Relevant bibliographies by topics / Citizenship Citizenship Cultural pluralism Cultural pluralism

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Citizenship Citizenship Cultural pluralism Cultural pluralism'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Citizenship Citizenship Cultural pluralism Cultural pluralism"

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De Ruijter, Arie. "Cultural Pluralism and Citizenship." Cultural Dynamics 7, no. 2 (July 1995): 215–31. http://dx.doi.org/10.1177/092137409500700203.

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Miller, David. "Citizenship and Pluralism." Political Studies 43, no. 3 (September 1995): 432–50. http://dx.doi.org/10.1111/j.1467-9248.1995.tb00313.x.

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The idea of citizenship has played a prominent role in recent political debate. But how is common citizenship possible in societies that seem increasingly prone to cultural fragmentation along ethnic and other lines? The paper distinguishes three conceptions of citizenship – liberal, libertarian and republican – and asks how far each is able to respond to cultural pluralism. The liberal conception, exemplified by Rawls, interprets citizenship in terms of a set of principles that everyone has reason to accept; but Rawls fails to show why everyone should give political priority to the citizen perspective as he defines it. The libertarian conception views the citizen as a rational consumer who through contract and choice can gain access to a range of public goods. This caters to pluralism, but at the cost of eroding the idea of citizenship as a common status enjoyed by all members of society. The republican conception sees the citizen as someone who plays an active role in shaping his or her society through public discussion. Contrary to the claims of critics such as I. M. Young, this does not require the imposition of norms of impartiality and publicity which exclude certain cultural groups. This conception offers the best prospect of developing a political consensus to which all groups can subscribe.
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Logvinova, Dariya. "«Interculturalism»: Quebec’s Model of Cultural Pluralism." Історико-політичні проблеми сучасного світу, no. 35-36 (December 20, 2017): 51–59. http://dx.doi.org/10.31861/mhpi2017.35-36.51-59.

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This article examines the impact of poly-ethnicity on political communities, by focusing on the symbolic aspect of citizenship. What are the symbolic ‘anchors’ that frame and define sentiments of belonging in a democratic polity? How do we evaluate such criteria in the light of the challenge of poly-ethnicity? Such questions are explored through a comparative conceptual assessment of the Canadian policy of multiculturalism and the Quebec’s model of interculturalism. Keywords: Сitizenship, self-identification, constitutional state, migration policy, migrant, integration, cultural diversity, minority cultures, interculturalism, multiculturalism
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Drache, Daniel, and Marc D. Froese. "Globalisation, world trade and the cultural commons: Identity, citizenship and pluralism." New Political Economy 11, no. 3 (September 2006): 361–82. http://dx.doi.org/10.1080/13563460600840217.

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Matynia, Elzbieta. "Poland Provoked: How Women Artists En-Gender Democracy." Current History 105, no. 689 (March 1, 2006): 132–38. http://dx.doi.org/10.1525/curh.2006.105.689.132.

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It is women artists who, by entering into an open debate with central elements of the Polish cultural tradition, pose the main questions concerning the nature of democratic citizenship, toleration, and pluralism.
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Viswanath, Rupa. "Nation and family: personal law, cultural pluralism and gendered citizenship in India." Commonwealth & Comparative Politics 53, no. 3 (May 26, 2015): 354–56. http://dx.doi.org/10.1080/14662043.2015.1044596.

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Yuval-Davis, Nira. "Nationalism and Racism." Cahiers de recherche sociologique, no. 20 (April 26, 2011): 183–202. http://dx.doi.org/10.7202/1002197ar.

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Summary This article propose a typology of the ideologies underwriting nationalist projects and seeks to show that ethnic divisions, based on "race" and nation, do not constitute mutually exclusive categories. It distinguishes between nationalisms predicated on biological origin, culture, and religion. It follows with a discussion of nationalism based on the ideologies of multiculturalism or cultural pluralism. Finally, it treats the themes of nationalism and citizenship, arguing that in western nation-states constructed around a universalist notion of citizenship, issues pertaining to immigration and racism serve to delineate the borders of citizenship.
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Soutphommasane, Tim. "Grounding Multicultural Citizenship: From Minority Rights to Civic Pluralism." Journal of Intercultural Studies 26, no. 4 (November 2005): 401–16. http://dx.doi.org/10.1080/07256860500270239.

