7 Cultural Diversity and Minorities
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Minority Rights
Fact Sheet No.18 (Rev.1), Minority Rights Contents: o Introduction o Provisions for the Promotion and Protection of the Rights of Persons belonging to Minorities o The Implementation of Special Rights and the Promotion of further Measures for the Protection of Minorities o Complaints Procedures o Early Warning Mechanisms o Role of Non-Governmental Organizations o The Way Ahead Annex I: Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities (Adopted by General Assembly resolution 47/135 of 18 December 1992) Introduction "... The promotion and protection of the rights of persons belonging to national or ethnic, religious and linguistic minorities contribute to the political and social stability of States in which they live" (Preamble of the United Nations Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities) (1) Almost all States have one or more minority groups within their national territories, characterized by their own ethnic, linguistic or religious identity which differs from that of the majority population. Harmonious relations among minorities and between minorities and majorities and respect for each group's identity is a great asset to the multi-ethnic and multi-cultural diversity of our global society. Meeting the aspirations of national, ethnic, religious and linguistic groups and ensuring the rights of persons belonging to minorities acknowledges the dignity and equality of all individuals, furthers participatory development, and thus contributes to the lessening of tensions among groups and individuals. These factors are a major determinant etc. of stability and peace. The protection of minorities has not, until recently, attracted the same level of attention as that accorded other rights which the United Nations considered as having a greater urgency. -
American Declaration on the Rights of Indigenous Peoples
Approved in Santo Domingo, Dominican Republic June 14, 2016 During the Forty-sixth Ordinary Period of Sessions of the OAS General Assembly AMERICAN DECLARATION ON THE RIGHTS OF INDIGENOUS PEOPLES Organization of American States General Secretariat Secretariat of Access to Rights and Equity Department of Social Inclusion 1889 F Street, NW | Washington, DC 20006 | USA 1 (202) 370 5000 www.oas.org ISBN 978-0-8270-6710-3 More rights for more people OAS Cataloging-in-Publication Data Organization of American States. General Assembly. Regular Session. (46th : 2016 : Santo Domingo, Dominican Republic) American Declaration on the Rights of Indigenous Peoples : AG/RES.2888 (XLVI-O/16) : (Adopted at the thirds plenary session, held on June 15, 2016). p. ; cm. (OAS. Official records ; OEA/Ser.P) ; (OAS. Official records ; OEA/ Ser.D) ISBN 978-0-8270-6710-3 1. American Declaration on the Rights of Indigenous Peoples (2016). 2. Indigenous peoples--Civil rights--America. 3. Indigenous peoples--Legal status, laws, etc.--America. I. Organization of American States. Secretariat for Access to Rights and Equity. Department of Social Inclusion. II. Title. III. Series. OEA/Ser.P AG/RES.2888 (XLVI-O/16) OEA/Ser.D/XXVI.19 AG/RES. 2888 (XLVI-O/16) AMERICAN DECLARATION ON THE RIGHTS OF INDIGENOUS PEOPLES (Adopted at the third plenary session, held on June 15, 2016) THE GENERAL ASSEMBLY, RECALLING the contents of resolution AG/RES. 2867 (XLIV-O/14), “Draft American Declaration on the Rights of Indigenous Peoples,” as well as all previous resolutions on this issue; RECALLING ALSO the declaration “Rights of the Indigenous Peoples of the Americas” [AG/DEC. -
Cultural Rights in the United States: a Conflict of Aluesv
Minnesota Journal of Law & Inequality Volume 5 Issue 2 Article 3 June 1987 Cultural Rights in the United States: A Conflict of aluesV Sharon O'Brien Follow this and additional works at: https://lawandinequality.org/ Recommended Citation Sharon O'Brien, Cultural Rights in the United States: A Conflict of aluesV , 5(2) LAW & INEQ. 267 (1987). Available at: https://scholarship.law.umn.edu/lawineq/vol5/iss2/3 Minnesota Journal of Law & Inequality is published by the University of Minnesota Libraries Publishing. Cultural Rights in the United States: A Conflict of Values Sharon O'Brien* Introduction ................................................... 268 I. Historical Development of Minority Rights ............. 270 Historical Examples of Pluralistic Arrangements ..... 271 International Protection of Group Rights ............. 273 Leading National Examples of Group Rights Protection ............................................. 279 Twentieth-Century Pluralist Thought ................. 281 The United States and the Rights of Minorities ...... 283 Available Constitutional Mechanisms ................. 287 II. Am erican Indians ....................................... 290 Historical Background and Assimilation Efforts ...... 290 Cultural Protection ................................... 296 Freedom of Religion .................................. 298 III. Native Hawaiians ........................................ 308 Historical Background ................................. 308 Cultural Protection ................................... 314 Protection of the -
