Introduction: Is Multiculturalism Good for Anyone?
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Sociology at Stanford University
Downloaded from https://academic.oup.com/sf/advance-article-abstract/doi/10.1093/sf/soy091/5113163 by Stanford University, [email protected] on 01 October 2018 Varieties of Indigenous Ethnicity 1 Varieties of Indigenous Ethnicity Varieties of Indigeneity in the Americas Edward Telles, University of California–Santa Barbara Florencia Torche, Stanford University .................................................................................................................. e examine sources of indigenous identity in the two countries with the larg- est indigenous populations in the Western Hemisphere—Mexico and Peru. WWe find that the size of the indigenous population varies dramatically de- pending on the measure of indigeneity used, and that using multiple measures captures distinct modes of indigeneity. Using latent class analysis, we find that contemporary indigenous classification clusters around four types, which we characterize as Traditional Indians, Indigenous Mestizos, New Indians, and Non-Indigenous. Traditional Indians tend to be indigenous on virtually all indicators, and they are especially poor, dark, and rural. Indigenous Mestizos tend to speak an indigenous language, but self- identification as indigenous is tenuous. New Indians assert an indigenous identity despite their frequent lack of linguistic knowledge and close indigenous ancestry, and they are as urban, educated, and light-skinned as the Non-Indigenous. The analysis ad- dresses sociological concepts of ethnic boundaries, assimilation, mestizaje, and symbolic ethnicity and discusses the implications of distinct modes of indigenous ethnicity. .................................................................................................................. Although ethnic boundaries are fluid in the real world, states strictly define eth- nic groups through their censuses on the basis of one or two questions. By creat- ing ethnic categories, such as indigenous, states estimate its population composition but also shape representations of the nation and its identity (Loveman 2014; Wimmer 2013). -
Unit 16 Ethnicity Politics and State
UNIT 16 ETHNICITY POLITICS AND STATE Structure 16.1 Introduction 16.2 Ethnicity : Meaning 16.2.1 Characteristics of Ethnic Groups 16.2.2 Ethnicity 16.3 Ethnicity and State 16.4 Assimilation and Integration 16.5 Pluralism 16.5.1 Multiculturalism 16.6 Power Sharing 16.6.1 Federalism 16.6.2 Consociationalism 16.7 Summary 16.8 Exercises 16.1 INTRODUCTION Almost all states today are marked by diversity and difference-differences of ethnicity, culture and religion in addition to many individual differences which characterise members of societies. A large number of these states are confronted with ethnic conflicts, assertion of ethno-religious identity, movements for recognition, rights of self determination etc. In view of the fact that the prospect for peace and war, the maintenance of national unity and the fundamental human rights in many parts of the world and in many ways depend on the adequate solution of ethnic tensions the way States deal with the question has become one of the most important political issues in the contemporary world. Of course each state has its own unique way to deal with or responding to its cultural diversities yet there are some general approaches which states adopt, or have been suggested by experts. An understanding of the responses of States and approaches in dealing with ethnic groups will be useful for the students of comparative politics to analyse the phenomena in general and specific situations as also to make policy suggestions. 16.2 ETHNICITY: MEANING Race, ethnicity and cultural identity are complex concepts that are historically, socially and contextually based. -
Ethnicity, Confession and Intercultural Dialogue at the European Union's
Munich Personal RePEc Archive Ethnicity, Confession and Intercultural Dialogue at the European Union’s East Border Brie, Mircea and Horga, Ioan and Şipoş, Sorin University of Oradea, Romania 2011 Online at https://mpra.ub.uni-muenchen.de/44082/ MPRA Paper No. 44082, posted 31 Jan 2013 05:28 UTC ETHNICITY, CONFESSION AND INTERCULTURAL DIALOGUE AT THE EUROPEAN UNION EASTERN BORDER ETHNICITY, CONFESSION AND INTERCULTURAL DIALOGUE AT THE EUROPEAN UNION EASTERN BORDER Mircea BRIE Ioan HORGA Sorin ŞIPOŞ (Coordinators) Debrecen/Oradea 2011 This present volume contains the papers of the international conference Ethnicity, Confession and Intercultural Dialogue at the European Union‟s East Border, held in Oradea between 2nd-5th of June 2011, organized by Institute for Euroregional Studies Oradea-Debrecen, University of Oradea and Department of International Relations and European Studies, with the support of the European Commission and Bihor County Council. CONTENTS INTRODUCTORY STUDIES Mircea BRIE Ethnicity, Religion and Intercultural Dialogue in the European Border Space.......11 Ioan HORGA Ethnicity, Religion and Intercultural Education in the Curricula of European Studies .......19 MINORITY AND MAJORITY IN THE EASTERN EUROPEAN AREA Victoria BEVZIUC Electoral Systems and Minorities Representations in the Eastern European Area........31 Sergiu CORNEA, Valentina CORNEA Administrative Tools in the Protection and Promotion of the Rights of Ethnic Minorities .............................................................................................................47 -
