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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.
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Sherpa, Dawa. "Diversity Management in Classroom: Exploration of Teacher's Role." Patan Pragya 7, no. 1 (2020): 279–88. http://dx.doi.org/10.3126/pragya.v7i1.35253.
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Nepal is a country of diversity in terms of ideological, cultural, religious, caste, geographical and sexual orientation, ethnicity, class and language. Diversity is not merely a problem, it is an opportunity for exploring creativity of individuals who have cultural, racial, and ethnic differences. In this context, this study aims to explore the role of teacher in diversity management in the classroom. I chose purposive sampling to identify the participant for my study. Headteacher, teacher and the students are the participant in my study. Multicultural education, Fair treatment and respect of differences are key for living diversity. Differences of the individuals need to addressed inside and outside the classroom. Diversity is the property of the school from which teacher and students learn different idea information and knowledge form the diversified students in his school. Diversity need to celebrate in the school in the different functions.
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Chia, Philip Suciadi, Frederich Oscar Lontoh, Surja Permana, Juanda Juanda, and Daniel Ari Wibowo. "Does Pancasila Support Religious Pluralism in Indonesia in Postmodern Era." Journal DIDASKALIA 2, no. 2 (2019): 1–7. http://dx.doi.org/10.33856/didaskalia.v2i2.118.
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Since Indonesia is also one of the most diverse societies in the world such as there are over three hundred different ethnic groups in Indonesia, each with its own cultural identity, and more than two hundred and fifty distinct languages are spoken, then Pancasila is created as philosophic fundamentals of the state to supports the diversity in Indonesia. Pancasila (from a Sankrit word: panca: five and sila: principle) consists of five principles that are interrelated and inseparable to generate unity in diversity (bhinnekatunggalika). In this paper, I will argue that Pancasila promotesand facilitates religious diversity although religious culture in Indonesia does not promote religious pluralism.
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Nistor-Gâz, Roxana-Maria, and Delia Pop-Flanja. "Multilingualism and the Ideal of Unity in Diversity in the European Union. Key Concepts and Context." Studia Universitatis Babeș-Bolyai Studia Europaea 65, no. 2 (2020): 265–82. http://dx.doi.org/10.24193/subbeuropaea.2020.2.12.
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"In a world challenged by cultural diversity, this article aims to look at the great diversity of languages and cultures that coexist within the European Union. Building on the story of the Tower of Babel that explains, from a religious point of view, the cultural and linguistic diversity existing in the European Union, the authors tried to contextualize EU’s motto of “unity in diversity”, interpreted as an ideal involving a lot of effort and sometimes even many conflicts, but one that we should all fight for and strive to maintain. Keywords: linguistic diversity, ethnicity, nation, minority, majority, communication, unity in diversity"
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Mckendry, Eugene. "Irish and Polish in a New Context of Diversity in Northern Ireland’s Schools." Studia Celtica Posnaniensia 2, no. 1 (2017): 1–19. http://dx.doi.org/10.1515/scp-2017-0008.
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Abstract While Modern Languages are in decline generally in the United Kingdom’s post-primary schools, including in Northern Ireland (Speak to the Future 2014), the international focus on primary languages has reawakened interest in the curricular area, even after the ending in 2015 of the Northern Ireland Primary Modern Languages Programme which promoted Spanish, Irish and Polish in primary schools. This paper will consider the situation in policy and practice of Modern Languages education, and Irish in particular, in Northern Ireland’s schools. During the years of economic growth in the 1990s Ireland, North and South, changed from being a country of net emigration to be an attractive country to immigrants, only to revert to large-scale emigration with the post-2008 economic downturn. While schools in Great Britain have had a long experience of receiving pupils from diverse ethnic and linguistic backgrounds, firstly from the British Empire and Commonwealth countries, Northern Ireland did not attract many such pupils due to its weaker economic condition and the conflict of the Northern Ireland Troubles. The influx from Poland and other Accession Countries following the expansion of the European Union in 2004 led to a sudden, significant increase in non-English speaking Newcomer pupils (DENI 2017). The discussion in Northern Ireland about a diverse democracy has hitherto concentrated on the historical religious and political divide, where Unionist antipathy led to the Irish Language being dubbed the ‘Green Litmus Test’ of Community Relations (Cultural Traditions Group 1994). Nevertheless, the increasing diversity can hopefully ‘have a leavening effect on a society that has long been frozen in its “two traditions” divide’ (OFMDFM 2005a: 10). This paper will revisit the role and potential of Irish within the curricular areas of Cultural Heritage and Citizenship. An argument will also be made for the importance of language awareness, interculturalism and transferable language learning skills in Northern Ireland’s expanded linguistic environment with a particular focus on Polish.