The Demise of the Nation-State: Towards a New Theory of the State Under International Law
The Demise of the Nation-State: Towards a New Theory of the State Under International Law By James D. Wilets* I. INTRODUCTION It may seem premature to speak of the demise of the nation-state' when the last decade has seen the proliferation of ever-smaller nation-states throughout Eastern Europe and Asia and the demand for secession from national move- ments in countries as diverse as Canada, Yugoslavia, Sri Lanka, Indonesia, Rus- sia, Spain and India. Nevertheless, the seemingly contradictory centrifugal forces of nationalism and the centripetal forces of confederation and federation are simply different stages of the same historical process that have been occur- ring since before the 17th century. 2 This historical process has consisted of * Assistant Professor of International Law, Nova Southeastern University, Shepard Broad Law Center; Executive Director, Inter-American Center for Human Rights. J.D., Columbia Univer- sity School of Law, 1987; M.A., Yale University, 1994. Consultant to the National Democratic Institute, 1994; the International Human Rights Law Group, 1992; and the United Nations in its Second Half Century, a project proposed by UN Secretary-General Boutros-Ghali and funded by the Ford Foundation. I would like to thank Sir Michael Howard and Michael Reisman for their valuable comments on the first drafts. I would also like to thank Johnny Burris, Tony Chase, Douglas Donoho, Kevin Brady, Carlo Corsetti, Luis Font, Marietta Galindez, Rhonda Gold, Elizabeth Iglesias, Jose Rodriguez, Stephen Schnably and the entire library staff at the NSU Law Center for their enormously valuable comments, input, assistance and support. Any and all errors in fact are entirely mine. -
Culture and Materialism : Raymond Williams and the Marxist Debate
CULTURE AND MATERIALISM: RAYMOND WILLIAMS AND THE MARXIST DEBATE by David C. Robinson B.A. (Honours1, Queen's University, 1988 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (COMMUNICATIONS) in the ,Department of Communication @ David C. Robinson 1991 SIMON FRASER UNIVERSITY July, 1991 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL NAME: David Robinson DEGREE: Master of Arts (Communication) TITLE OF THESIS: Culture and Materialism: Raymond Williams and the Marxist Debate EXAMINING COMMITTEE: CHAIR: Dr. Linda Harasim Dr. Richard S. Gruneau Professor Senior Supervisor Dr. Alison C. M. Beale Assistant Professor Supervisor " - Dr. Jerald Zaslove Associate Professor Department of English Examiner DATE APPROVED: PARTIAL COPYRIGHT LICENCE I hereby grant to Simon Fraser University the right to lend my thesis or dissertation (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this thesis for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Title of Thesis/Dissertation: Culture and Materialism: Raymond Williams and the Marxist Debate Author : signature David C. -
The Joint Commission: Cultural Diversity
The Joint Commission: Cultural Diversity Cultural Diversity Lesson Information Purpose To provide healthcare workers with information to increase their knowledge and to help them meet the requirements of The Joint Commission, Occupational Safety & Health Administration, and other regulatory bodies, with the goal of providing safe, competent, and quality patient care. Abstract America is a nation of immigrants. Most Americans' ancestors came from other countries with different languages, customs, and systems of belief. Showing respect for your patients' cultural, spiritual, and psychosocial values demonstrates cultural competency.1 Cultural competency enables healthcare workers to understand their patient's expectations about the care, treatment, and services they receive. This lesson briefly describes the cultural differences that you may encounter when providing care to patients. Objectives Upon completion of this lesson, you will be able to: 1. Define the terms related to culture. 2. Recognize cultural differences among Americans. 3. List interventions that healthcare workers can use to meet the needs of culturally diverse patients. Consultants Contributors Dana Armstrong, RN, MSN Senior Clinical Systems Analyst Mississippi Baptist Health Systems Jackson, Mississippi Reviewers Jodi Nili, RN Quality Management Coordinator Community Regional Medical Center Fresno, California Stephanie Wiedenhoeft, RN, CPHRM, CPHQ Risk Manager Community Medical Centers Fresno, California Copyright © 2016 Elsevier, Inc. All rights reserved. All rights reserved. Except as specifically permitted herein, no part of this product may be reproduced or transmitted in any form or by any means, electronic or mechanical, including input into or storage in any information system, without permission in writing from the publisher. The Forms and Figures may be displayed and may be reproduced in print form for instructional purposes only, provided a proper copyright notice appears on the last page of each print-out. -
Promoting and Protecting Minority Rights a Guide for Advocates