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Barnard, F. M. "Socialism, Politics, and Citizenship : Reflections On a Czech Tho Ught-Experiment." East Central Europe 12, no. 1 (1985): 1–18. http://dx.doi.org/10.1163/187633085x00018.

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AbstractThis article attempts to draw out some theoretical implications from the thought-experiment of Vladimir Klokocka, a Czech political jurist who was a leading member of a team of experts that was entrusted with the working out of electoral reform proposals during the late 1960s. The thought-experiment in question found articulation in chapter 9 of Klokocka's Volby v pluralitnich democraciích (Elections in Pluralist Democracies), which, published in Prague after the Soviet intervention in Czechoslovakia, had an exceedingly brief exposure because it was withdrawn from circulation shortly after publication.1 Substantial excerpts of this chapter have recently appeared in translation elsewhere with a brief commentary.2 I should like to enlarge here on this commentary. The chapter in question apart from its historical interest, presents a penetrating analysis of democracy under socialism that-sheds light not merely on the arguable possibilities of reform of existing Communist régimes, but also on the broader question of pluralism within any political context.
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REQUEJO, FERRAN. "Cultural pluralism, nationalism and federalism: a revision of democratic citizenship in plurinational states." European Journal of Political Research 35, no. 2 (March 1999): 255–86. http://dx.doi.org/10.1111/1475-6765.00449.

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Dissertations / Theses on the topic "Citizenship Citizenship Cultural pluralism Cultural pluralism"

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Gough, Michael John. "Rousseau, liberalism and the politics of multicultural citizenship." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390652.

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Lawlor, Rachel A. "Citizenship and Identity." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/95.

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This thesis argues that pluralism and diversity pose a more fundamental challenge to liberal constitutionalism than is sometimes recognised by liberal political theorists. While the challenges presented by moral pluralism at the philosophical level, and by cultural diversity at the socio-cultural level, have received a great deal of attention in recent political thought, the background within which these themes become salient has not always been fully acknowledged. What is new in the modern world is not so much diversity of lifestyles, but the disintegration of frameworks that traditionally provided an unproblematic basis for political authority. What this modern challenge forces us to confront then, is the idea that ‘the people’ who are subject to law, are also, as citizens, the ultimate source of political authority. I consider in detail the work of two contemporary political theorists who have provided among the most sustained and far-reaching attempts to respond to this challenge, Charles Taylor and Jürgen Habermas. Both make a significant contribution to responding to the contemporary situation of pluralism by taking on board the ‘dialogical’ nature of identity, and the role of the ‘people’ as the ultimate source of political power. However each places a heavy reliance on a privileged standpoint that may shield political judgement from the full implications of modern pluralism: Habermas, by appealing to ‘post-conventional morality’ and Taylor, by appealing to an incipient teleology.
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King, John T. "A difficult dialogue : educating citizens in a divided society /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7859.

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Yesmin, Shova Tahmina. "Liberal Citizenship in a Multicultural Society : Brian Barry's and William Galston's Approaches to Citizenship." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138441.

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This thesis demonstrates a comparative and analytic discussion of citizenship idea based on two distinct liberal doctrines of two contemporary political philosophers: Brian Barry and William Galston. Barry's egalitarian liberalism argues for 'common citizenship' notion in order to promote liberty and equal treatment of all individuals irrespective of any social differences. On the other hand, 'liberal pluralist citizenship' of William Galston's signifies his liberal pluralism to mitigate cultural and religious conflicts of liberal democratic society. The fundamental disagreements among these liberal approaches over the issues of public recognition of group rights and restricted state authority are analysed in this study. Finally, by analysing both the liberal positions under the challenge of multicultural issues the author defends Galston's liberal idea and judges it as more convincing than Barry's liberal approach.
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Anderson, Zoe Melantha Helen. "At the borders of belonging : representing cultural citizenship in Australia, 1973-1984." University of Western Australia. History Discipline Group, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0176.

