Academic literature on the topic 'Cultural and language and religious diversity'
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Journal articles on the topic "Cultural and language and religious diversity"
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Ruiz Vieytez, Eduardo J. "Protecting Linguistic and Religious Minorities: Looking for Synergies among Legal Instruments." Religions 12, no. 9 (2021): 706. http://dx.doi.org/10.3390/rel12090706.
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Language and religion are two main cultural markers of collective identities and articulating factors at play in the majority-minority game. However, from a legal and political point of view, language and religion work very differently as factors for determining minorities. This is due, on the one hand, to their different connection with public bodies and, on the other hand, to the different role played by the two identity markers, more substantive in the case of religion and more instrumental in the case of language. Different forms of protection of linguistic and religious diversity and minorities have been developed so far. The two fields of protection have evolved separately and there has hardly been any dialogue between them. This article aims to analyze whether and how the usual forms of protection of linguistic diversity and linguistic minorities can be useful for the management of religious-based diversity or minorities. In this respect, linguistic diversity management draws more inspiration from religious diversity management techniques than the reverse. Nevertheless, a number of techniques that have been applied to the linguistic diversity protection may also play a potential role for the protection of religious diversity, opening the door to further synergies among legal instruments.
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Rangkuti, Rahmadsyah, and Andi Pratama Lubis. "PROBLEMS IN MULTICULTURAL SOCIETY: FROM LANGUAGE POLITENESS TO HATE SPEECH." AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE 1, no. 1 (2018): 255–61. http://dx.doi.org/10.30743/aicll.v1i1.34.
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Indonesia is known as a nation that has many privileges such as cultural diversity and local wisdom. Cultural diversity that includes ethnic, linguistic and religious diversity is a gift and grace from God Almighty that must be managed and well maintained by all elements of the nation. Caring for diversity and harmonization in multicultural society in the era of information technology or globalization is the biggest challenge of the day. The goal is to maintain harmony and unity in the midst of a multicultural society. In such conditions the ability and understanding of the language politeness play an important role in maintaining the harmonization of multicultural society. Based on that, this article aims to reveal that the problems that can threaten the unity and integrity of this republic are not only derived from differences of certain political and ideological attitudes, but may also originate and begin from languages impoliteness to hate speech. Applying language politeness theory proposed by Pranowo (2009) which extracted values embedded the local wisdom of the Indonesian is considered capable in anticipating hate speech actions. Thus harmonization in multicultural society in Indonesia can be well maintained.
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Korobeynikova, Larisa A., and Elena V. Vodopiyanova. "CULTURAL DIVERSITY AND GLOBALTITY." Vestnik Tomskogo gosudarstvennogo universiteta. Kul'turologiya i iskusstvovedenie, no. 40 (2020): 80–91. http://dx.doi.org/10.17223/22220836/40/7.
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The paper is aimed to present a concept of globalization in the of contemporary discourse of cultural diversity. It is argued here that the conditions of contemporary multiethnic and multicultural world do not require any unification in the form of universalistic globalization, but instead the development of modern globalization process in form of cultural diversity. In most recent theoretical debates, depending on the character of the process of globalization (homogeneous or fragmentary), two trends of investigation of this process arise: (i) globalization on the basis of the idea of progress which leads to a homogeneous world (universalism); (ii) globalization on the basis of representation of the world’s real diversity (multiculturalism). Theorists of globalization stress the fact that an economic-homogenization paradigm is becoming powerful in both academic and popular usage. They then focus their attention on the increased integration of the global economy and its homogenizing effects on state policy and culture. As for homogeneous (i.e. universalistic) discussions, the tendency for many issues to assume apposite values –on the segment comprising comparative version of globalization or elite version globalization – arise. Multicultural concepts of globalization, based on the recognition of the world real diversity, are popular because of their non-repressive and tolerant form. Appraisals of multiculturalism as an intellectual trend, which could be evaluated as a core of recent multi-globalization process, are controversial (as for example in the works by J.Searle, R.Rorty, Ch. Taylor) The main problem about the interpretation of contemporary globalization process as multicultural globalization is investigated in this paper by means of the analysis of the change of modern values of European culture and philosophy. Relevant discussions here are centred on the reinterpretation of the classical philosophical paradigm, concerned with reevaluation of the relation of the main philosophical categories; subject and object. Interpretation of the subject has been changed in contemporary philosophical discourse of the following directions: (i) weakness of the opposition of subject and object; (ii) interpretation of the subject in terms of the death of author (term by R.Bart); (iii) interpretation of subject in the context of cultural diversity (in terms of female philosophy, whiteness, blackness, etc). Paper then put into focus change of the main values of European culture and philosophy: rationality, liberalism, individualism. Rationality, liberalism, individualism loose their classical form and replaced by diverse, pluralistic, flexible values. Change of the main values of European culture influence greately on the character of contemporary globalization process, which develops in the direction of the appreciation of the world real diversity. Interpretations of multicultural are based on the multiculturalism as trend of contemporary philosophical and political discourse. Multiculturalism is closely associated with identity politics, the politics of difference and the politics of recognition, all of which share a commitment to revaluing disrespected identities and changing dominant patterns of representation and communication that marginalize certain groups. Multicultural claims include a wide range of claims involving religion, language, ethnicity, nationality and race. Culture is overbroad concept, and all of these categories have been subsumed by the concept of culture. The paper presents the interpretation of multicultural globalization on the base some theoretical ideas of multiculturalism. The main trend of multicultural globalization embrace the concept of cultural diversity. Diverse cultural identities and languages are irreducibly social and cultural goods, which should be presumed to be of the equal worth. The recognition of the equal worth of diverse cultures requires replacing the traditional liberal regime of identical liberties and opportunities for all citizens with a scheme of special rights for minority cultural groups. Culture is to be instrumentally valuable to individuals, for two reasons. First, it enables individual authonomy. Second, culture is instrumentally valuable for individual self-respect. As final remark, we think that within the boundaries of multicultural type of globalization, a new democratic politics permitting a dialogue for distinct cultural and religious groups and the ground for their consensus could be achieved.
