The purpose of this dissertation is to examine and present six different texts produced by the Sweden democrats. This examination focuses its attention on the content and the technique of the arguments present in the texts. In addition, the results will be put in relation to the steering documents for the Swedish school system. The aim is to observe common features regarding content and technique present in the texts. More specifi-cally, I will examine how the texts produced by the Sweden democrats pose a problem to the Swedish school system. In this particular study, data were collected through a selection which resulted in six different texts representative for the Sweden democrats. In addition, to display a broader picture of the party, the texts are written by different writers. Having carried out this particular study, certain conclusions can be drawn. To begin with, the texts are comprehensive and treat similar issues, namely anti-multiculturalism and condescension against the establishment. Secondly, there is a difference regarding content depending on the receiver of the text. Finally, there is a discrepancy between the content of the arguments in the analysed texts and the steering documents of the Swed-ish school system. This is particularly noticeable when it comes to multiculturalism and the treatment of foreign people. However, the results also show that there are some similarities regarding maintenance of the Swedish culture.

The aim of the present paper is to better understand the reality of religious pluralism, itscauses and the possibilities by which this situation could be maximized in the sense oftrying to reach a satisfactory agreement for all parties involved through reflections onpluralism. Corollary, it seeks to deepen the understanding on the topic ofmulticulturalism with a focus on the field of religious and political theory on topics suchas minorities, religious and cultural pluralism, liberal multiculturalism. In trying tosolve this spinney theoretical inquiry I chose to focus on a case study about theOrthodox Church’s traditional values that represent the keystone of what the Churchpreaches, with a strong focus on collective interests to the detriment of individual rights,intolerance of religious minorities.

This study critically examined how issues of multiculturalism and Muslim immigration are discursively constructed within the English language European online press. Through the use of a frame analysis as well as a more focused discourse analysis, an examination was undertaken to uncover how “us” versus “them” perspectives were manifest within a public discourse. A total of 132 articles from The Daily Mail, Le Monde Diplomatique, Dutchnews.nl, Spiegel Online and The International Herald Tribune were selected using a systematic sampling method based on the results of a search query for multiculturalism at each news site. The analysis of the data corpus revealed the news media's depiction of multiculturalism and Muslim immigrants as not wholly negative on the surface but under closer scrutiny revealed discursive and linguistic techniques that consistently marginalized and “othered” them. The themes found in the data corpus also illuminated a trend of the subordinated population as lacking proper representation and always being spoken for by the news media.

The recent rise of Western Europe's extreme populist Right (EPR) parties has been attributed to the EPR's mobilization of grievances over the issue of immigration (Ignazi 1991; Taggart 1996; Fennema 1997; Schain, 1998; Mudde 1999; Brubaker 2001; Ivarsflaten 2007). This study contributes to the literature on EPR's anti-immigrant rhetoric by examining whether different integration policies play a role in conditioning anti-immigrant rhetoric, and if so, what their role is in the formulation of such rhetoric. This thesis is comprised of two case studies: the French assimilation approach to immigrant integration and the rhetoric of Front National's leaders Jean-Marie and Marine Le Pen; and the Dutch multicultural approach to integration and the rhetoric of Dutch Party for Freedom's leader Geert Wilders. The main hypothesis is that each leader's anti-immigrant rhetoric incorporates the shortcomings of the integration approach adopted by their respective governments. Elements of the rejection of both assimilationism and multiculturalism are detected in the FN's and PVV’s rhetoric, respectively, through a careful review of secondary and primary sources of language usage in Jean-Marie and Marine Le Pen's and Wilders’ speeches, interviews, and media appearances