Promoting and Protecting Minority Rights A Guide for Advocates Designed and printed by the Publishing Service, United Nations publications United Nations, Geneva — GE.13-40538 Sales No. E.13.XIV.1 July 2013 — 3,452 — HR/PUB/12/7 ISBN 978-92-1-154197-7 Promoting and Protecting Minority Rights A Guide for Advocates Geneva and New York, 2012 ii PROMOTING AND PROTECTING MINORITY RIGHTS Note The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. * * * Symbols of United Nations documents are composed of capital letters combined with figures. Mention of such a figure indicates a reference to a United Nations document. HR/PUB/12/7 Sales No. E.13.XIV.1 ISBN 978-92-1-154197-7 eISBN 978-92-1-056280-5 © 2012 United Nations All worldwide rights reserved Minority rights focus in the United Nations iii Foreword I am delighted that this publication, Promoting and Protecting Minority Rights: A Guide for Minority Rights Advocates, comes before you as we celebrate the twentieth anniversary of the adoption of the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities. This anniversary gives us the opportunity to look back on the 20 years of promoting the Declaration and use that experience to plan and strategize for the future, to decide how best to bring this Declaration further to the fore of human rights discussions taking place all over the world and discuss its implementation. -
Sample IDI Intercultural Development Plan (IDP)
Intercultural Development Inventory® Intercultural Development Plan Prepared for: Carl M , Example Group Prepared by: IDI Qualified Administrator, IDI, LLC The Intercultural Development Inventory® (IDI®) is protected by copyright and is the proprietary IDI, LLC property of Mitchell R. Hammer, Ph.D., and IDI LLC. Intercultural Development Inventory and IDI are registered trademarks of Mitchell R. Hammer, Ph.D., and IDI, LLC. You may not use, copy, http://idiinventory.com/ display, distribute, modify, or reproduce any of the trademarks found in this Report except as [email protected] expressly authorized by IDI, LLC. Carl M , Example Group Page | 2 Your Intercultural Development Plan (IDP) Completing the Intercultural Development Inventory® (IDI®) and reviewing your own IDI Individual Profile Report provides key insights into how you make sense of cultural differences and commonalities. The next step is to systematically increase your intercultural competence—from where you are to where want to be—by designing and implementing your own Intercultural Development Plan® (IDP®). This IDP is specifically customized to your own IDI profile results and is an effective way for you to increase your skills in navigating cultural differences. After completing your IDP, you may consider taking the IDI again to determine your progress in increasing your intercultural competence. Should you select this option, a second customized IDP would then be produced based on your most recent IDI profile results, thus providing further intercultural development. By completing your Individual Development Plan, you can: • Gain insights concerning intercultural challenges you are facing and identify intercultural competence development goals that are important for you, • Gain increased understanding of how your Developmental Orientation impacts how you perceive and respond to cultural differences and commonalities, and • Identify and engage in targeted, developmental efforts that increase your intercultural competence in bridging across diverse communities. -
Human Rights and Cultural Diversity
Textbooks in Global Justice and Human Rights Human Rights and Cultural Diversity Core Issues and Cases Andrew Fagan HUMAN RIGHTS AND CULTURAL DIVERSITY Core Issues and Cases Andrew Fagan Edinburgh University Press is one of the leading university presses in the UK. We publish academic books and journals in our selected subject areas across the humanities and social sciences, combining cutting-edge scholarship with high editorial and production values to produce academic works of lasting importance. For more information visit our website: edinburghuniversitypress.com © Andrew Fagan, 2017 Edinburgh University Press Ltd The Tun – Holyrood Road, 12(2f) Jackson’s Entry, Edinburgh EH8 8PJ Typeset in 11/13 Palatino Light by Servis Filmsetting Ltd, Stockport, Cheshire, and printed and bound in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY A CIP record for this book is available from the British Library ISBN 978 1 4744 0116 6 (hardback) ISBN 978 1 4744 0118 0 (paperback) ISBN 978 1 4744 0117 3 (webready PDF) ISBN 978 1 4744 0119 7 (epub) The right of Andrew Fagan to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988, and the Copyright and Related Rights Regulations 2003 (SI No. 2498). Contents Acknowledgements vi Abbreviations vii Introduction 1 1 A Defensible Universalism 7 2 Culture and Transcending Relativism 37 3 A Right to Cultural Identity 66 4 The Rights of Women – Patriarchy, Harm and Empowerment 94 5 The Rights of National and Ethnic Minorities 129 6 The Rights -
Immigration and Acculturation