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Scalvini, Marco. "A crisis of religious diversity: Debating integration in post-immigration Europe." Discourse & Communication 10, no. 6 (2016): 614–34. http://dx.doi.org/10.1177/1750481316674779.
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The growing cultural complexity in the face of new immigration waves influences the public understanding of religious diversity. The two central questions of this article are as follows: first, ‘how much religious difference and of what kind is compatible within Europe?’ and second, ‘to what extent can Muslim diversity be integrated into Europe?’. This article undertakes an investigation of these questions and explores the extent to which discourses on religious diversity imply boundary making and aim at limiting the religious freedom of Muslims. Empirically, I scrutinize press coverage between 2009 and 2010, the years in which the minarets ban entered the sociopolitical arena of European public debate. The methodology adopts a social network analysis to uncover semantic macro-structures and elicit common discourses in the press of France, Germany, Italy and the United Kingdom. Subsequently, discourse analysis of relevant samples is applied to examine textual strategies used to legitimate inclusion or exclusion of religious difference.
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Haas, Beth. "Incorporating Cultural Diversity and Caring through Simulation in a Baccalaureate Nursing Program." International Journal of Human Caring 14, no. 2 (2010): 50–51. http://dx.doi.org/10.20467/1091-5710.14.2.50.
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Cultural competency is a national healthcare goal for baccalaureate nursing programs. Students care for patients from diverse populations with varying cultural backgrounds. In recent years, simulation has enabled educators to impact students’ worldview by introducing them to different perspectives that exist within different cultures. Simulation provides opportunities that incorporate exposure to religious relics, dietary restrictions, language concerns, family dynamics, and communication skills in a clinical environment. These concepts are essential to nursing education and simulation technology allow students to become aware of humanistic components of caring.
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Lovichakorntikul, Petcharat. "Religious Diversity and Political Change in Thailand." Journal of Social and Development Sciences 4, no. 12 (2013): 538–41. http://dx.doi.org/10.22610/jsds.v4i12.795.
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Thailand continues to undergo a process of political modernization, moving from a feudal to a fully-fledged and modernized capitalist society. This is a process that has involved numerous missteps and backward turns – most recently the 2006 military coup and the 2010 massacres – and the dissolution of previously existing cultural and social bonds. Marketization of all regions of the country has brought about changes in land ownership, social relations and gender relations but has not, as yet, brought about changes in religious beliefs or in the relationships between people of different belief systems. The majority Buddhist philosophy has been invigorated by emphasis placed on figures such as the goddess Guan Yin, who is eminently appropriate for the age of plenty, while animist hill tribes people incorporate new ways of life into a flexible and accommodating belief system. Only in the southern provinces bordering Malaysia, where the majority of people are ethnic Malay Muslims, is there a division between people based on religion. A faction of people in the border regions have been agitating for autonomous rule or, at least, an end to unfair and unpleasant treatment by high-handed representatives of the Thai state and their mandate to enforce the longstanding triumvirate of Thai language, Buddhist belief and respect for the monarchy as defining characteristics of citizens. Agitation has led to acts of terrorism and suppression including atrocities on both sides. These divisions are not reflected in any other part of the country, although plenty of other symptoms of division are.
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Raya-Diez, Esther, Maria Ezquerro Sáenz, and Cecilia Serrano-Martinez. "Gestión de la Diversidad Cultural: recursos y herramientas del Trabajo Social." Comunitania. Revista Internacional de Trabajo Social y Ciencias Sociales, no. 18 (November 28, 2019): 65. http://dx.doi.org/10.5944/comunitania.18.4.
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Vivimos en sociedades diversas social y culturalmente. La Unesco ha señalado la riqueza de la diversidad cultural en el desarrollo económico y social. Sin embargo, la confluencia en el territorio de personas con diferente cultura, costumbres, lengua y/o religiones suele ser fuente de conflicto. Existen diferentes situaciones de sociabilidad que conllevan a diferentes formas de gestionar la diversidad cultural con resultados distintos en el eje inclusión exclusión. En el artículo se analiza la gestión de la diversidad cultural como ámbito de intervención del Trabajo Social. Se presentan las competencias profesionales, los recursos disponibles y se muestran ejemplos de actividades de gestión de la diversidad en diferentes ámbitos de intervención.We live in social and cultural diverse societies. UNESCO has pointed out the richness of cultural diversity in economic and social development. However, the confluence in the territory of people with different culture, customs, language and / or religions is often a source of conflict. There are different situations of sociability that lead to different ways of managing cultural diversity with different results in the axis of exclusion inclusion. The article analyses the management of cultural diversity as an area of Social Work intervention. Also, it presents professional competences, available resources and examples of diversity management activities in different areas of intervention.