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Nabila, Maulidina. "Implementation of Islamic Moderization in Mahasantri Al-Zamachsyari." Eduvest - Journal Of Universal Studies 1, no. 9 (2021): 902–10. http://dx.doi.org/10.36418/edv.v1i9.154.
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The Indonesian nation is a multicultural society with its plurality. Diversity includes differences in culture, religion, race, language, ethnicity, tradition and so on. In such a multicultural society, tensions and conflicts often occur between cultural groups and have an impact on the harmony of life. The purpose of this paper is to discuss religious moderation in diversity in realizing the peace of the Indonesian nation. The method used is qualitative research. The conclusion of this study is that multicultural life requires multicultural understanding and awareness that respects differences. It takes an attitude of religious moderation in the form of acknowledging the existence of other parties, having a tolerant attitude, respect for differences of opinion. The main influence of religious moderation in the digital space is finding its momentum. The counterbalance in question is a counter-narrative to create a substantive and essential religious framing, namely moderate and tolerant.
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BAICU, MARIANA. "EUROPEAN CROSS CULTURAL DIFFERENCIES VS. GERMAN AND ROMANIAN STYLE NEGOTIATIONS." International Journal for Innovation Education and Research 2, no. 5 (2014): 51–57. http://dx.doi.org/10.31686/ijier.vol2.iss5.184.
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Negotiation is a kind of communication between contractual partners having a target, a consensual objective to achieve. In an international negotiation, the businessmen have to know the culture of their partner in order to approach him according to his language, habits, traditions, moral and religious customs. In Europe we know two kinds of cultures: monochronic and polychronic cultures and some authors describe the cultural trinity (Northern, Central and Southern geographical oriented cultures). In the European Union the trend is to have UNITY IN DIVERSITY, proper to the prospective European family, defined by tolerance, understanding, competitive alliances and win-win negotiations. This goal will be achieved by knowing the cross cultural differences, playing the role of the adult negotiator, tolerant, knowing and understanding each other.
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Huda, M. Thoriqul. "Peran Budaya dalam Membangun Hubungan Antara Umat Beragama di Suku Tenger." Palita: Journal of Social-Religion Research 4, no. 1 (2019): 13–30. http://dx.doi.org/10.24256/pal.v4i1.527.
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Indonesia is a country that has diversity in ethnicity, ethnicity, race, language, religion, and culture. However, this diversity is capable of causing conflicts both internally and externally. As with many cases that occur in Indonesia. Religion itself is a foothold, belief, and life guide, even as a scapegoat for conflicts in society. But other than the tengger tribe located in Lumajang Regency, Malang Regency, Pasuruan Regency and Probolinggo Regency, there are three religions that coexist in one village namely Islam, Hinduism and Buddhism. In the midst of pluralism, different societies of understanding and belief turned out to be able to have an attitude of tolerance and mutual respect between each other. Religious diversity is not a problem for the agrosari community to interact in carrying out daily activities. Regarding tolerance among religious people has recently become a very sticky issue among academics and the public. Local wisdom and culture are solutions to overcome this problem. Local wisdom in the Tengger tribe community is inseparable from the values of Javanese culture, as well as the cultural heritage of Majapahit which is still developing with mutual respect, tolerance, and respect for ancestral spirits and there are no striking differences in ethnicity other than differences in religious beliefs. Togetherness is manifested in the form of traditional rituals such as the Unan-Unan ceremony, Bari'an (Selamatan). Each religion has its own demands for tolerance in the Tengger tribe is ingrained, the Tengger tribe community also upholds equality and democracy in community life and respects religious leaders and dukun (sepiritual teachers) rather than administrative leaders. Because all are brothers, all families, still peaceful and harmonious, which is the mandate and ancestral heritage.
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Kirkpatrick, Andy, and Anthony J. Liddicoat. "Language education policy and practice in East and Southeast Asia." Language Teaching 50, no. 2 (2017): 155–88. http://dx.doi.org/10.1017/s0261444817000027.