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[Truncated abstract] This thesis offers a re-contextualisation of multiculturalism and immigration in Australia in the 1970s and 80s in relation to crucial and progressive shifts in gender and sexuality. It provides new ways of examining issues of belonging and cultural citizenship in this field of inquiry, within an Australian context. The thesis explores the role sexuality played in creating a framework through which anxieties about immigration and multiculturalism manifested. It considers how debates about gender and sexuality provided fuel to concerns about ethnic diversity and breaches of the 'cultural' borders of Australia. I have chosen three significant historical moments in which anxieties around events relating to immigration/multiculturalism were most heightened: these are the beginning of the 'official' policy of multiculturalism in Australia in 1973; the arrival of large numbers of Vietnamese refugees as a consequence of the Vietnam War in 1979; and 1984, a year in which the furore over the alleged 'Asianisation' of Australia reached a peak. In these years, multiple and recurring representations served to recreate norms as applicable to the white heterosexual family, not only as a commentary and prescriptive device for migrants, but as a means of reinforcing 'Australianness' itself. A focus on the body as a border/site of belonging and in turn, crucially, its relationship to the heterosexual nuclear family as a marker of 'cultural citizenship', lies at the heart of this exploration. Normative ideas of gender and sexuality, I demonstrate, were integral in informing the ambivalence about multiculturalism and ethnic diversity in Australia. Indeed, for each of these years I examine how the discourses of gender and sexuality, evident for example in parliamentary debates such as that relating to the Sex Discrimination Act 1984, were intricately tied to ongoing concerns regarding growing non-white ethnicity in Australia, and indeed, enabled it. ... In pursuing this contribution, the work draws critically upon recent innovative interdisciplinary scholarship in the field of sexuality and immigration, and draws upon a broad range of sources to inform a comprehensive and complex examination of these issues. Sources employed include the major newspapers and periodicals of the time, Parliamentary debates from the Commonwealth House of Representatives, Parliamentary Committee findings and publications, speeches and polemics, and relevant legislation. This inquiry is an interrogation of a key methodological question: can sexuality, in its workings through ethnicity and 'race', be used as a primary tool of analysis in discussing how whiteness and 'Australianness' reconfigured itself through normative heteropatriarchy in an era that claimed to champion and celebrate difference? How and why did ambiguities concerning 'Australianness' prevail, concurrent with progressive and generally politically benign periods of Australian multiculturalism? The thesis argues that sexuality – through the construction of the 'good white hetero-patriarchal family' – both informed, and enabled, the endurance of anxieties around non-white ethnicity in Australia.
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Kille, Nicola. "Achieving intercultural knowledge through global awareness programming at liberal arts college." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/835.

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This thesis investigated the success of global awareness co,curricular programming as a tool for increasing intercultural knowledge at a liberal arts college. The study asked the following question: do internationally themed campus-wide events increase student interest in, and appreciation of, difference? Students in this study were involved in two activities: a semester-long series of South Asian themed events (the Wooster Forum and the Forum Auxiliary Events) and the First Year Seminar in Critical Inquiry (FYS). Two sections ofFYS had themes related to that of the Wooster Forum while the other two did not. Levels of student openness to difference and intercultural awareness were measured by the Intercultural Effectiveness Scale (Kozai, 2009a) both before and after exposure to the events of the Wooster Forum. An additional institutionally designed questionnaire was also administered to determine students' participation in the events and to allow them to share their perspectives of the programming offered. Results indicated that the majority of students at the start of the study demonstrated a lack of interest in and awareness of the differences that exist between cultures. At the end of study, those students in sections of FYS without strong links to the theme of the Wooster Forum showed greater movement on the elements of the Intercultural Effectiveness Scale that indicate intercultural openness than the students in sections with close links. Surprisingly, this movement was likely to be negative. Survey results revealed the importance of both friendship groups and the perception of fun as students decided which events in which to participate. Both instruments indicated the need for clear context setting for each event, and for opportunities for structured - ~ reflection and discussion in order to maximize intercultural learning. The study concluded with recommendations regarding future global awareness programming in this specific institutional context
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Karmis, Dimitrios. "La tradition fédérale moderne et le dilemme unité-diversité : contribution à une théorie de la citoyenneté fédérale et interculturelle." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34984.