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KHAYMURZINA, MARINA A. "ETHNONYM JURCHEN IN THE CONTEXT OF HISTORY AND ARCHAIC BELIEFS OF THE PEOPLE (BASED ON THE WORKS OF CHINESE RESEARCHERS)." Study of Religion, no. 3 (2020): 19–25. http://dx.doi.org/10.22250/2072-8662.2020.3.19-25.
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The name of the people reflects a lot - the history of inter-ethnic relations, cultural and language contacts, religious beliefs. The difficulty of studying the origin, sound and meaning of a name is due to the lack or insufficiency of language material. There are various hieroglyphic records of the Jurchen ethnonym. Such diversity is determined by time, place, local language and the choice of Chinese characters to fix the name of this community. However, the sound of all hieroglyphic records of the Jurchen name is almost identical. The word Jurchen is also recorded in Jurchen language. Available information indicates that the meaning of the Jurchen name is «gold». The meaning as «Eastern falcon/eagle» is also take a place, it reflecting the cultural characteristics of the Jurchens, their ethnic spirit and primitive religious beliefs.
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Williams, Joseph S. "A theology of diversity with special reference to translation issues in Central Asia." Missiology: An International Review 45, no. 2 (2017): 156–68. http://dx.doi.org/10.1177/0091829617691091.
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Cross-cultural ministry to Muslims raises questions about communication and the legitimacy of presenting biblical truth in different forms. This paper seeks to address some of those questions through a survey of the biblical storyline by focusing on the development of diverse cultures, languages, and communities in Scripture. After establishing an endorsement of cultural diversity in the Scriptures, the article moves to applying those principles to the task of translation in light of one prevailing theory of communication, namely Relevance Theory (RT). Translation practices offer both risks and opportunities to the church and established theology. The article argues that in engaging other cultures and language, cross-cultural workers should take a posture of risk and experimentation. They should bias their efforts towards the receptor cultures’ understanding even when the existing church may fear a loss of valued theological principles. This applies to the initial questions raised in the article by endorsing creative ways of presenting biblical truth, including ways that co-opt other religious structures.
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Thorsén, Elin. "Unity Behind Diversity or the Reverse?" International Journal for the Study of New Religions 7, no. 1 (2016): 69–90. http://dx.doi.org/10.1558/ijsnr.v7i1.20123.
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This article addresses how a language and practice of non-denominational universality is used within the Oneness movement, and the ways in which this universality has been crucial in order to appeal to a global audience. The Oneness movement, founded by the couple Sri Amma and Bhagavan, originated in South India in the 1990s, and has gained a substantial international following during the last decade. The cornerstone of the movement is the practice of giving and receiving deeksha, a kind of energy transmission said to usher the receiver into a state of higher consciousness. Drawing on empirical material collected during fieldwork with Oneness groups in India and Sweden, and taking the concepts of portable practice and transposable message as a point of departure, the practice of deeksha and the message of an all-encompassing human potential for spiritual awakening is analysed in order to find the themes that have made Oneness appealing in a global context. It is argued that the diffusion of Oneness into new cultures has been a balancing act between on the one hand adaptation to local cultures, and on the other hand claims of universal applicability and validity. By making use of the argument that their spiritual message stretches beyond boundaries such as those imposed by culture and religion, the Oneness movement sees its message as compatible with most (if not all) major religious traditions, and can thus encourage cultural adaptation of their teachings without loosing their credibility. This makes the language of universality function as an important strategy in the process of acquiring legitimacy on a global level.
Dissertations / Theses on the topic "Cultural and language and religious diversity"
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Andersson, Johan. "The Shhimo of 1890 and 1934 - Uniformity or diversity?" Thesis, Enskilda Högskolan Stockholm, Avdelningen för östkyrkliga studier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ths:diva-1333.
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The ܫܚܝܡܐ Shhimo is the prayer book for normal weekdays of the Syrian Orthodox Church and it was officially printed for the first time in Dayro d-Kurkmo (Dayr Al-Zafaran) in 1890 with a printing press that Patriarch Ignatius Peter IV (+ 1894) had received in 1874 thanks to his visit to London and the Anglican Church. Prior to 1890 Shhimo was a diverse tradition expressed with different manuscripts in different monasteries showing a diverse use of different prayers and costumes. The second printing of Shhimo in 1913 and re-printing 1934, by the late Syrian Orthodox Patriarch Ephrem I Barsoum (+ 1957), was a reworked version of 1890 that included several important changes. This thesis will investigate what these changes were and what implications they carry for the understanding of Shhimo and for the Syrian Orthodox Church. In this paper we will also start to investigate the transmission process of the Shhimo and study some of the manuscripts prior to 1890.
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Hewiidf, M. (Milla). "Teachers’ reflections on cultural diversity and language awareness in English language teaching." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606162521.