The Treatment of Ethnic Minority Groups in Vietnam: Hmongs and Montagnards1
19th July 2017 (COI up to 20 June 2017) Vietnam Query Response: The treatment of ethnic minority groups in Vietnam: Hmongs and Montagnards1 Explanatory Note Sources and databases consulted List of Acronyms Issues for research 1) Background information on ethnic minority groups in Vietnam 2) Freedom of Religion a) How does Decree 92 (Specific provisions and measures for the implementation of the Ordinance on Belief and Religion, 1 January 2013) affect the right to freedom of religion in practice? b) Latest information with regards to the November 2016 ‘Law on Belief and Religion’ c) What restrictions or limitations are imposed by the authorities on Hmongs’ and Montagnards’ right to practice their faith? i) Reports of forced conversion (from Protestantism to animism) ii) Treatment by the police for religious reasons, including harassment, intimidation, monitoring, arrest and imprisonment iii) Reports of obstructing religious ceremonies (e.g. in house churches) or damaging religious property 3) Confiscation of land of Hmongs and Montagnards a) Information on the practices related to legal expropriation and illegal confiscation of land in Vietnam, including in relation to industrial development projects in the geographical areas where Hmong/Montagnards are living 4) Freedom of Movement of Hmongs and Montagnards a) Are the legal provisions of Art 274 of the Penal Code (Illegally leaving or entering the country: illegally staying abroad or in Vietnam) and Art 91 of the Penal Code (Fleeing abroad or defecting to stay overseas with a view to -
Ethnic Origin and Disability Data Collection in Europe: Measuring Inequality – Combating Discrimination
POLICY REPORT Equality Data Initiative ETHNIC ORIGIN AND DISABILITY DATA COLLECTION IN EUROPE: MEASURING INEQUALITY – COMBATING DISCRIMINATION November 2014 Authors: Isabelle Chopin, Lilla Farkas, and Catharina Germaine, Migration Policy Group for Open Society Foundations Editors: Costanza Hermanin and Angelina Atanasova POLICY REPORT: ETHNIC ORIGIN AND DISABILITY DATA COLLECTION IN EUROPE Contents Glossary .............................................................................................................................................. 4 Executive summary ............................................................................................................................5 1. Introduction ............................................................................................................................11 1.1 Note on concepts: equality data, ethnic data, disability, race and ethnic origin .......11 1.2 Purpose of the research .................................................................................................. 15 1.3 Statement of the issue ..................................................................................................... 17 2. Antecedents: European-level research and legal framework............................................. 21 2.1 Legal and policy frameworks for equality data collection in Europe ......................... 21 2.2 Research identifying a need for reliable and adequate equality data ....................... 26 2.3 European law ................................................................................................................. -
Towards a Refined Symbolic Ethnicity
RECONSTRUCTING JEWISH IDENTITY IN CROATIA: TOWARDS A REFINED SYMBOLIC ETHNICITY Nila Ginger Hofman DePaul University, Chicago This paper has two aims. To begin, it to our understanding of ethnic identity examines whether the symbolic ethnicity negotiation in capitalist as well as post- model is relevant to identity negotiation socialist societies. among Croatian Jews. In symbolic I argue, employing ethnographic ethnicity, individuals are not so much and historic analyses, that the imposition interested in the maintenance of traditional of an essentialist view of Jewish identity lifestyles as they are with choosing how to express cultural identity. In the past, by national and supranational scholars have either employed the model to constituencies may ultimately have discuss identity negotiation among ethnics adverse effects on cultural groups such in the United States and other core as the Croatian Jews who have embraced societies, or they have dismissed it humanist and idiosyncratic versions of altogether. The second aim describes the Jewish identity since the mid-nineteenth existing tension between the self-images of century (Goldstein 1988). Ethnographic the Croatian Jews and those projected on data reveals that despite a lack of strong them by others. Both Croatian “cultural religious commitments and highly diversity campaigns” and international idiosyncratic expressions of cultural Jewish support organizations consider identity, Croatian Jews are not on the Jewish identity to have an essentially religious core. Programs sponsored -