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Can states formally recognize cultural diversity and, at the same time, preserve their political and social unity and provide the main public goods of modern citizenship? Is such conciliation feasible? Is it morally desirable? In the current context of unprecedented expression and politicization of cultural identities, especially in democratic countries, such questions are more and more crucial. To answer these questions, the present study considers the contribution of the modern federal tradition. Within this tradition, I analyze four federal responses to the unity-diversity dilemma. The first two---the Belgian and Canadian federations---are practical. Each embodies one of the two dominant contemporary models of federalism: classical liberal individualist, and multinational. I study the experience of each country over the past thirty years to compare the effects of the two models on citizenship. The potential of the modern federal tradition is further assessed through an examination of two theoretical and normative reflections, those of Tocqueville and Proudhon.
The central thesis is twofold. First, I contend that in a context of increasing cultural diversity, unity and diversity have an equal value and are both essential to citizenship. This is true both from a moral and from a practical point of view. Second, I argue that the dominant conceptions of federalism are unable to satisfactorily conciliate unity and diversity. Such task requires the development of what I call an intercultural federalism, one centered on the good of identity pluralization or complexitication. From a strictly practical point of view, only an intercultural federalism can prevent identity fragmentation and the political and social fragmentation which come with it. From a moral perspective, intercultural federalism promises not only to protect, but also to maximize the primary goods which are the most affected by identity fragmentation---political liberty and social solidarity---while also promoting individual liberty. Intercultural federalism rests on three principles which summarize the teachings of the modern federal tradition with regard to the establishment of just citizenship institutions in a context of diversity. Such institutions are just in that they protect and maximize the primary goods of citizenship for all citizens. The three principles are: (1) mutual recognition; (2) intercultural dialogue; (3) multi-varied asymmetrical institutionalization.
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Biscombe, Monique Isabel. "Coloured in - investigating the challenges of an 'othered' identity within spaces of learning." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86598.

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Thesis (MA(VA))--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The challenges that have occurred within the South African education context could be ascribed to the country’s political history. This is a history that includes more than three hundred and fifty years of colonialism, which has had a direct influence on the more recent Apartheid regime. Colonial and apartheid history have remained deeply ingrained in the mind-sets of South African citizens, where a sense of strict binary and hierarchal thinking is present. Feeding on the ideologies of the past, it manifests and perpetuates itself specifically within spaces of learning. The purpose of this study is to investigate how 'Othered' identity is described and experienced within spaces of learning at the Visual Arts Department at Stellenbosch University. The study is approached from a qualitative perspective, utilizing an interpretative process of collecting and analyzing data. A case study was conducted and the process involved interviews with four lecturers and eight students at the Visual Arts Department at Stellenbosch University. The investigation of ‘Othering’ within spaces of learning at the Visual Arts Department highlighted themes of ‘Othering’ and social and economic circumstances; ‘Othering’ and feelings of discomfort and pretence; ‘Othering’ and language; and ‘Othering’ and culture. Strategies regarding ‘Othering’ also emerged from the data highlighting two themes, bridging courses and diversity within spaces of learning. My findings include that ‘Othering’ is still prevalent within spaces of learning at the Visual Arts Department. Most lecturers and students seemed to be in agreement that ‘Othering’ should be addressed. It is suggested that promoting and combining processes of critical citizenship and reflective thinking within spaces of learning may encourage a necessary dialogue between lecturers and students. By improving the dialogue between lecturers and students, it may facilitate a relationship founded on mutual trust necessary for personal growth and growth within spaces of learning. It is further suggested that creating spaces of learning that are more diverse could contribute to this and provide enriching learning experiences for both lecturers and students.
AFRIKAANSE OPSOMMING: Die uitdagings binne die Suid-Afrikaanse konteks kan toegeskryf word aan die land se politieke geskiedenis. Dit is ‘n geskiedenis wat bestaan uit meer as driehonderd en vyftig jaar van kolonialisme, wat ‘n direkte invloed op die meer onlangse Apartheid regering gehad het. Koloniale en apartheids geskiedenis is diep gewortel binne die denkwyses van Suid-Afrikaners, waar streng binêre denkwyses en hierargie heers. Na aanleiding van die verskeie ideologieë van die verlede, word hierdie denkwyse spesifiek manifisteer en herhaal binne leerruimtes. Die doel van hierdie studie was om te ondersoek hoe ‘Othered’ identiteit beskryf en ervaar word binne leerruimtes by die Visuele Kunste Departement van die Universiteit van Stellenbosch. Die studie is vanaf ‘n kwalitatiewe hoek benader en maak gebruik van ‘n interpretatiewe proses deur data versameling en analise. ‘n Gevallestudie was as navorsingsmetode gebruik en die proses het bestaan uit onderhoude met vier dosente en ag studente by die Visuele Kunste Departement van die Universiteit van Stellenbosch. Die ondersoek van ‘Othering’ binne leerruimtes by die Visuele Kunste Departement het temas van ‘Othering’ en sosiale en ekonomiese omstandighede, ‘Othering’ en gevoelens van ongemak en voorgee; ‘Othering’ en taal; en ‘Othering’ en kultuur identifiseer. Strategieë ten opsigte van ‘Othering’ is ook vanaf die data identifiseer, waarvan twee temas spruit, naamlik oorbruggings kursusse en diversiteit binne leerruimtes. My bevindings sluit in dat ‘Othering’ nogsteeds binne die leerruimtes van die Visuele Kunste Departement ondervind word. ‘n Groot aantal dosente en studente stem ooreen dat dit baie voordelig sou wees om ‘n kombinasie van kritiese en refleksiewe denk prosesse binne leerruimtes in te sluit, soos ‘n nodige dialoog tussen dosente en studente. Deur die dialoë tussen dosente en studente te verbeter, kan dit ‘n verhouding fasiliteer wat gevestig is op gemeenskaplike vertroue, nodig vir persoonlike groei en groei binne leerruimtes. Dit word verder aangeraai dat leerruimtes wat meer divers is, ‘n bydrae kan maak tot verrykende leer ervarings vir beide dosente en studente.
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Alves, Inês Luciana Gomes. "Cidadania intercultural e trabalho por projeto na educação pré-escolar." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/16782.