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This paper examines how teachers interpret and implement in practice certain learning goals of English language teaching in the Finnish national curriculum for comprehensive education which was written in 2014, and which will be implemented starting in 2016. Data was collected by a group interview of two English teachers, which was recorded, transcribed and analyzed. The study concentrates on one of the five learning goals set for English language teaching in grades 7–9, called “Growth to cultural diversity and language awareness” and its three subgoals. It can be concluded that the teachers were familiar with the concepts of the goal, although they viewed language awareness to only concern macro-level comparison between different languages, not micro-level structures within languages. They had positive attitudes towards these concepts and they had creative ideas for carrying out some of the subgoals. The teachers trusted teaching materials to be in line with the national curriculum’s demands<br>Tämä tutkimus selvittää, miten opettajat tulkitsevat ja toteuttavat käytännössä tiettyjä englannin kielen opetuksen oppimistavoitteita Suomen perusopetuksen opetussuunnitelmien perusteista, joka on kirjoitettu vuonna 2014 ja joka tulee voimaan vuodesta 2016 eteenpäin. Tutkimusaineisto kerättiin kahden englanninopettajan ryhmähaastattelulla, joka äänitettiin, litteroitiin ja analysoitiin. Tutkimus keskittyy yhteen viidestä luokkien 7–9 englannin opetukselle asetetuista tavoitteista nimeltä ”Kasvu kulttuuriseen moninaisuuteen ja kielitietoisuuteen” ja sen kolmeen alatavoitteeseen. Lopputuloksena on, että opettajat tunsivat opetussuunnitelman tavoitteen käsitteet, joskin he ajattelivat kielitietoisuuden liittyvän vain makrotason vertailuun eri kielten välillä, ei mikrotason rakenteisiin kielten sisällä. Heillä oli positiiviset asenteet näitä käsitteitä kohtaan, ja heillä oli luovia ideoita joidenkin alatavoitteiden toteuttamiseen. Opettajat luottivat opetusmateriaalien olevan valtakunnallisen opetussuunnitelman vaatimusten mukaisia
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Kagee, Mogamat Habib. "Teachers’ understanding and managing of religious and cultural diversity in an independent Islamic school." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19966.
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Thesis (MEdPsych)-- Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: The purpose of this study was to explore teachers‟ understanding of inclusive education within an independent Islamic school. The research was designed to explore the way the values and principles of tolerance and respect for religious and cultural diversity might be accommodated or promoted within an independent Islamic school in South Africa. Such schools are guided by the aims and objectives of Islamic education, as defined at the First World Conference on Muslim Education held in Makkah, Saudi Arabia in 1977. However, such schools are also bound by the aims and objectives of inclusive education, as propagated by the Department of Education, which strives to promote religious and cultural diversity within a democratic society. In this study the views and experiences of nine teachers with regard to inclusivity, cultural and religious tolerance and democratic citizenship were researched. It was argued that teachers and schools represent the earliest opportunity for learners to develop meaningful relationships with and positive attitudes towards others; this enables learners to feel valued and included as citizens within a democratic and diverse society.
This qualitative study was limited to one independent Islamic school in the Western Cape. The data was collected through semi-structured personal and focus group interviews and was analysed within an interpretive paradigm.
The findings were that whilst the participants agreed that access to the school should be open to all learners irrespective of religion, most felt that non-Muslim learners should be taught separately. Though a school environment should promote tolerance and respectful attitudes towards learners from different cultures and backgrounds, the participants supported a school ethos that was founded on Islamic principles. The main recommendation of this study is that the independent Islamic schools should give careful consideration to their role within society if they wish to create a democratic citizenry and promote religious and cultural diversity.<br>AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om onderwysers se begrip van insluitende opvoeding binne ‟n onafhanklike Islamitiese skool te eksploreer. Die navorsing was ontwerp om te eksploreer hoe die waardes en beginsels van verdraagsaamheid en respek vir godsdiens en kulturele diversiteit geakkommodeer en bevorder kan word binne ‟n Islamitiese skool in Suid-Afrika. Hierdie tipe skole volg die doelwitte en doelstellings van Islamitiese opvoeding, soos gedefinieer by die Eerste Wêreld Konferensie oor Moslem Opvoeding in Makkah, Saudi Arabia in 1977. Hierdie skole is wel ook verbonde aan die doelwitte en doelstellings van inklusiewe opvoeding, soos voorgeskryf deur die Onderwysdepartement, wat streef vir die bevordering van godsdiens en kulturele diversiteit binne ‟n demokratiese samelewing. Die meninge en ervarings van nege opvoeders in verband met inklusiwiteit, godsdiens en kulturele verdraagsaamheid en demokratiese burgerskap was ondersoek. Die argument was dat opvoeders en skole verteenwoordig was van die vroegste geleenthede vir leerders om waardevolle verhoudings met positiewe houdings teenoor ander te ontwikkel. Dit stel leerders in staat om waardevol en ingesluit te voel as burgers binne ‟n demokratiese en diverse samelewing.
Hierdie kwalitatiewe studie was afgebaken tot een onafhanklike Islamitiese skool in die Weskaap. Die data was ingesamel deur semi-gestruktureerde persoonlike en fokus groep onderhoude en was geanaliseer binne ‟n interpretatiewe paradigma.
Die uitkomste was dat deelnemers daarmee saamgestem het dat die skool oop moet wees vir alle leerders ongeag van hul godsdiens. Die meerderheid het wel gevoel dat nie-Moslem leerders aparte onderrig moet ontvang; alhoewel ‟n skool ‟n omgewing moet bevorder vir verdraagsaamheid en respekvolle houdings teenoor leerders van verskillende kulture en agtergronde. Die deelnemers het ‟n skool etos ondersteun wat baseer is op Islamitiese beginsels. Die hoof aanbeveling van hierdie studie is dat onafhanklike Islamitiese skole versigtige oorweging moet gee aan hul rol binne ‟n samelewing indien hul ‟n demokratiese burgerskap wil skep en godsdiens en kulturele diversiteit wil bevorder.