During the last two decades, the issue of multiculturalism has gained exceptional importance in our schools. Yet, there is a lack of research that examines teachers' beliefs and understanding of multiculturalism and their influence on instructional strategies that are implemented. This study explored how teachers' beliefs and understanding of multiculturalism influence instructional strategies used in classrooms. A sample of ten teachers was selected from three public middle schools within a school district in San Joaquin County in Northern California. In this phenomenological study, intensity sampling was used for the selection of the participants. Out of ten teachers, five taught mathematics and five taught Language Arts. The data consisted of the interviews with each of the teachers, classroom observations, and the examination of instructional materials. Teachers' beliefs and understanding of multiculturalism were usually reflected in the instructional strategies that they utilized. In the analysis of data, the following themes were identified: “The Great Mosaic,” “The Learning Environment for Every Child,” and “Concerns Regarding Multiculturalism.” “The Great Mosaic” theme referred to different cultures that can be found in a classroom and in society. This theme dealt with teachers' beliefs regarding cultural diversity and their practices with which they attempted to address it. “The Learning Environment for Every Child” theme reflected teachers' beliefs about creating an environment where all students could learn. It also showed how teachers attempted to create such an environment. The “Concerns Regarding Multiculturalism” theme conveyed the concerns expressed by teachers about multiculturalism. Teachers explained that different problems related to multiculturalism still existed in society and schools and that improvement was necessary. This study has shown that teachers possessed certain beliefs and had some understanding of multiculturalism. Areas that need improvement were also revealed. These areas include, for example, the definition of multiculturalism and teachers' knowledge of instructional strategies, which foster multiculturalism, and of criteria for selecting multicultural content. The findings of this study have also shown that an in-depth understanding of multiculturalism is necessary.

It is crucial for schools and teachers to consider the cultural diversity and various backgroundsof students in education. This is essential to ensure an inclusive and fair learning environment.Students with different linguistic backgrounds may have varying needs in understanding andexpressing mathematical concepts. Teachers should be aware of these differences. The purpose of my study is to carefully examine and analyze existing research on mathematicslearning for multilingual students. By compiling results and conclusions from prior studies andresearch, I aim to provide an overview of the current state of knowledge in this crucial area.I have employed a systematic literature review as the methodology. The selection of studies wasbased on thorough searches across multiple databases. The chosen studies encompass acombination of qualitative and quantitative methods to achieve a broader and more diverseunderstanding of the subject. The study's findings indicate that multilingualism is seen both as a resource and sometimes as achallenge for students' learning. Interaction and communication are crucial in mathematicseducation regardless of linguistic background, necessitating an inclusive environment to supportstudents. The socio-cultural background is emphasized as vital to students' comprehension,requiring teachers to consider and adapt instruction to students' diverse cultural experiences.

Despite its imprecision, social capital is a powerful tool for examining how and why particular forms of social interaction lead to the health and well-being of communities, organisations, and even businesses. Community cohesion as a policy prescription emerged in the UK, following the social disturbances in certain northern cities and towns in the summer of 2001. The official reports into these disturbances identified lack of social interaction between different ethnic groups as a principal cause. Furthermore, social housing was seen as a key factor that could be used to prevent future disturbances. Accordingly, this research focuses on how the assets and forms of social capital act as good predictors of community cohesion, in the context of the New Labour government¿s aim to use social housing to build cohesive communities. Unless otherwise specified, references to ¿the government¿ throughout this thesis apply to the New Labour administration that came to power in the UK on 2nd May 1997 and ended with the Coalition administration led by the Conservatives on 11th May 2010. This thesis makes use of the linearity between the goals of social capital and the policy aims of community cohesion to match forms of social capital to specific forms of social interaction, in six selected social housing schemes in Bradford. Bradford was one of the cities affected by the disturbances in 2001. Analysis of the forms of social interaction in the case study housing schemes shows that bridging and linking forms of social capital, which could lead to enduring cohesive communities, were mainly latent in the schemes. This suggests that the peaceful co-existence in the case study housing schemes today is, possibly, postponed social conflict in the long term.

Данная магистерская диссертация посвящена выявлению особенностей мультикультурализма на территории Великобритании и особенности освещения его проблем в британской периодике с конца XX века по настоящее время. Структура работы состоит из двух глав: теоретической и практической. В теоретической части изучены теоретические основы феномена мультикультурализма, рассмотрены становление и развитие мультикультурализма в Великобритании, а так же проанализирована его критика. В практической части проанализированы статьи о мультикультурализме в британских периодических изданиях (качественных, популярных и журналах), сделано сравнение их содержания. Определена взаимосвязь между политической позицией, которой придерживается периодическое издание, ее видом и содержанием статей о мультикультурализме, что позволяет сделать вывод об отношении аудиторий газет, а, следовательно, и общества в целом, к данному явлению. В ходе исследования на основе изученных источников выдвинуто авторское определение мультикультурализма, которое обусловлено его особенностями и историей. / This master's thesis is devoted to identifying the features of multiculturalism in the UK and сoverage of the issue of multiculturalism in the UK in modern British periodicals from the end of the 20th century to the present. The structure of the work consists of two chapters: theoretical and practical. In the theoretical part, the theoretical foundations of the phenomenon of multiculturalism are studied, the formation and development of multiculturalism in the UK are considered, and its criticism is also analyzed. In the practical part, articles on multiculturalism in British periodicals (quality, popular and magazines) are analyzed, and a comparison of their content is made. The relationship between the political position adhered to by the periodical, its type and the content of articles on multiculturalism is determined, which allows us to draw a conclusion about the attitude of newspaper audiences, and, consequently, society as a whole, to this phenomenon. In the course of the study, based on the sources studied, the author's definition of multiculturalism was formulated, which is due to its features and history.