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Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
O presente trabalho parte da ideia de que se torna fulcral perceber de que forma a integração da temática da diversidade linguística e cultural na educação pré-escolar é importante no desenvolvimento das crianças como cidadãos interculturais e conhecedores do mundo que nos rodeia. Neste contexto, optámos por realizar um projeto de intervenção, através do trabalho por projeto, a partir do qual procurámos envolver o grupo de crianças de uma maneira mais ativa e participativa na construção do percurso de descoberta das línguas e culturas. O trabalho foi realizado com um grupo de crianças do pré-escolar, guiado pelas questões de investigação “Quais as potencialidades do projeto para o desenvolvimento da competência intercultural das crianças?” e “Que aprendizagens, de natureza intercultural, realizaram as crianças?” e teve como principais objetivos compreender o desenvolvimento da competência intercultural em crianças do pré-escolar e avaliar as potencialidades do projeto didático desenvolvido à luz do objetivo anterior. Neste âmbito, os dados recolhidos consistiram principalmente em transcrições das videogravações efetuadas, tendo estas sido alvo de uma análise de conteúdo. Tendo em conta os resultados obtidos, consideramos que o nosso projeto terá sido um contributo para o desenvolvimento da competência intercultural destas crianças, em particular em relação ao saber-ser e ao desenvolvimento do conhecimento do mundo, dimensões estas tidas como fundamentais nas Orientações Curriculares para a Educação Pré-Escolar (Ministério da Educação, 1997). Em modo de conclusão, admitimos ser importante inserir e dar continuidade a este tipo de abordagem na Educação Pré-Escolar, numa perspetiva interdisciplinar, bem como ao longo do processo educativo.
The following study is based on the idea that it is of the utmost importance to understand how the integration of cultural and linguistic diversity in pre-school education is crucial in the development of children as intercultural citizens and aware of the surrounding world. In this context, we chose to carry out an interventional project, resorting to the methodology of project work, in which we sought to pro-actively involve the group of pre-school children in building the path of discovery of languages and cultures. The project was developed with a group of pre-school children, and was guided by the following research questions: “What is the potential of the project to the development of the children’s intercultural competence?” and “What intercultural learning did the children acquire?”. The study aims to understand the development of intercultural competence by pre-school children and evaluate the potential of the didactic project for that purpose The collected data consisted, mainly, in transcripts of the video records made, which were analysed through content analysis procedures. Taking into account the attained results, we consider this project was a plus in the development of intercultural competence of these children, with special regard to savoir-faire and the development of the knowledge about the world, both of which are considered fundamental areas in the Curricular Guidelines for Pre-School Education (Ministério da Educação, 1997). As a final remark, we admit it to be important to integrate and continue this type of approach in Pre-School Education, in an interdisciplinary perspective, as well as for the remaining of the educational process.
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Hameed, Qamer. "Grassroots Canadian Muslim Identity in the Prairie City of Winnipeg: A Case Study of 2nd and 1.5 Generation Canadian Muslims." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32987.