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Ferguson, Rene. "Teacher development for religious and cultural diversity in citizenship education : a community of practice approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6770.
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Thesis (PhD)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the
study is associated with curriculum reforms in South Africa since democratization in 1994 and the
growing interest globally in the integration of Citizenship education and Religion education. In South
Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject
which includes Citizenship education with Religion education as key focus areas. The outcomes
associated with these focus areas require school-based learners to demonstrate knowledge of
diversity, co-operative and communicative forms of democracy and commitment to the values
espoused in The Constitution. The question that arises in relation to the professional development of
teachers in this regard, concerns whether teachers have the professional knowledge base to ensure
that their learners acquire the knowledge and skills to enable them to participate as competent
citizens in a pluralist democracy. Consequently the large-scale transmissionist approaches to teacher
development that have dominated INSET programmes have been critiqued in this study for being
inadequate for learning the complexities associated with diversity, citizenship and democracy. This
study has hence advocated for teacher-learning through participation in communities of practice
which arguably provide appropriate learning conditions in which dialogue and critical reflection
characterise the interaction between teachers. On the grounds that South Africa’s social-political
history enforced the segregation of racial groups and privileged Christianity above other religions or
beliefs, a further argument is related to how this history has influenced teachers’ frames of reference
and whether teachers’ frames of reference continue to influence how Citizenship education is
approached in the classroom. Hence, the theoretical framework for this study has been formulated to
address the issue of teacher-learning for Citizenship education and Religion education (Citizenship
education/Religion education) and the extent to which the frames of reference of teachers influence
their approaches to democracy, values, citizenship and diversity. To this end two learning theory
perspectives have been explored, viz. Mezirow’s transformative learning theory (1991, 2000) and
communities of practice, as conceptualised by Wenger (1998, 2006b). The efficacy of the
communities of practice concept for teacher-learning for diversity was investigated against a
transformative learning theory background, using a mixed methods approach. A cross-sectional
survey was conducted amongst 60 secondary schools in the Gauteng province, followed by a phase
of participatory action research (PAR) with three teachers over a period of approximately eight
months. The survey questionnaire was designed to determine the perspectives of a sample of Life
Orientation teachers towards learning and teaching religious and cultural diversity in Life Orientation.
The findings were used to inform the action research process which in turn drew attention to the
significance of the community of practice concept for assisting teachers to generate content
knowledge for Citizenship education/Religion education from an inclusive and constructivist
perspective. The findings of the survey questionnaire indicated that the majority of the teachers in the
sample were not opposed to including religious diversity in their Life Orientation classes despite not
having backgrounds in Religious Studies or meaningful in-service training. The PAR findings indicate
the value of engagement by teachers in a community of practice for creating and acquiring
appropriate content knowledge and for critical reflection on the meaning and application of democratic
and personal values for Citizenship education/Religion education.<br>AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek fokus op onderwyser-leer ter bevordering van religieuse en kulturele
diversiteit. Die agtergrond van hierdie studie is enersyds kurrikulumhervorming in Suid-Afrika sedert
demokratisering in 1994 en andersyds die groeiende, wêreldwye belangstelling in die integrasie van
Burgerskapopvoeding (Citizenship Education) en Religieuse-onderrig (Religion Education).
Lewensoriëntering as ‘n leerarea/vak wat Burgerskapopvoeding en Religieuse-onderrig as primêre
fokus insluit, is na 1994 as deel van die nuwe nasionale kurrikulum in Suid-Afrika bekendgestel. Die
leeruitkomste van hierdie fokus vereis dat leerders kennis moet demonstreer rakende: diversiteit,
samewerkende- en kommunikatiewe vorms van demokrasie en die verbintenis tot die waardes soos in
die Grondwet vervat. Die vraag word gestel of die professionele ontwikkeling van onderwysers die
nodige professionele kennisbasis bied wat kan verseker dat leerders wel kennis en vaardighede
verwerf wat hulle in staat sal stel om bevoegde burgers te wees om aan ‘n pluralistiese demokrasie
deel te neem. In hierdie studie word die transmissionistiese benaderings (transmissionist approaches)
wat die indiensonderwysersopleiding (INSET) gedomineer het, krities ondersoek en bevraagteken ook
hierdie benadering vir die onderrig-leer van kompleksiteite soos diversiteit, burgerskap en demokrasie.
