Multicultural Education and Approaches to Teacher Training
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Understanding the Value of Arts & Culture | the AHRC Cultural Value
Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska 2 Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska THE AHRC CULTURAL VALUE PROJECT CONTENTS Foreword 3 4. The engaged citizen: civic agency 58 & civic engagement Executive summary 6 Preconditions for political engagement 59 Civic space and civic engagement: three case studies 61 Part 1 Introduction Creative challenge: cultural industries, digging 63 and climate change 1. Rethinking the terms of the cultural 12 Culture, conflict and post-conflict: 66 value debate a double-edged sword? The Cultural Value Project 12 Culture and art: a brief intellectual history 14 5. Communities, Regeneration and Space 71 Cultural policy and the many lives of cultural value 16 Place, identity and public art 71 Beyond dichotomies: the view from 19 Urban regeneration 74 Cultural Value Project awards Creative places, creative quarters 77 Prioritising experience and methodological diversity 21 Community arts 81 Coda: arts, culture and rural communities 83 2. Cross-cutting themes 25 Modes of cultural engagement 25 6. Economy: impact, innovation and ecology 86 Arts and culture in an unequal society 29 The economic benefits of what? 87 Digital transformations 34 Ways of counting 89 Wellbeing and capabilities 37 Agglomeration and attractiveness 91 The innovation economy 92 Part 2 Components of Cultural Value Ecologies of culture 95 3. The reflective individual 42 7. Health, ageing and wellbeing 100 Cultural engagement and the self 43 Therapeutic, clinical and environmental 101 Case study: arts, culture and the criminal 47 interventions justice system Community-based arts and health 104 Cultural engagement and the other 49 Longer-term health benefits and subjective 106 Case study: professional and informal carers 51 wellbeing Culture and international influence 54 Ageing and dementia 108 Two cultures? 110 8. -
Operational Processes for the Formulation and Implementation of Cultural Policies: Some Basic Principles
Operational processes for the formulation and implementation of cultural policies: some basic principles Prepared by Patricio Jeretic and David Rosello Cerezuela For the Division of Cultural Policies and Intercultural Dialogue UNESCO Culture Sector January 2011 INTRODUCTION UNESCO has developed a series of tools specially intended to assist cultural decision- makers and agents in reflecting on, designing, formulating and implementing cultural policies and strategies. The guide presented in this document specifically addresses the operational dimension of the process of formulating a cultural policy. This document offers general principles and methodological input to guide the formulation and implementation of cultural policies at the national, regional and/or local levels. The decision to formulate and implement a cultural policy implies setting a complex process in motion and establishing conditions that enable public action in the cultural field to be significant and effective, resulting in practical outcomes that benefit the development of society. Formulating a cultural policy is not confined to the drafting of a document, however thorough and relevant it may be. It entails creating a new momentum and promoting work methods in the case of institutions and agents responsible for culture, in order to attain a common goal and a clear and consistent strategy. It involves promoting the cultural dimension of the society and mobilizing available resources to enable sectors of cultural activity to play their part in economic, social and human development. In other words, the cultural policy of a country, region or locality is not the document so headed but rather the specific guidelines, actions and activities conducted by public institutions that affect the cultural dimension and related activity sectors. -
Strong Cultures and Subcultures in Dynamic Organizations
02-091 The Role of Subcultures in Agile Organizations Alicia Boisnier Jennifer A. Chatman1 1 The second author wrote this paper while a Marvin Bower Fellow at the Harvard Business School and is grateful for their support. We also thank Elizabeth Mannix, Rita McGrath, and an anonymous reviewer for their insightful suggestions. Copyright © 2002 by Alicia Boisnier and Jennifer A. Chatman Working papers are in draft form. This working paper is distributed for purposes of comment and discussion only. It may not be reproduced without permission of the copyright holder. Copies of working papers are available from the author. The Role of Subcultures in Agile Organizations Alicia Boisnier and Jennifer A. Chatman1 Haas School of Business University of California, Berkeley May 24, 2002 To appear in, R. Petersen and E. Mannix, Leading and managing people in dynamic organizations. Forthcoming, 2002. 