Awareness of Self As a Cultural Being
Awareness of Self as a Cultural Being Valerie A. Batts, PhD VISIONS, Inc. Foundations of Infant Mental Health Training Program 2013/2014 Central California Children’s Institute, Fresno State November 2013 Awareness Of Self as a Cultural Being Agenda/ "Map” I) Introduction: Self awareness as a first step in providing better services for families • What is the multicultural process of change? • Overview of guidelines for effective cross cultural dialogue (Video clip I) Activity 1: Applying guidelines • Who am I as a cultural being? Exploring multiple identities, Part I Activity 2: Cultural sharing (using cultural artifacts) 2) How does race/ethnicity continue to impact infant mental health practice in 2013? The role of modern oppression • Video clip II • Identifying 5 kinds of "modern isms" Activity 3: Identifying isms • Video clip III • Identifying 5 "survival behaviors"/internalized oppression Activity 4: Identifying survival or i.o. behaviors • 11:45 - 12:45 Working lunch 3) Understanding my multiple identities, Part II Activity 5: Understanding how power impacts identity 4) Identifying alternative behaviors Activity 6: Identifying options in cross cultural infant mental health interactions 5) Closure: Appreciation, Regrets, Learnings and Re-learnings Multicultural Process of Change (at all levels) Monoculturalism Pluralism Rejection of differences and a .Recognize Acceptance, appreciation, belief in the superiority of the .Understand utilization and celebration of dominant group at the following .Appreciate similarities and differences at levels: .Utilize Differences these levels: • Personal • Personal • Interpersonal • Interpersonal • Institutional/Systemic • Institutional/Systemic • Cultural • Cultural (“Emancipatory Consciousness”) Social/Economic Justice Monoculturalism Pluralism (“Melting Pot”) (“Salad Bowl/Fruit Salad”) Assimilation Diversity Exclusion Inclusion *Designed by: Valerie A. -
Filipino Americans and Polyculturalism in Seattle, Wa
FILIPINO AMERICANS AND POLYCULTURALISM IN SEATTLE, WA THROUGH HIP HOP AND SPOKEN WORD By STEPHEN ALAN BISCHOFF A thesis submitted in partial fulfillment of the requirement for the degree of MASTER OF ARTS IN AMERICAN STUDIES WASHINGTON STATE UNIVERSITY Department of American Studies DECEMBER 2008 To the Faculty of Washington State University: The members of the Committee appointed to examine the thesis of STEPHEN ALAN BISCHOFF find it satisfactory and recommend that it be accepted. _____________________________________ Chair, Dr. John Streamas _____________________________________ Dr. Rory Ong _____________________________________ Dr. T.V. Reed ii ACKNOWLEDGEMENTS Since I joined the American Studies Graduate Program, there has been a host of faculty that has really helped me to learn what it takes to be in this field. The one professor that has really guided my development has been Dr. John Streamas. By connecting me to different resources and his challenging the confines of higher education so that it can improve, he has been an inspiration to finish this work. It is also important that I mention the help that other faculty members have given me. I appreciate the assistance I received anytime that I needed it from Dr. T.V. Reed and Dr. Rory Ong. A person that has kept me on point with deadlines and requirements has been Jean Wiegand with the American Studies Department. She gave many reminders and explained answers to my questions often more than once. Debbie Brudie and Rose Smetana assisted me as well in times of need in the Comparative Ethnic Studies office. My cohort over the years in the American Studies program have developed my thinking and inspired me with their own insight and work. -
Cultural Self-Identity* and the Cultural Continua Action Example