T h i r d E d i t i o n Shuang Liu, Zala VolČiČ & Cindy Gallois INTRODUCING Intercultural Communication • GLOBAL CULTURES AND CONTEXTS • LIU_aw.indd 6 00_LIU ET AL_FM.indd 3 05/06/2018 13:18 10/11/2018 12:50:50 PM 9 Immigration and Acculturation LEARNING OBJECTIVES At the end of this chapter, you should be able to: • Understand immigration as a major contributor to cultural diversity. • Explain culture shock and reverse culture shock. • Critically review acculturation models. • Identify the communication strategies that facilitate cross-cultural adaptation. 09_LIU ET AL_CH-09.indd 213 13/11/2018 4:02:17 PM 214 Introducing Intercultural Communication INTRODUCTION It goes without saying that our society is becoming more culturally and linguistically diverse by the day. An important contributor to cultural diversity is the migration of people. Some undertake voluntary migration and others are forced to do so: immigrants, refugees, asylum seekers, businesspeople, international students and so on. Globalization and communication technologies not only redefine the mobility of people in contemporary societies, they also delineate new parameters for interpreting immigration. Historically, immigration referred to the restricted cross-border movements of people, emphasizing the permanent relocation and settlement of usually unskilled, often indentured or contracted labourers who were displaced by political turmoil and thus had little option other than resettlement in a new country. Today, growing affluence and the emergence of a new group of skilled and educated people have fuelled a new global movement of migrants who are in search of better economic opportunities, an enhanced quality of life, greater political freedom and higher expectations. -
Discrimination in America: Final Summary
DISCRIMINATION IN AMERICA: FINAL SUMMARY January 2018 1 EXECUTIVE SUMMARY: DISCRIMINATION IN AMERICA Survey Background This report is part of a series titled “Discrimination in America.” The series is based on a survey conducted for National Public Radio, the Robert Wood Johnson Foundation, and Harvard T.H. Chan School of Public Health. The survey was conducted January 26 – April 9, 2017, among a nationally representative, probability-based telephone (cell and landline) sample of 3,453 adults age 18 or older. The survey included nationally representative samples of African Americans, Latinos, Asian Americans, Native Americans, as well as white Americans; men and women, and LGBTQ adults. This report presents the results specifically for a nationally representative probability sample of 3,453 U.S. adults. Previous reports in the series analyze each group individually, while this final report discusses major highlights from the series. Discrimination is a prominent and critically important matter in American life and throughout American history, with significant and harmful effects on health and well-being. While many surveys have explored Americans’ beliefs about discrimination, this survey asks people about their own personal experiences with discrimination. The results show the widespread experiences of discrimination for many groups in America, across many areas of life. The findings also illustrate the significantly different manifestations and experiences of discrimination across different groups. Table of Contents Survey Overview -
How Does Our Culture Make Us Similar and Different?
NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 3rd Grade Cultural Diversity Inquiry How Does Our Culture Make Us Similar and Different? © iStock / © yellowcrestmedia. Supporting Questions 1. What is culture? 2. How does history impact cultures around the world today? 3. How are the lives of children similar and different in global communities? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 3rd Grade Cultural Diversity Inquiry How Does Our Culture Make Us Similar and Different? New York State Social 3.5: Communities share cultural similarities and differences across the world. Studies Framework Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Key Idea & Practices Comparison and Contextualization Geographic Reasoning Civic Participation Staging the Question Discuss the concept of “culture,” by brainstorming responses to the question, “what does culture look like?” Supporting Question 1 Supporting Question 2 Supporting Question 3 Research Understand Understand Assess What is culture? How does history impact cultures How are the lives of children similar around the world today? and different in global communities? Formative Formative Formative Performance Task Performance Task Performance Task List key details from text and Identify examples of historical Write a paragraph that compares and illustrations to answer the supporting influences on present-day cultures contrasts aspects of daily life for kids in question. around the world on a three-column several world communities. chart. Featured Source Featured Sources Featured Source Source A: “Discovering Culture” Source A: “Brazil Today—Carnaval! The Source A: Day in the Life Celebration of Brazil” Source B: Excerpts from Exploring Countries: France Source C: “The Ancient Art of Rangoli” Summative ARGUMENT How does our culture make us similar and different? Construct an argument supported with Performance evidence that addresses the compelling question.