1 The second author wrote this paper while a Marvin Bower Fellow at the Harvard Business School and is grateful for their support. We also thank Elizabeth Mannix, Rita McGrath, and an anonymous reviewer for their insightful suggestions. 2 Organizations face increasingly dynamic environments characterized by substantial, and often unpredictable technological, political, and economic change. How can organizations respond rapidly to such changes or become more agile? Organizational agility, according to Lee Dyer, “requires a judicious mix of stability and reconfigurability” (2001: 4). We consider an unlikely source of agility: organizational culture. This may seem like an odd juxtaposition since strong unitary cultures exert a stabilizing force on organizations by encouraging cohesion, organizational commitment, and desirable work behaviors among members (e.g., Deal & Kennedy, 1982; Nemeth & Staw, 1989; O'Reilly & Chatman, 1986). -
Construction of Hong-Dae Cultural District : Cultural Place, Cultural Policy and Cultural Politics
Universität Bielefeld Fakultät für Soziologie Construction of Hong-dae Cultural District : Cultural Place, Cultural Policy and Cultural Politics Dissertation Zur Erlangung eines Doktorgrades der Philosophie an der Fakultät für Soziologie der Universität Bielefeld Mihye Cho 1. Gutachterin: Prof. Dr. Joanna Pfaff-Czarnecka 2. Gutachter: Prof. Dr. Jörg Bergmann Bielefeld Juli 2007 ii Contents Chapter 1 Introduction 1 1.1 Research Questions 4 1.2 Theoretical and Analytical Concepts of Research 9 1.3 Research Strategies 13 1.3.1 Research Phase 13 1.3.2 Data Collection Methods 14 1.3.3 Data Analysis 19 1.4 Structure of Research 22 Chapter 2 ‘Hong-dae Culture’ and Ambiguous Meanings of ‘the Cultural’ 23 2.1 Hong-dae Scene as Hong-dae Culture 25 2.2 Top 5 Sites as Representation of Hong-dae Culture 36 2.2.1 Site 1: Dance Clubs 37 2.2.2 Site 2: Live Clubs 47 2.2.3 Site 3: Street Hawkers 52 2.2.4 Site 4: Streets of Style 57 2.2.5 Site 5: Cafés and Restaurants 61 2.2.6 Creation of Hong-dae Culture through Discourse and Performance 65 2.3 Dualistic Approach of Authorities towards Hong-dae Culture 67 2.4 Concluding Remarks 75 Chapter 3 ‘Cultural District’ as a Transitional Cultural Policy in Paradigm Shift 76 3.1 Dispute over Cultural District in Hong-dae area 77 3.2 A Paradigm Shift in Korean Cultural Policy: from Preserving Culture to 79 Creating ‘the Cultural’ 3.3 Cultural District as a Transitional Cultural Policy 88 3.3.1 Terms and Objectives of Cultural District 88 3.3.2 Problematic Issues of Cultural District 93 3.4 Concluding Remarks 96 Chapter -
Marshall High School Mr. Cline Sociology Unit Four AB * What Is Culture?
CULTURE Marshall High School Mr. Cline Sociology Unit Four AB * What is Culture? • Integration and Diversity • Imagine that this is the early twentieth century and you are a teacher in a school in New York. Whom would you see around you? Some Irish kids, some Italians, maybe some Armenians, Puerto Ricans, Mexicans, African Americans? How do you reach all of these different languages and cultures to facilitate learning when you do not have the time to teach each one individually in their own way? • There are social forces that would state that assimilation is the way to go about this task. Assimilation is merely the process by which newcomers to America, as well as other “outsiders,” give up their culturally distinct beliefs, values and customs and take on those of the dominant culture. • The opposite viewpoint would acknowledge that there is a tendency to preserve cultural diversity, to keep one’s own personal heritage alive and to respect the rights of others to do so. This is known as multi culturalism. * What is Culture? • Integration and Diversity • The tension between assimilation and multi culturalism is evident in many schools and other public institutions throughout the United States. How much multi culturalism is good for society versus how much we want people to identify and share the common culture of America is an ongoing, and often heated argument. • One result of assimilation is cultural integration, that is the degree to which a culture is a functionally integrated system, so that all the parts fit together well. On another level, the elements of culture are functionally integrated with other facets of society, such as social structure and power relations. -
The Culture of Support Services