The 2021 Census reported that immigrants with a Chinese ethnic background take up 4.7% of the Canadian population. Although Chinese immigrants represent a significant part of the Canadian population, how they understand their relationship with Canada has not been studied directly in educational research. In response, this manuscript-based thesis examines the lived experiences of six adult (aged 18 and above) Chinese immigrants who have arrived in Canada and obtained their permanent residency or Canadian citizenship after 2010. Adopting Connelly and Clandinin's narrative inquiry, this study presents stories of participants with the hope to shed light on the process of Chinese immigrants becoming Canadian. Through these presentations, this study attends to the complex relationships participants have gone through in the process of negotiating their acceptance in Canada. Data gathered from two rounds of semi-structured interviews with six recent adult Chinese immigrants living in Ontario and Quebec were interpreted and discussed using Berry's acculturation framework, a critical multiculturalism framework and a Critical Race Theory (CRT) framework in three individual research articles. Findings reveal that Chinese immigrants actively participate in social, cultural, political and economic affairs in Canada. Their participation in Canadian society exhibits their acceptance of Canadian cultures and values while living in Canada. Based on these understandings, they offer their suggestions to make Canada a more democratic, just and livable place. Racism, discriminations and stereotypes received from some members of the host society have created tangible damage to their relationship with Canada. Nonetheless, Chinese immigrants express their desire to be included and integrated into Canadian society. These narratives from recent adult Chinese immigrants supplement literature in citizenship education. Policy makers, scholars, educators and the general public should listen to their stories and find more ways to include Chinese immigrants in the building of democracy and multiculturalism in Canada.

Racial identity invalidation is a social identity threat that occurs when a person’s racial or ethnic group membership is denied by others. While this phenomenon can be experienced by people of all backgrounds, it is particularly prevalent among multiracial people, whose mixed-race identities do not neatly fit the categories typically used to define race. Racial identity invalidation has been associated with several negative effects on mental health, social relations, and physical and emotional well-being; yet, because multiracial issues and experiences often go unnoticed in our largely monoracial society, this form of multiracial microaggression has been overlooked in discussions of diversity, equity, and inclusion. Moreover, little research has explored how identity invalidation plays out specifically in the workplace setting—an important context tied to one’s livelihood—making it unclear what downstream effects invalidation may have on work outcomes such as job satisfaction, engagement, and team cohesion. The present study expands on prior research by exploring how multiracial identity invalidation unfolds in various work contexts, with a focus on how multiracial people respond to instances of invalidation at work and what consequences these events might have for their professional relationships and career advancement. Qualitative data were collected through an online questionnaire and one-on-one, semi-structured interviews with multiracial people of diverse backgrounds and industries. Using a constructivist grounded theory approach, the study aimed to better understand the experiences, responses, outcomes, and contextual factors related to this phenomenon, with the ultimate aim of inductively developing a comprehensive model of multiracial identity invalidation in the workplace. Findings from this study suggest that multiracial people experience similar types of invalidation incidents (e.g., being asked to prove one’s heritage) in the workplace as they do in other arenas of life, yielding similarly negative intrapersonal responses (e.g., hurt, resentment, self-doubt). However, due to the power dynamics at play in most workplaces, their options for how to outwardly respond to these invalidation incidents are often limited, with responses ranging from passive (e.g., laughing it off) to more active approaches (e.g., trying to create a learning opportunity), depending on the perceived risk and likelihood of change. Although repeated invalidation experiences can lead to several negative work outcomes (e.g., strained coworker relationships, disengagement, self-silencing), some of the study participants also made changes for the better, by seeking new work opportunities at organizations that embraced their full and complex identities, aligned with their personal values, and recognized the strengths of having a mixed-race perspective. Finally, this study noted several contextual factors that appeared to influence the process of invalidation, with a particular emphasis on the need for social support systems and inclusive organizational practices. These study findings and the resultant comprehensive model offer practical insights for individuals, teams, and organizations, and suggest avenues for future research into the topic of multiracial identity invalidation in the workplace.