In hierdie studie word onderwyser-leer by wyse van deelname aan “gemeenskappe van praktyk”
(communities of practice) onderskryf hoofsaaklik weens die moontlikhede wat hierdie benadering bied
om gepaste leeromstandighede te skep waar onderwysers se interaksie deur dialoog en kritiese
refleksie en terugskouing gekenmerk word. In die lig van Suid-Afrika se sosio-politiese geskiedenis
waartydens die segregasie van rassegroepe afgedwing is en Christendom bo ander religieë of
geloofsoortuigings bevoorreg was, word kritiese argumente gevoer rondom die invloed van hierdie
geskiedenis op onderwysers se verwysingsraamwerke en hoe hierdie betrokke verwysingsraamwerke
onderwysers se benadering tot Burgerskapopvoeding beïnvloed het. In die teoretiese raamwerk van
hierdie studie word die grondliggende kwessies en diskoerse van onderwyser-leer vir
Burgerskapopvoeding en Religieuse-onderrig (Burgerskapopvoeding/ Religieuse-onderrig) ondersoek
asook die mate waarop die verwysingsraamwerke van onderwysers hulle onderrigbenaderinge tot
demokrasie, waardes, burgerskap en diversiteit beïnvloed het. Die twee leerteorieë en perspektiewe
van Mezirow se Transformatiewe Leerteorie (1991, 2000) en “gemeenskappe van praktyk”, soos deur
Wenger (1998, 2006b) gekonseptualiseer is, word as vertrekpunte geneem. Die effektiwiteit van die
konsep “gemeenskappe van praktyk” vir onderwys-leer in belang van diversiteit, word ondersoek teen
die agtergrond van ‘n transformatiewe leerteorie deur gebruik te maak van ‘n gemengde-metodesbenadering
(mixed methods approach). ‘n Deursnee-opname is aan 60 sekondêre skole in die
Gauteng provinsie gedoen, gevolg deur ‘n fase van Deelnemende-Aksienavorsing met drie
onderwysers oor ‘n tydperk van ongeveer agt maande. Die vraelys vir die opname is sodanig ontwerp
dat ‘n steekproef Lewensoriënteringonderwysers se perspektiewe van onderrig-leer van religieuse en
kulturele diversiteit in Lewensoriëntering bepaal kon word. Hierdie bevindinge is vir die
aksienavorsingsfase gebruik wat die aandag gefokus het op die belangrikheid van “gemeenskappe
van praktyk” as ‘n konsep wat onderwysers kan help om inhoudskennis vir
Burgerskapopvoeding/Religieuse-onderrig vanuit ‘n inklusiewe en konstruktiewe benadering te
genereer. Die bevindinge van die vraelysopname toon dat die meerderheid van die onderwysers, wat
deel was van die steekproef, nie gekant is teen die insluiting van religieuse diversiteit in
Lewensoriënteringsklasse nie ten spyte van die feit dat hulle geen agtergrond in Religieuse-onderrig
of enige ander betekenisvolle indiensopleiding ontvang het nie. Die bevindings van die Deelnemende–
Aksienavorsingsproses bewys die waarde van onderwyserbetrokkenheid in “gemeenskappe van
praktyk” om inhoudskennis te verwerf en krities na te dink oor die betekenis en toepassings van
demokratiese en persoonlike waardes vir Burgerskapopvoeding/Religieuse-onderrig.
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Davidsson, Kajsa. "Language learning and motivation." Thesis, Konstfack, Industridesign, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-4048.
Full textAbstract:
In this essay I present the process, learnings and final results of my master project. The project focuses on the education Swedish for immigrants, SFI, and how design can play a role in improving the education to better meet the needs of the learners and become more of a step towards inclusion. I identify two learner groups; the experienced and the novice learner, with different needs and prerequisites. During the project I develop a focus towards the novice learner and the problem I call the vicious circle. By this term I refer to that too big gaps between the learners former knowledge/experiences and the education results in lost motivation and self-esteem and many learners giving up or getting stuck in the education. Throughout the project I use an iterative process, in three loops, where I involve the stakeholders in the development of my ideas through interviews, observations and colaborative workshops. My final proposal is a the learning service “Matprat”, which invites the learners as co-creators of the education and puts their experiences and knowledge in the centre of learning.
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Gallo, Paul Tristan. "Using Religious Themes and Content to Affect Cultural Sensitivity in Russian Language Learning." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6851.
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Specifically oriented towards Russian culture, this study addresses the need in diplomacy for deeper cultural understanding. As research suggests a link between the inclusion of religious perspectives in second language acquisition (SLA) and student motivation and cultural empathy, this study examines how Russian language classrooms could leverage an understanding of Russian religious themes to foster cultural sensitivity. The study invited 24 second-year university students of Russian to complete a previously-validated assessment of cultural sensitivity: the Global Perspectives Inventory (GPI). Divided into a control and a treatment group, the participants also watched a short video depicting a story from Russian history on the interactive video platform, Ayamel. The control group viewed a set of 10 extra-textual annotations containing Russian cultural material highlighting secular themes from Russian culture, while the treatment group reviewed 10 that were more spiritually-themed. After viewing the respective annotations, participants completed a short, open-ended, Video Response Questionnaire (VRQ), and completed a GPI post-test. The findings from the VRQ suggested that the video intervention tended to challenge participants' previous perceptions of Russia, noted a general increase in positive, self-reported perspectives of Russian culture, and revealed a tendency in the treatment group to more often portray Russia as a multi-faceted, rather than monolithic, cultural entity. The comparison of the GPI pre-test and post-test scores revealed an inverse interaction between the collective scores of the control and treatment groups on two questions gauging affective responses to culture. For each of these questions on the post-test, the treatment group's collective score slightly increased and the control group's collective score slightly fell.The findings suggest that interaction with religious themes in SLA may promote feelings of commonality and empathy with a foreign culture. As the relative, religious homogeneity of the sample constitutes a threat to the external validity of this study, the researchers invite similar tests to be conducted in SLA among different population types.
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Martin, Kylie. "Unity in diversity or diversity in unity? : an explorative study of the Javanese language and cultural influence within the Indonesian language, and its impact of the diversity of indigenous languages /." Title page, contents and preface only, 1997. http://web4.library.adelaide.edu.au/theses/09AR/09arm3811.pdf.
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Cole, Deborah L. "Performing 'unity in diversity' in Indonesian poetry: Voice, ideology, grammar, and change." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280597.