The Culture of Support Services After completing this lesson you will be able to: þ Define the terms cultural capital; dominant culture; institutional bias; macro culture; and micro culture. þ Identify key values and views related to the macro culture of the United States. þ Identify key values and views related to the culture of the human services delivery system. þ Describe some differences in definitions and responses to disability based on culture. þ Give an example of cultural bias found in the use of jargon and disability labels. þ Describe ways in which design and delivery of services, including best practices, can conflict with the culture of people receiving supports. © 2004 College of Direct Support Cultural Competence Lesson 3 page 1 of 12 Terms for Understanding the Culture of Services and Supports In the last lesson you learned a lot about the culture in which you were raised. Learning about your culture helped you understand why you have certain views and beliefs. You got to compare your own views with some views from a few other cultures. These comparative activities will help you be more aware of when there are differences between your culture and others. They will help you learn not to make assumptions about others and they will support you to become more culturally competent. Now, take a minute to write your own definitions for these words. þ Macro culture – þ Dominant culture – þ Micro culture – þ Institutional bias – þ Cultural capital – Macro and Micro culture Macro (dominant) culture is the shared cultural perspective of the largest group. -
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. -
Host Majority Group Members' Acculturation Attitudes Towards Immigrant Groups
San Jose State University SJSU ScholarWorks Master's Theses Master's Theses and Graduate Research Fall 2009 Host majority group members' acculturation attitudes towards immigrant groups. Kanako Miwa San Jose State University Follow this and additional works at: https://scholarworks.sjsu.edu/etd_theses Recommended Citation Miwa, Kanako, "Host majority group members' acculturation attitudes towards immigrant groups." (2009). Master's Theses. 4011. DOI: https://doi.org/10.31979/etd.8tas-drff https://scholarworks.sjsu.edu/etd_theses/4011 This Thesis is brought to you for free and open access by the Master's Theses and Graduate Research at SJSU ScholarWorks. It has been accepted for inclusion in Master's Theses by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. HOST MAJORITY GROUP MEMBERS' ACCULTURATION ATTITUDES TOWARDS IMMIGRANT GROUPS A Thesis Presented to The Faculty of the Department of Psychology San Jose State University In Partial Fulfillment of the Requirements for the Degree Master of Science by Kanako Miwa December 2009 UMI Number: 1484369 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI Dissertation Publishing UMI 1484369 Copyright 2010 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. -
The Relationship Between Culture and Policy Has Long Been a Major Topic
Abstract The er lationship between culture and policy has long been a major topic for media and cultural studies. With this issue, we hope to broaden the meaning of cultural policy, from policies that are explicitly regulating something we call the “cultural” (including media or traditional rituals or symbols) to include the practice of policy-making and the cultural legitimation of law and policy itself, regardless of the object or dimension of social life it regulates. The se says in this issue argue for (or at least accept) an understanding of policy as a cultural production representing certain ideological outlooks, and thus implicitly suggest that cultural policy studies should encompass a wide range of policies; at the same time, the essays are interested in the cultural mechanisms and means through which policies are promulgated and enforced - from think tanks to social media flak, from the global circulation of ideologies to the local practices of appropriation/resistance. Cover Page Footnote We also appreciate and thank the reviewers for this issue, whose close readings and detailed suggestions made the works presented here even stronger. Creative Commons License This work is licensed under a Creative Commons Attribution-Share Alike 4.0 License. This article is available in communication +1: http://scholarworks.umass.edu/cpo/vol6/iss1/1 Johnson Andrews et al.: Editorial Introduction Editorial Introduction The idea for this issue grew out of a panel at the 2016 Cultural Studies Association Conference. The relationship between culture and policy has long been a major topic for media and cultural studies, but we hoped to broaden the meaning of cultural policy, from policies that are explicitly regulating something we call the “cultural” (including media or traditional rituals or symbols) to include the practice of policy-making and the cultural legitimation of law and policy itself, regardless of the object or dimension of social life it regulates. -
Assimilation, Pluralism and Multiculturalism: the Policy of Racial/ Ethnic Identity in America