Cultural Self-Identity* and the Cultural Continua Action Example Assimilation Rejecting of native culture Speaks English only and adopts dominant aspects of U.S. culture. Acculturation or Choosing aspects of both Speaks English and L1. Accommodation dominant and native Incorporates values, beliefs, cultures traditions, etc. of both cultures. May speak English in public, but the L1 at home or when with members of own cultural group. Transculturation Blending of cultures Integrates both cultures in a seamless manner. Alienation Rejecting of dominant Only speaks L1, maintains culture culture separation and holds on to native cultural framework. May not speak any English even after having lived in the U.S. for many years. Marginalization Rejecting of native culture Neither acknowledges nor with no connection to other engages in native culture or cultures language. Does not identify with any other cultural groups. *Adapted from Gutierez-Clellen (2004) and Lynch & Hanson (2004). The cultural continua identified by Lynch and Hanson (2004, pp. 49-5), while not new to the behavioral and social sciences, provide a way of considering the range (continuum) for each of the systems of values and beliefs that characterize various cultural groups (i.e., how they define family, time, etc.): 1. Family constellation: A “family” may consist of a small unit (single parent and child) to an extended kinship network of siblings, multiple generations, and/or friends and neighbors. The decision-making process and caretaking arrangements may vary (Lynch & Hanson, 2004, p. 50). 2. Interdependence/Individuality: While U.S. culture applauds individualism, many other cultures emphasize interdependence and cooperation. Individuality may be viewed as selfish (Lynch & Hanson, 2004, p. -
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. -
1 Cultural Identity in a Globalised World?
Cultural Identity in a Globalised World? A theoretical approach towards the concept of cultural identity. Robert Hauser 1. Introduction The title of this essay was borrowed from the book by Joana Breidenbach and Ina Zukrigl, “Tanz der Kulturen. Kulturelle Identität in einer globalisierten Welt” ("Dance of Cultures. Cultural Identity in a Globalised World"), published 1998. It draws attention to two important concepts, namely cultural identity and globalisation, while simultaneously referring to a key problem: Despite their frequent use the two concepts, especially when related to each other, are often diffuse, thus leaving the point uncertain. To establish a more specific framework for this relationship and simultaneously open up a cultural perspective, the following questions will be examined in this article in order to shed some light on the concepts as such as well as their mutual relationship:. What is meant by “globalised world?” What are “cultural identities?” What role does the “new media”, specifically the Internet, play in these processes? In the first part, the connection between globalisation and culture will be illuminated, and conflicting positions will be described. In the second part, this will be followed by a draft concept of cultural identities which allows studying the connection between globalisation and culture from a nuanced perspective. For more precise definitions of the two terms, identity and culture, the approach by Carl F. Graumann (1999) and the "differenzlogisches Kulturkonzept” (maybe best translated by "differential concept of culture") by Karl P. Hansen (1995) will be used in particular. The article finally presents a few examples which show the consequences of using the two concepts, identity and culture, to analyse the connection between culture and globalisation and the role of ICT. -
NPTEL Moocs Multiple Choice Questions Assignment – Week II
NPTEL MOOCs Multiple Choice Questions Assignment – Week II Answer the following multiple choice questions (1 marks each) 15x1 1. Which of the following statement is correct? a) Culture is a way of life which is created by human beings and necessarily includes dimensions of both material or objective and symbolic or subjective b) Culture is a way of life shared by certain groups of people within certain value system and norms and does not necessarily include material or objective dimension c) Culture is a way of defining human body through its physical features d) None of the above 2. The study of the relationships and interactions among humans, their biology, their cultures, and their physical environments is known as? a) Ecology b) Human ecology c) Deep ecology d) All of the above 3. The study of the biological aspect of the human-environment relationship is known as? a) Human biological ecology b) Cultural ecology c) Human ecology d) All of the above 4. Who among the following developed the concept of cultural ecology? a) Julian Steward b) Herbert Spencer c) Charles Darwin d) Roy Rappaport 5. Which of the following is not part of economic system? a) Production (produce the things they need) b) Exchange (exchange things with each other and people of other societies c) Consumption (consume things) d) Distribution (distribute things) 6. In order to survive human beings collectively produce the means of subsistence and enhance their social being with the use of available technology is known as a) Means of production b) Reproduction c) Mode of production d) All of the above 7.