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The main insight of this dissertation is that we can commit to recognizing diversity by sounding others' voices with our voices. I argue that articulations of 'unity' using the familiar sounds of linguistic diversity enables ideological change in the practice of performing poetry in Bahasa Indonesia. Multiple types of data in Bahasa Indonesia are examined and presented to support this argument including newspaper articles, literature textbooks, personal interviews, conference papers, and recordings of poetry performances. In these data, we hear a variety of voices in Indonesia articulate two ideologies about the function of literature in society, which are: 'Literature develops the citizens'' and 'Literature enables unity in diversity'. We also hear various voices articulate an ideology about the proper form of performed poetry, which is: 'Proper reading (or sounding) of a poem results from deeply understanding another's heart'. Transcriptions and descriptions of poetry readings illustrate how these ideologies are realized in performance. I have called the complex interaction of these component ideologies 'Language Celebration in Bahasa Indonesia.' This dissertation makes several important contributions. This analysis brings together two separated approaches to language study (i.e., linguistic anthropology and formal linguistics) to show that both are needed to provide an account of an interaction between phonetics and ideologies. Further, this analysis articulates a theory of sound as one kind of physical (or material) aspect of language that can be exploited to produce ideological change. As a reflexive written document, this analysis examines differences between modes of linguistic production, specifically literary and scientific modes. Finally, by analyzing the structural differences between American and Indonesian language ideologies, I demonstrate why these two cultures differently value giving 'voice' to their internally diverse populations. Combining ethnographic description with formal modeling of language, as well as juxtaposing usually separated genres (like poetry and social theory) I hope to enable readers to arrive at empathetic trans-cultural understandings of Other values 'on their own'.
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Coelho, Maria Efigênia Daltro. "Educação e religião como elementos culturais para a superação da intolerância religiosa : integração e relação na compreensão do ensino religioso." Faculdades EST, 2009. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=151.
Full textAbstract:
O propósito deste trabalho é entender até que ponto a influência da
colonização brasileira interfere ou dificulta o entendimento do Ensino Religioso
e o relacionamento educador(a) e educando(a) com essa realidade, já que
vivemos numa capital, Salvador, com uma diversidade religiosa e cultural, de
maioria afrodescendente. Convivemos com uma gama de preconceitos e
intolerância religiosa que podem fazer com que as aulas de Ensino Religioso
não sejam respeitadas como deveriam, bem como prejudicar a prática
educativa, transformando as aulas em espaço de construção de mais
preconceitos. Por esta razão, pontuamos a necessidade de uma integração
entre a educação, a religião e a cultura para o discernimento entre educador(a) e educando(a), entendendo que cada um possui suas próprias experiências e convicções de vida religiosa e cultural, nas quais tolerância e ética sejam princípios básicos.<br>The purpose of this research is to understand to what extent the influence of
Brazilian colonization interferes or complicates the understanding of Religious
Teaching and the relationship between educator and student in the reality we
live: a capital, Salvador, with a religious and cultural diversity, with an afrodescending
majority. We live with a series of prejudices and religious
intolerance that can turn the classes of Religious Teaching not as respectful as
they should be, as well as to harm the educational practice, turning classes in a
construction site of more prejudices. For this reason, we look at the need of
integration between education, religion and culture for the discernment between
educator and student, understanding that each one has his/her own
experiences and convictions of religious and cultural life, in which tolerance and
ethics are basic principles.
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Lee, Wonseok. "Diversity of K-Pop: A Focus on Race, Language, and Musical Genre." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526067307402648.
Full textBooks on the topic "Cultural and language and religious diversity"
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Gleason, Philip. Speaking of diversity: Language and ethnicity in twentieth-century America. Johns Hopkins University Press, 1992.
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Association, British Dental. Religious & cultural diversity. British Dental Association, 2002.
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Language rights and cultural diversity. Center for Basque Studies/University of Nevada, Reno, 2014.
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International Conference on Language and Culture: Creating and Fostering Global Communities (2009 Putrajaya, Malaysia). Language and cultural diversity: Global realities & challenges. Universiti Putra Malaysia Press, 2011.
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Martin, Deirdre. Language disabilities in cultural and linguistic diversity. Multilingual Matters, 2009.
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Religious diversity-- what's the problem?: Buddhist advice for flourishing with religious diversity. Cascade Books, 2014.
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Lê, Quỳnh. Linguistic diversity and cultural identity: A global perspective. Nova Science Publisher's, 2011.
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On cultural diversity: Britain and North America. Universitat de les Illes Balears, 2009.
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Disability and religious diversity: Cross-cultural and inter-religious perspectives. Palgrave Macmillan, 2011.
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International Seminar on Religious Education and Values and International Seminar on Religious Education and Values. Conference. Religious education in a world of religious diversity. Waxmann, 2009.
Find full textBook chapters on the topic "Cultural and language and religious diversity"
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Lähdesmäki, Tuuli, and Aino-Kaisa Koistinen. "Explorations of Linkages Between Intercultural Dialogue, Art, and Empathy." In Dialogue for Intercultural Understanding. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_4.