Buffalo Human Rights Law Review Volume 7 Article 1 9-1-2001 Assimilation, Pluralism and Multiculturalism: The Policy of Racial/ Ethnic Identity in America Anita Christina Butera Follow this and additional works at: https://digitalcommons.law.buffalo.edu/bhrlr Part of the Immigration Law Commons, and the Law and Race Commons Recommended Citation Anita C. Butera, Assimilation, Pluralism and Multiculturalism: The Policy of Racial/Ethnic Identity in America, 7 Buff. Hum. Rts. L. Rev. 1 (2001). Available at: https://digitalcommons.law.buffalo.edu/bhrlr/vol7/iss1/1 This Article is brought to you for free and open access by the Law Journals at Digital Commons @ University at Buffalo School of Law. It has been accepted for inclusion in Buffalo Human Rights Law Review by an authorized editor of Digital Commons @ University at Buffalo School of Law. For more information, please contact [email protected]. ASSIMILATION, PLURALISM AND MULTICULTURALISM: THE POLICY OF RACIAL/ETHNIC IDENTITY IN AMERICA Anita Christina Butera* In the spring of 1921, 19 year old Annamaria and her 16 year old brother, Giuseppe, had finally completed their voyage to the United States from the Italian town of Palermo. After disembarking from the cramped and unsanitary quarters of the steamship, they wearily endured the endless lines and official inspections of the Ellis Island immigrant processing sta- tions. With the successful end of the first phase of their "journey of tears," they began the next phase of social and cultural adaptation within the more comfortable boundaries of Little Italy. New national and social class identi- ties overlapped with familiar identities of region, village, and kin. -
CULTURAL SENSITIVITY “No Culture Can Live If It Attempts to Be Exclusive.” ~Mahatma Ghandi Culture Iceberg
CULTURAL SENSITIVITY “No culture can live if it attempts to be exclusive.” ~Mahatma Ghandi Culture Iceberg Like an iceberg, 10% the part of culture ______ that is visible - observable behavior 90% - is only a small part of a much bigger whole. Discussion: 1. Which aspects of culture are above and which are below the waterline? 2. How can we better understand those below the waterline? Adjustment Issues The uprooting trauma Rural-urban adjustment Loss of social support system Change in economic status Adjustment to education system Parenting dilemmas /role reversal Culture Shock Discussion : 1. How do parent–child roles become reversed for immigrants? 2. How does culture shock reveal itself? What is Culture Shock? Culture Shock is the physical and emotional discomfort one suffers when living in another country. Most likely everyone will go through some degree of culture shock. It is a natural process. Culture Shock, Oxford Seminars Symptoms of Culture Shock ¾ Homesickness ¾ Boredom ¾ Withdrawal (or mixing only with people from one’s own culture) ¾ Sleeping too much ¾ Feeling irritated with others ¾ Not being able to work well ¾ Lack of confidence ¾ Sadness and loneliness ¾ Crying for no particular reason Adapted from Culture Shock, Oxford Seminars Stages of Culture Shock 1. The Honeymoon Stage: Everything is new and exciting and one feels as though one is on vacation. 2. The Hostility Stage: One may start to have difficulties adjusting and therefore start to criticize the culture. This may happen when a person is trying to adapt to a new culture. Things are no longer new and exciting. 3. The Depression Stage: Negative feelings reach a climax and one feels lonely and negative. -
The Politics of Urban Cultural Policy Global
THE POLITICS OF URBAN CULTURAL POLICY GLOBAL PERSPECTIVES Carl Grodach and Daniel Silver 2012 CONTENTS List of Figures and Tables iv Contributors v Acknowledgements viii INTRODUCTION Urbanizing Cultural Policy 1 Carl Grodach and Daniel Silver Part I URBAN CULTURAL POLICY AS AN OBJECT OF GOVERNANCE 20 1. A Different Class: Politics and Culture in London 21 Kate Oakley 2. Chicago from the Political Machine to the Entertainment Machine 42 Terry Nichols Clark and Daniel Silver 3. Brecht in Bogotá: How Cultural Policy Transformed a Clientist Political Culture 66 Eleonora Pasotti 4. Notes of Discord: Urban Cultural Policy in the Confrontational City 86 Arie Romein and Jan Jacob Trip 5. Cultural Policy and the State of Urban Development in the Capital of South Korea 111 Jong Youl Lee and Chad Anderson Part II REWRITING THE CREATIVE CITY SCRIPT 130 6. Creativity and Urban Regeneration: The Role of La Tohu and the Cirque du Soleil in the Saint-Michel Neighborhood in Montreal 131 Deborah Leslie and Norma Rantisi 7. City Image and the Politics of Music Policy in the “Live Music Capital of the World” 156 Carl Grodach ii 8. “To Have and to Need”: Reorganizing Cultural Policy as Panacea for 176 Berlin’s Urban and Economic Woes Doreen Jakob 9. Urban Cultural Policy, City Size, and Proximity 195 Chris Gibson and Gordon Waitt Part III THE IMPLICATIONS OF URBAN CULTURAL POLICY AGENDAS FOR CREATIVE PRODUCTION 221 10. The New Cultural Economy and its Discontents: Governance Innovation and Policy Disjuncture in Vancouver 222 Tom Hutton and Catherine Murray 11. Creating Urban Spaces for Culture, Heritage, and the Arts in Singapore: Balancing Policy-Led Development and Organic Growth 245 Lily Kong 12.