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The purpose of this dissertation was to survey community college students in order to evaluate their perceptions of the awareness and significance of global-mindedness or worldview of interconnectedness to the global community. The sample of participants included students at a 4-year community college in Florida. The results can be valuable and informative as a needs assessment in curriculum reforms to provide more globally minded courses and programs; consequently, better prepare graduates to compete in the global job market.

Abstract In this study, the conceptions of a number of teachers in the Swedish primary and lower-secondary school about cultural pluralism, the values connected to this pluralism by the Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre, Lpo 94, and the possibilities for pupils to gain knowledge about these values, were studied. The conceptions of the teachers were regarded and interpreted as ideology, since the study was made from a point of departure containing an assumption about how the content of the curriculum is of importance for the development of relations of power and dominance between different groups in society. The purpose of the study was to interpret the statements of a limited number of teachers about cultural pluralism, values and knowledge, regarding the ontological, axiological and epistemological assumptions and conceptions expressed therein. The empirical data of the study was gathered through qualitative interviews with eleven teachers working in six different primary and lower-secondary schools in the Mid-Sweden region. The conceptions expressed in the statements given by the respondents were categorized. These categories were then interpreted through a typology containing four different types of ideology, here called restorative (implying a return to a social order of the past), transmissive (implying a conveyance of existing values, relations and conditions), moderative (implying short-term adjustments of existing institutions and conditions) and transformative (implying long-term and radical change) ideology. This interpretation showed that only fragmentary parts of the restorative and transformative types of ideology were expressed through the different assumptions and conceptions, while distinct and substantially developed expressions of transmissive as well as moderative ideology could be interpreted. This was discussed with reference to three different themes: the connotations conveyed by the concept of culture, the ideological content of official and semi-official documents of the curriculum – mainly Lpo 94 and the report (Skola för bildning) of the Committee of Curriculum – and the historically strong progressivist tradition in the Swedish school system. Keywords: conceptions, cultural pluralism, curriculum, ideology, knowledge, primary and lower-secondary school, teachers, values.

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This thesis addresses the question of how a dialogue may be developed between the socio-political notion of pluralism and a pluralistic public sphere, and the design of public space and public architecture. More particularly, it considers how architecture may both accommodate multiple publics while simultaneously framing connection or association between them. Following an exploration of this question at an abstract, theoretical level, the thesis moves to a more specific architectural investigation. This investigation takes the form of a design project situated within the Robson Square complex in downtown Vancouver. The complex, constructed in the mid-1970's, was designed by Canada's pre-eminent architect Arthur Erickson and is the major civic space in the city. The thesis design project undertakes a theoretical re-evaluation and physical renovation of this Utopian mega-structure, with the intention of shifting the existing homogeneity and institutionality of the complex to align it with the thesis argument. Through the vehicle of a design project,, the abstract theoretical argument is translated and focused through the particularities of an architecture embedded in its site. This methodology requires the project to address issues connected to the existing masterwork, including: the question of how to conceptualize monumentally in a grid city; the relationship between the 'sacred' space of the civic circumstance and the 'profane' space of the street and commercial program; the form of the institution within the city; and the issue of working within, and manipulating, a pre-existing architectural language. Further, the scale of the site is reflected in the scope of the design project. The project moves from the development of urban design strategies to the detailed consideration of the material and construction of the different interventions. The architecture remains, however, conceptual and is a demonstration of how the developed strategies may generate form and guide program. The project does not attempt to fully develop a building in detail. The thesis concludes with an afterword on the success of the project as a demonstration of the thesis argument. At the same time, the limits of architecture to act as a socio-political device are acknowledged. Further, speculations are made as to the way in which the position and the strategies developed within the thesis might inform wider discussions on architecture and the urbanism of grid cities such as Vancouver. The key concept forming the basis of these speculations is the idea of a 'difficult' co-existence of parts and a whole, reflecting the pluralistic ideal of association within fragmentation.

Despite rapidly burgeoning diversity in the Canadian workforce, and demonstrable gains to be made as a result of increasing inclusion, organizations still struggle to create meaningfully inclusive workplaces. The traditional diversity management model has largely failed to fix this longstanding problem. A variety of research has identified successful strategies for increasing inclusion across disciplines such as social psychology, critical management studies, systems theory, and universal design. However, these overlapping strategies, as well as the commonalities of underlying structure, go unseen due to ideological and disciplinary siloing. Working from a foundation of theoretical pluralism, I present two linked ideas in this paper. First, I propose and justify a shift in language from the counter-productive <italic>diversity management</italic> towards <italic>meaningful inclusion</italic>. Second, using multi-disciplinary research I identify successful, broadly-applicable strategies for enhancing meaningful inclusion in the workplace, and describe an <italic>inclusion matrix</italic> of best practices that creates a practical road map organizations can use to enhance meaningful inclusion.