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What are grassroots “Canadian Muslims” and why not use the descriptor “Muslims in Canada”? This thesis examines the novel concept of locale specific grassroots Canadian Muslim identity of second and 1.5 generation Muslims in the prairie city of Winnipeg, Manitoba. The project focuses on a generation of Muslims that are settled, embedded, and active in a medium sized Canadian metropolis. Locale plays a powerful part in the way people navigate identities, form attachments, find belonging, and negotiate communities and society. In order to explore this unique identity a case study was conducted in Winnipeg. Interviews with 1.5 and second generation Muslims explored the experience of grassroots Canadian Muslim identity. The project does not focus on religious doxy or praxis but rather tries to understand a lived Canadian Muslim identity by exploring discourse and space as well as strategies, social perceptions and expectations. Participant observation, community resources and literature also aid in the understanding of the grassroots Canadian Muslim experience. This study found that the attachments, networks, and experiences in the locale give room for an embedded Canadian Muslim experience and more negotiable identities than most studies on Muslims in Canada describe. These individuals are not foreigners living in Canada. Their worldviews develop out of this particular and embedded grassroots experience. They navigate a new kind of hybrid Canadian Muslim identity that is unique and flexible. This is the Canadian Muslim experience of 2nd and 1.5 generation Winnipeg Muslims.
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Books on the topic "Citizenship Citizenship Cultural pluralism Cultural pluralism"

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Susan, Watson. Respecting cultural differences. Mankato, Minn: Smart Apple Media, 2003.

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Citizens of the world: Pluralism, migration and practices of citizenship. Amsterdam: Rodopi, 2011.

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Equality, citizenship, and segregation: A defense of separation. New York, NY: Palgrave Macmillan, 2013.

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Gianni, Matteo. Les liens entre citoyenneté et démocratie sur la base du débat "Libéraux-Communautariens": Réflexions autour de la démocratie multiculturelle. Genève: Université de Genève, Département de science politique, 1994.

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Schnapper, Dominique. La relation à l'autre: Au cœur de la pensée sociologique. Paris: Gallimard, 1998.

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Inmigración, ciudadanía y gestión de la diversidad. Sevilla: Universidad Internacional de Andalucía, 2011.

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Juliana), Potthast Barbara (Barbara, Ströbele-Gregor Juliana, and Wollrad Dörte, eds. Ciudadanía vivida, (in)seguridades e interculturalidad. Buenos Aires: Friedrich Ebert Stiftung, 2008.

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Cognición y subjetividades políticas: Perspectivas estéticas para la ciudadanía global. Bogotá: Pontificia Universidad Javeriana, 2008.

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Philosophic values and world citizenship: Locke to Obama and beyond. Lanham, MD: Lexington Books, 2010.

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1961-, Tonkens Evelina Hendrika, and Duyvendak Jan Willem, eds. Crafting citizenship: Understanding tensions in a multi-ethnic society. Houndmills, Basingstoke: Palgrave Macmillan, 2012.

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Book chapters on the topic "Citizenship Citizenship Cultural pluralism Cultural pluralism"

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Green, Simon. "Citizenship, Migration and Cultural Pluralism." In Developments in German Politics 4, 262–78. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-30164-2_15.

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Spinner‐Halev, Jeff. "Cultural Pluralism and Partial Citizenship." In Multicultural Questions, 65–84. Oxford University Press, 1999. http://dx.doi.org/10.1093/019829610x.003.0004.

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Bader, Veit. "Egalitarian Multiculturalism: Institutional Separation and Cultural Pluralism." In Blurred Boundaries: Migration, Ethnicity, Citizenship, 185–220. Routledge, 2018. http://dx.doi.org/10.4324/9780429459641-7.

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Bryce, Benjamin. "The Language of Citizenship." In To Belong in Buenos Aires. Stanford University Press, 2018. http://dx.doi.org/10.11126/stanford/9781503601536.003.0004.