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East and Southeast Asia represents a linguistically and culturally diverse region. For example, more than 700 languages are spoken in Indonesia alone. It is against this backdrop of diversity that the ten countries that comprise Association of South East Asian Nations (ASEAN) have recently signed the ASEAN Charter which, while calling for respect for the region's languages, cultures and religions also officially nominates English as ASEAN's working language. In this article, we examine the language education policies of the region and consider the implications of these policies for the maintenance of linguistic and cultural diversity on the one hand and the promotion of English and the respective national languages on the other. As ASEAN is closely connected to the three major countries of China, Japan and South Korea, as indicated by the ‘ASEAN + 3’ forum, we also include these countries here. We stress that, as space forbids an in-depth treatment of the language education policies of each of the 13 countries, we have chosen to describe and discuss in some depth the policies of 5 countries (China, Indonesia, Japan, the Philippines and Vietnam), as these provide a cross-section of language policy contexts and approaches in the region. We add brief notes on the policies of the remaining countries.
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HEERALAL, PREM JOTHAM HEERALAL, and Francis Muchenje. "Classroom Pedagogy and the Accomodation of Students’ Cultural Diversity." International Journal for Innovation Education and Research 4, no. 10 (2016): 40–52. http://dx.doi.org/10.31686/ijier.vol4.iss10.597.
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The study explored teachers’ views on classroom pedagogy and the accommodation of cultural diversity in primary schools in Zimbabwe. The study was carried out in five selected primary schools in Chegutu district. Qualitative research was selected as the research method with phenomenology as the research design. The sample comprised twenty teachers (10 male and 10 female) selected through purposive sampling technique. Data gathering instruments consisted of unstructured in-depth interviews and focus group discussions. The study found out that teachers accommodate cultural diversity in a number of ways. Teaching methods employed in the classroom accommodate all learners in terms of varying ability levels. In the teaching of the languages particularly Shona cultural diversity is catered for through providing pupils with equivalent terms in different dialects as well as examples. The teaching of religious and moral education was seen as an area where cultural diversity is addressed through the adoption of a multifaith approach. Teachers were also found to be sensitive to pupils’ diverse cultural backgrounds through utilisation of conducive teacher pupil classroom interaction. The study recommends that accommodation of cultural diversity should transcend all subjects in the primary school curriculum. Teachers need to be sensitised on the ideals of multicultural education through the hosting of seminars and workshops. Book publishers should make an effort to accommodate cultural diversity through provision of examples from a variety of cultures. There is need for teachers to carry out adequate research on pupils backgrounds so as to accommodate all pupils.
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Kennetz, Keith, and Kevin S. Carroll. "Language threat in the United Arab Emirates? Unpacking domains of language use." International Journal of the Sociology of Language 2018, no. 254 (2018): 165–84. http://dx.doi.org/10.1515/ijsl-2018-0038.
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Abstract The United Arab Emirates’ economic and population growth within the past 30 years has led to a vibrant country where linguistic, cultural and religious diversity is the norm. Nevertheless, as Arabic-speaking Emiratis comprise approximately 10–15% of the country’s residents, academics and Emiratis themselves have questioned the level to which Arabic is threatened in the country. Given the use of English in many domains outside of the home, coupled with its global prestige, such uncertainty regarding the future of Arabic are warranted, yet there is currently no baseline data on how Emiratis are using language in their daily lives. This article examines language threat within this context and uses survey data completed by 248 Emirati participants regarding their reported use of Arabic and other languages. Findings suggest that although Arabic plays a major role in the daily lives of majority of Emiratis, English often co-exists in a variety of different domains and adds to the context’s multilingualism. The authors argue that Emiratis live in a multilingual country where Arabic and English co-exist together in relative harmony. Nevertheless, given the rapidly changing demographics and educational policies in the country, further research is essential.
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Huda, M. Thoriqul, and Irma Khasanah. "The Relationship Between Religious Tribes In Tengger (Hindu, Islam and Budha)." Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies 3, no. 2 (2019): 284. http://dx.doi.org/10.25078/ijhsrs.v3i2.748.