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AbstractIn the 2000s, European societies have transformed quickly due to the networked global economy, deepening a European integration process, forced and voluntary movement of people to and within Europe, and influence of social media on culture, communication, and society. Europe has become an increasingly diverse and pluricultural continent where many people simultaneously identify with multiple different cultural and social groups. In such “super-diversified” (Vertovec in New complexities of cohesion in Britain: Super-diversity, transnationalism and civil-integration, Communities and Local Government Publications, Wetherby, 2007) European societies diversity itself is broad, multidimensional, and fluid (Vertovec in New complexities of cohesion in Britain: Super-diversity, transnationalism and civil-integration, Communities and Local Government Publications, Wetherby, 2007; Blommaert and Rampton in Language and Superdiversity. Diversities 13(2):1–21, 2011). Different social locations and identities intersect within them—whether cultural, ethnic, national, social, religious, or linguistic. At the same time, however, European societies have faced the rise of diverse populist and radical right-wing movements promoting profoundly monoculturalist views and cultural purism. What are the means to confront this polarization of views and attitudes in Europe?
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Rapanta, Chrysi, and Susana Trovão. "Intercultural Education for the Twenty-First Century: A Comparative Review of Research." In Dialogue for Intercultural Understanding. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_2.
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AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).
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Charlier, Patrick, and Nathalie Denies. "Religious and cultural diversity in Belgium." In Public Commissions on Cultural and Religious Diversity. Routledge, 2018. http://dx.doi.org/10.4324/9781315602851-12.
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Fadil, Mohamed. "The religious diversity conundrum in Morocco." In Public Commissions on Cultural and Religious Diversity. Routledge, 2017. http://dx.doi.org/10.4324/9781315602844-19.
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ten Have, Henk. "Respect for Cultural Diversity and Pluralism." In Religious Perspectives on Bioethics and Human Rights. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58431-7_1.
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Lefebvre, Solange. "Introduction: national commissions on diversity." In Public Commissions on Cultural and Religious Diversity. Routledge, 2017. http://dx.doi.org/10.4324/9781315602844-1.
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Tripp, Aili Mari. "The Political Mediation of Ethnic and Religious Diversity in Tanzania." In The Accommodation of Cultural Diversity. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9781403915931_3.
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Altschuler, Jenny. "Cultural Diversity, Language Barriers and Prejudice." In Migration, Illness and Health care. Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-37851-4_4.
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Malik, Maleiha. "Religion, belief and diversity in transition." In Public Commissions on Cultural and Religious Diversity. Routledge, 2018. http://dx.doi.org/10.4324/9781315602851-4.
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Lefebvre, Solange. "National commissions on collective identity and diversity." In Public Commissions on Cultural and Religious Diversity. Routledge, 2017. http://dx.doi.org/10.4324/9781315602844-3.
Full textConference papers on the topic "Cultural and language and religious diversity"
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Mouli, T. Sai Chandra. "Towards Understanding Identity, Culture and Language." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.
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Knowledge of self is at the core of all human endeavours. In the quest identity assumes significance. It acquired greater relevance and respect on account of Postcolonial concerns. ‘Class’ emerged as the basis of a person’s identity. Subsequent to liberation of colonies from alien rule, postcolonial concerns gained ground. Focus on indigenous ways of life adds new dimension. Social, cultural, psychological and economic structures became the basis of one’s own view of identity. These dynamics are applicable to languages that flourished, perished or are on the verge of extinction. In India, regional, linguistic, religious diversity add to the complexity of the issue in addition to several subcultures that exist. Culture is not an independent variable. Historical factors, political developments, geographical and climatic conditions along with economic policies followed do contribute to a larger extent in fixing the contours of a country’s culture. Institutional modifications also sway the stability of national culture. Cultural transmission takes place in diverse ways. It is not unidirectional and unilateral. In many countries culture models are passed on from one generation to another through recitation. The learners memorize the cultural expressions without understanding meaning or social significance of what is communicated to them. Naturally, this practice results in hierarchical patterns and hegemony of vested elements. This is how norms of ‘high’ and ‘low’ are formed and extended to written works and oral/folk literatures respectively. This presentation focuses on the identity, culture and language of indigenous people in Telugu speaking states of Telangana and Andhra Pradesh in South India.
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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.
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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
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Bobáková, Hannelore, Krystyna Heinz, Zuzana Sándorová, and Norbert Beták. "CZECH AND SLOVAK TOURISM STUDENTS’ ATTITUDES TO CULTURAL AND RELIGIOUS DIVERSITY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1358.
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Chistyakova, Olga. "Relationship of Self and Other in Cultural and Religious Communications." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.161.
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Chen, Tang, Jue Wang, and Yu-xiu Zhang. "Promoting Cultural Connotation of Tourism by Protecting Language Diversity." In Proceedings of the 2018 3rd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/mmetss-18.2018.15.
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Nizhnikov, Sergei, and Le Thi Hong Phuong. "Specificity of Mahayana Buddhism in Vietnamese Intracultural Religious Communication." In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.351.
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Karim, Lutful, and Qusay Mahmoud. "A Hybrid Mobility Model based on Social, Cultural and Language Diversity." In 9th IEEE International Conference on Collaborative Computing: Networking, Applications and Worksharing. ICST, 2013. http://dx.doi.org/10.4108/icst.collaboratecom.2013.254175.
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Marina, Zagidullina. "Semiotic Resources Of Media Communication: On The Cultural Diversity Of Multimedia Literacy." In The Russian Language in Modern Scientific and Educational Environment. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.58.
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Yanghe, Wang. "The Religious Effects of Metaphors of Songs and Lyrics in Dunhuang Buddhism." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.104.
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Olga V., Chistyakova, and Chistyakov Denis I. "Interrelation of Philosophical and Religious Values of Russia and the USA: Historical and Cultural Context." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.158.
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