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Drawing from Argentine governmental and German-language sources, this chapter argues that bilingual schools pushed for a pluralist definition of citizenship and, in so doing, undermined many of the assimilationist goals expressed by a small group of Argentine elites. This approach contributes to a broader discussion of education and state authority in Argentina by highlighting how state officials attempted to confront cultural pluralism and how immigrants embraced and modified these efforts. Through a series of policies, the National Council of Education ensured that bilingual schools taught the Spanish language and a number of Argentine subjects that would equip children with civic knowledge for Argentine society. Yet that same system of regulation allowed immigrant educators to teach children a second language and other topics related to their parents’ countries of origins.
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Markus, Maria. "Cultural Pluralism and the Subversion of the ‘Taken-for-Granted ’ World." In Blurred Boundaries: Migration, Ethnicity, Citizenship, 245–58. Routledge, 2018. http://dx.doi.org/10.4324/9780429459641-9.

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Oruc, Firat. "Communities in the Playing Field of Pluralism." In Sites of Pluralism, 1–20. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052713.003.0001.

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This chapter aims to examine critically the concept of pluralism in the Middle East as a multidimensional site of negotiation and contestation. It approaches the question of pluralism and community in the Middle East as the lived experience of populations constantly negotiating the state-sanctioned inclusion and exclusion mechanisms. Rather than addressing the question of pluralism and community through the framework of "minorities," this chapter aims to offer a wider perspective on the impact of state policies on the diversity and heterogeneity of national identities as manifested at multiple levels, including education, law, cultural heritage, urbanism, economic activities and citizenship.
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Bryce, Benjamin. "Citizenship and Ethnicity." In To Belong in Buenos Aires. Stanford University Press, 2018. http://dx.doi.org/10.11126/stanford/9781503601536.003.0008.

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Between 1880 and 1930, German speakers in Buenos Aires, together with hundreds of thousands of other immigrants and their children, created a framework that defined the relationships among the state, the public sphere, religious institutions, ethnic organizations, and family that then evolved throughout the twentieth century. The definitions of German ethnicity slowly changed in Buenos Aires, as did the nature of the linguistic and cultural pluralism of Argentine society. Ideas about the future drove German-speaking immigrants to build and support a range of institutions. In so doing, however, these immigrants and second-generation bilinguals created overlapping German communities in Buenos Aires. They navigated among denominational, linguistic, German, and Argentine identities. Their ideas and actions about citizenship and belonging helped give shape to the meaning of ethnicity in Argentina.
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Gagnon, Alain-G., and Iacovino Raffaele. "Interculturalism and Multiculturalism: Similarities and Differences." In Multiculturalism and Interculturalism, edited by Nasar Meer, Tariq Modood, and Ricard Zapata-Barrero. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9781474407083.003.0005.

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This chapter frames the merits of interculturalism as an explicit model for integration, in contrast to how Canadian multiculturalism is seen as being a product of nationbuilding efforts, rather than a genuine commitment to the main tenets of multiculturalism. It argues that a model of cultural pluralism along the lines of Quebec interculturalism makes a more serious effort to balance the requirements of unity with the preservation, recognition, and flourishing of minority cultures. At the same time, the chapter notes the enduring problem confronting the Quebec model, one that would have to be taken into account in any future attempts at empirical verification, namely the idea of competing interpretations of citizenship by those identified for integration in the first place.
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Carens, Joseph H. "Distinguishing Between Difference and Domination: Reflections on the Relation Between Pluralism and Equality." In Culture, Citizenship, and Community, 88–106. Oxford University Press, 2000. http://dx.doi.org/10.1093/0198297688.003.0004.

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Bryce, Benjamin. "Children, Language, and the Rise of a Pluralist Society." In To Belong in Buenos Aires. Stanford University Press, 2018. http://dx.doi.org/10.11126/stanford/9781503601536.003.0003.

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This chapter argues that immigrant teachers and their pupils broadened the definition of citizenship in Argentina. Those who ran these schools and the parents who sent their children to them clearly believed that pluralism and Argentine belonging could coexist. Parents and teachers wanted children and young adults to grow up with an advanced proficiency in German, alongside Spanish, and with knowledge about both central Europe and Argentina. Through their actions and ideas, the children and adults involved with German-Spanish bilingual schools took an active interest in the future. Although they had various opinions about the educational project of the adults involved, Argentine-born children of German heritage grew up in contact not only with the German language and German culture but also with the Spanish language and Argentine civic education.
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