This paper takes as its starting point the fact of reasonable pluralism and defends political liberalism as the best means of accommodating diversity and a plurality of different conceptions of the good. I then ask what is needed for a social order characterized by diversity and a multiplicity of different ways of life to come into existence and perpetuate itself over time. First, I defend political liberalism and argue that the creation of a society that is accommodating of diversity requires that the state be mindful of the spillover effects between public institutions and the private lives of citizens. Second, I argue that the individuals living in such a society must adopt certain virtues, both publicly as well as privately. I achieve this by presenting an account of the virtues of citizens in a political liberal society. Third, I draw out the implications of having a society characterized by reasonable pluralism and many different conceptions of the good, by arguing that such a society should avoid adopting too expansive a role, since an overly ambitious conception of social justice risks stifling the diversity a political liberal society is trying to protect. I conclude with some general remarks about the current state of liberal theorizing and the need for liberal theorists to provide an account of liberalism that includes more than one’s conception of distributive justice and legitimate state coercion. / Thesis (Master, Philosophy) -- Queen's University, 2008-09-22 21:48:39.206

There is no doubt that relevant and up-to-date elementary school curriculum is vital for the adequate education and socialization of youth, however, when a society is characterized by ideological pluralism and multiple visions of morality the debates over curriculum can be acrimonious and tempestuous. These debates are particularly heated when sex education is concerned since adults in Western society have a longstanding cultural discomfort with child and adolescent sexual knowledge and, more specifically, there is a strong belief that sexual knowledge compromises the “natural” innocence and ignorance of young people. This research focuses on a debate that occurred in Ontario in April and May of 2010 after the Government attempted to revise Health and Physical Education curriculum for grades 1-8, the subject that contains sex education. Following considerable backlash, the Ontario Premier shelved the proposed revisions a mere 54 hours after the curriculum was publicized. What led to this curriculum being received so poorly by the public and what were the contributing factors that led to this abrupt reconsideration? My research examines the debate that the new sex education curriculum produced and draws attention to the ways in which the deep seated anxieties of adults regarding adolescent and child sexual knowledge were able to overpower the voices of researchers and educational experts who were promoting the revisions. Some adults were concerned about the way that the curriculum presented a particularly liberal vision of sexual morality and argued that the new content would corrupt, mislead, and confuse youth. Though there were some individuals and groups who supported the revisions, arguing that they were relevant, necessary and overdue, their voices were not as organized or influential as the religious and social conservatives who dominated the debate. I argue that the proposed revisions to the Ontario sex education curriculum failed to gain public support because of the Government’s inability to adequately prepare for and mediate the Province’s competing liberal and conservative sexual ideologies. In my defense of the abandoned revisions, I explore how they failed to gain support not only because of the vociferous opposition of conservative religious groups who did not want to see a more liberal vision of sexual morality in the curriculum, but also due to a longstanding cultural discomfort with child and adolescent sexual knowledge and an unwillingness to fully affirm non-heterosexual identities and practices within the education system. / Thesis (Master, Sociology) -- Queen's University, 2011-06-07 14:50:24.526

This study presents a series of empirical tests of two influential theoretical perspectives on the industrialization and modernization of polyethnic societies. On the one hand, the functionalist perspective predicts that cultural diversity and pluralism will decline, that group inequalities will decrease, and that communal conflict should become less likely over time. The communal competition perspective, on the other hand, predicts that cultural diversity and pluralism will not necessarily wither away, that group inequalities will not inevitably be reduced, and that communal conflict is a possibility at any point in time. / Hypotheses derived from these two perspectives are tested using survey data on French-English relations drawn from the 1970-71 Quebec Social Movements Study. Part of the thesis is an update and replication of the benchmark study of Roseborough and Breton (1971). / The study provides an examination of the structure of the belief system of a segmented society, and contributes to a systematic assessment of the relative utility of the two theoretical perspectives for an understanding of social change in plural societies.

This research study deals with educators' experiences and daily encounters within two diverse school settings. Educators from both schools are from diverse religious, racial and cultural backgrounds. The study focuses on issues of social groups based on religious affiliations and was guided by theories of oppression and social justice. The following questions were the focus of the study: 1. What have been the experiences of non-Christian educators in a predominantly Christian school around religion? 2. What caused these experiences to be constructed in a way they did? 3. To what extent have the experiences of non-Christians at the school been similar to earlier experiences in relationship to religion in their lives? 4. To what extent are the experiences of non-Christians evidence for describing their situation as one of 'religious oppression'? A qualitative approach was used. Semi-structured interviews were conducted at one school and questionnaires were completed at the second school, as the researcher was unable to interview educators because of time constraints. The results of the research indicated that educator experiences differed from one school to the next. Although it is not possible to make a judgement about religious oppression based on such limited contexts, there is significant evidence of social exclusion based on religion at the one school. At times these issues are caught up in racial and gender issues, or issues between non-Christian religions. However, at the second school educators experienced a high degree of inclusion. The research raises questions about the ways in which schools in South Africa are addressing the constitutional and policy requirements concerning the acceptance of religious diversity. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.