original fairy tale retellings and fairy tale retellings for children, but scholars have neglected popular YA novelizations. This study aims to determine how traditional masculinity and femininity affect agency in both male and female characters in YA novelizations of Cinderella. To examine the role of traditional masculinity and femininity in young adult novelizations of Cinderella, a qualitative study was designed to look at the five main archetypal characters of Cinderella, the prince, the stepmother and stepsisters, and the fairy godmother. The study used critical multicultural analysis as defined by Botelho & Rudman (2009) to examine uses of agency and other utilization of power from the characters, and the Bem Sex Role Inventory (1974) was employed to determine traditionally masculine and feminine traits exhibited by characters. Each novel was analyzed on an individual level to determine how traditional masculinity and femininity affected the agency of the characters, after the books were examined on a broader level to establish themes found across the selection. The general trend seemed to indicate that traditionally feminine traits hinder the agency of female characters while affecting male characters less or not at all. The analysis is followed by a discussion about the implications for both educators and readers of young adult literature.

This study aims to dive deep and examine through interviews and previous research wich role historical consciousness and identity play in multicultural classrooms. The goal is to use a qualitative method to investigate for example wich role historical consciousness play in creating identities in multicultural classrooms. It will also be about how teachers shape their teaching according to multiculturalism. The interviews conducted in the study were of a semi structured nature as there were no predetermined answers to the questions. The interviews took place at one school in southern Sweden with two teachers of varying ages. After the interviews I divided the answers in to themes that were the three main concepts that the study is about (historical consciousness, identity and multiculturalism) as well as other themes like us and them. The empirical material further showed that multicultural classrooms have meant that teachers have broadened their view of history and made it more inclusive. Teachers are also increasingly shaping their teaching from a teacher-centerd classroom to giving students a greater role by for example telling about their culture or homeland. Both teachers also agreed that it was better to find similarities in history between diffrent countries and cultures in order to create a more inclusive classroom and that it made it easier to create a common identity. I am fully aware that the results of my study can not generate in any major conclusions. Although my study of the scope is not particulary large I think that there is a basis for understanding how multicultural classrooms can affect teachers role and work in schools.

Denna studie är riktad till verksamma och blivande lärare för att uppmärksamma de utmaningar som kan uppstå i det heterogena och mångkulturella klassrummet i religionsundervisningen. Vi vill även belysa den interkulturella pedagogiken som ett förhållningssätt lärare kan använda för att bemöta utmaningarna. Syftet med denna studie är alltså att undersöka om denna pedagogik kan vara ett möjligt alternativ för framtida och aktiva lärare att använda för att skapa ett bra klassrumsklimat som stärker inkluderingen.    Denna studie kommer att besvara frågeställningarna:  Vilka utmaningar möter religionsundervisningen i det heterogena och mångkulturella klassrummet? Kan läraren använda sig av ett interkulturellt förhållningssätt för att bemöta dessa utmaningar?   Vi har satt vår undersökning i ett större sammanhang genom att presentera tidigare forskning som utförts på området, såväl svensk som internationell. Vi redogör även för relevanta ämnesdidaktiska teorier som det sociokulturella perspektivet och interkulturell pedagogik. Tillvägagångssättet för denna uppsats grundar sig i kvalitativ metod, där vi valt att använda semistrukturerade intervjuer. Utifrån tidigare forskning och det empiriska resultatet har vi kunnat framställa att det finns flertal utmaningar som religionslärare möter i undervisningen i det heterogena och mångkulturella klassrummet, som bland annat att skapa en ömsesidig förståelse mellan elevers olika åsikter, samt mediers påverkan på elevernas inställning och attityd till de olika religionerna. Utifrån det empiriska resultatet har vi kunnat se att det interkulturella förhållningssättet inte har en central roll i läraryrket, men utifrån tidigare forskning som vi undersökt kan vi konstatera att interkulturell pedagogik kan bemöta utmaningar som uppstår i religionsundervisningen, samt ett förhållningssätt som skapar ett gott klassrumsklimat som stärker inkluderingen. / This study is aimed at active and aspiring teachers to draw attention to the challenges that may arise in the heterogeneous and multicultural classroom in religious education. We also want to highlight the intercultural pedagogy of an approach teachers can use to meet the challenges. The purpose of this study is thus to investigate whether this pedagogy can be a possible alternative for future and active teachers to use to create a good classroom climate that strengthens inclusion.   This study will answer the questions: What challenges does religious instruction face in the heterogeneous and multicultural classroom? Can the teacher use an intercultural approach to meet these challenges?  We have placed our study in a larger context by presenting previously conducted research in the field, both Swedish and international. We also account for relevant subject didactic theories such as the socio-cultural perspective and intercultural pedagogy. The approach for this essay is based on a qualitative method, where we have chosen to use semi-structured interviews. Based on previous research and the empirical results, we have been able to present that there are several challenges that religion teachers face in teaching in the heterogeneous and multicultural classroom. Examples of such are creating a mutual understanding between students 'different opinions, media influence on students' attitudes and attitudes to the different religions. Based on the empirical results, we have been able to see that the intercultural approach does not have a central role in the teaching profession, but based on previous research that we examined, we can state that intercultural pedagogy can meet challenges that arise in religious education, and an approach that creates a good classroom climate that strengthens the inclusion.

Swedish society has changed since the 20th century and a classroom today looks very different. The multi - cultural society has grown and in step with the growth, one can today shed light on various obstacles and problems in the teaching of the Swedish subject of history.  To get an overview of how the research is done, we have chosen to look at teaching strategies, history didactics and multiculturalism in the classroom. Among other things, we will delve into narrative orientation, social science orientation and more perspective orientation in history teaching.  The databases we have chosen to use are ERIC - EBSCO, ERC Education Research Complete and SwePub. We justify our search for research through databases such as ERIC and ERC because we wanted to include an international aspect in the knowledge overview in order to be able to follow history teaching in other countries besides Sweden.  Something that is common to all research is the lack of governing documents that are not adapted to the multicultural society. One consequence of this is that the countries’ historical canons and syllabi are not updated either. The material is limited to the local area and makes it difficult to bring new perspectives into the teaching, as well in Sweden as internationally.  Our overview of research leads us to the conclusion that the students are in need of teaching that contributes to a broader historical awareness, so that the student in question can analyze and reflect from several different perspectives.

Several studies show that students with a mother tongue other than Swedish are disadvantaged in the meeting with text rich mathematical tasks. This is especially so when the tasks have a context that is linked to Swedish culture and tradition that is unknown to the students. This study examines how multilingual middle school students respond to text-rich mathematical tasks. More specifically, the study has investigated multilingual students' difficulties and resources in meeting text-rich mathematical tasks.To answer the questions, qualitative interviews were conducted with a total of eight pupils who, on the basis of four text-rich textbook tasks, had to reason and reflect on the content, language and problems of the tasks. The theoretical approach to analyze the empirical material was social semiotics. Social semiotics is about how people communicate, create meaning and interact with the outside world through different social and cultural contexts. In these social and cultural contexts, humans creates so-called resources that are available to interpret, communicate and create meaning.The results of this study indicate that multilingual students encounter linguistic, cultural and contextual difficulties in the mathematical text-rich tasks. Furthermore, the results of this study also show how these multilingual students use different semiotic resources in their encounter with the text-rich mathematical task such as; dynamically thinking through two languages in parallel, pointing at words, pictures and using a mental “number-exchange”, where the students exchange the mathematical numbers, from Swedish to their native language to cognitively calculate the mathematical numbers.