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<p>Indonesia including State that has a diversity of tribes, ethnicities, races, languages, religions, and cultures. However, with this diversity is able to cause conflict both internal and external. As with many cases going on in Indonesia. Religion is itself a foothold, beliefs, and guidelines for living, even too often scapegoats the incidence of conflict in society. However, the other by the tenggerese is located in Lumajang, Malang, Pasuruan Regency Probolinggo Regency here and there are three religions living side by side in one village i.e. Islam, Hinduism, and Buddhism. In the middle of kemajemukan different communities understand and belief turns out to be able to have an attitude of tolerance and mutual respect between each other. Keberanekaragaman religion is not an issue of community agrosari to interact in everyday activities. Regarding religious tolerance have lately become a very good sticking issues among academics as well as the community. Local wisdom and culture be the solution to resolve the issue. Local wisdom on the tenggerese community of Javanese cultural values, as well as the cultural heritage of the Majapahit Empire which is still developing with mutual interlocking appreciate attitude, tolerance, and respect in the spirit of the ancestors and there is no tribal differences are striking in addition to differences of religious belief. The togetherness that is manifested in the form of the ritual customs such as the ceremony of the unan-unan, Bari'an (celebrate). Each religion has its own demands tolerance on the tenggerese is already deeply ingrained, tenggerese community also upholds the values of equality and democracy in the life of society as well as more respectful of religious leaders and shaman (spiritual teacher) than leader administrativ. Since all are brothers, all families, remain peaceful and trustful that became the pillars as well as ancestral heritage.</p>
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Rohman, Miftahur, and Mukhibat Mukhibat. "INTERNALISASI NILAI-NILAI SOSIO-KULTURAL BERBASIS ETNO-RELIGI DI MAN YOGYAKARTA III." Edukasia : Jurnal Penelitian Pendidikan Islam 12, no. 1 (2017): 31. http://dx.doi.org/10.21043/edukasia.v12i1.1771.
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INTERNALIZATION OF SOCIO-CULTURAL VALUE BASED ON ETHNO-RELIGIOUS IN MAN YOGYAKARTA III<strong>. </strong><em>The phenomenon of violence in the name of religion, ethnicity, and culture has shown that humans have failed to understand heterogeneity, diversity, and plurality as main characteristics of the Islamic educational institutions, such as Madrasa. For responding that phenomenon, MAN Yogyakarta III (Mayoga) believes that they will create the humanist and inclusive education. This research with phenomenological approach and qualitative descriptive method was focused on best practice done by Mayoga, humanist and inclusive education. The results showed that the values of diversity in Mayoga were internalized in learning activities by integrating the values of religion, culture, and diversity. The integration generates socio-cultural values, such as appreciating ‘mazhab’ differences in religious practices, cultural assimilation and regional languages, tolerance and human rights, and social coherence among the school communities. Thus, the social values that grow in Mayoga can keep the values of social cohesion among people in Madrasa.</em>
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Harding, Seeromanie, Christelle Elia, Peiyuan Huang, et al. "Global cities and cultural diversity: challenges and opportunities for young people's nutrition." Proceedings of the Nutrition Society 77, no. 4 (2018): 456–69. http://dx.doi.org/10.1017/s0029665118000472.
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Childhood obesity is a common concern across global cities and threatens sustainable urban development. Initiatives to improve nutrition and encourage physical exercise are promising but are yet to exert significant influence on prevention. Childhood obesity in London is associated with distinct ethnic and socio-economic patterns. Ethnic inequalities in health-related behaviour endure, underpinned by inequalities in employment, housing, access to welfare services, and discrimination. Addressing these growing concerns requires a clearer understanding of the socio-cultural, environmental and economic contexts of urban living that promote obesity. We explore opportunities for prevention using asset based-approaches to nutritional health and well-being, with a particular focus on adolescents from diverse ethnic backgrounds living in London. We focus on the important role that community engagement and multi-sectoral partnership play in improving the nutritional outcomes of London's children. London's children and adolescents grow up in the rich cultural mix of a global city where local streets are characterised by diversity in ethnicities, languages, religions, foods, and customs, creating complex and fluid identities. Growing up with such everyday diversity we argue can enhance the quality of life for London's children and strengthen their social capital. The Determinants of young Adult Social well-being and Health longitudinal study of about 6500 of London's young people demonstrated the positive impact of cultural diversity. Born to parents from over a hundred countries and exposed to multi-lingual households and religious practices, they demonstrated strong psychological resilience and sense of pride from cultural straddling, despite material disadvantage and discrimination. Supporting the potential contribution of such socio-cultural assets is in keeping with the values of social justice and equitable and sustainable development. Our work signals the importance of community engagement and multisectoral partnerships, involving, for example, schools and faith-based organisations, to improve the nutrition of London's children.
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Isnaini, Filza, Budi Setyono, and Sugeng Ariyanto. "A visual semiotic analysis of multicultural values in an Indonesian English textbook." Indonesian Journal of Applied Linguistics 8, no. 3 (2019): 545. http://dx.doi.org/10.17509/ijal.v8i3.15253.
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In the context of the role of culture in language learning, many textbook analysts have so far investigated the representations of cultures in EFL textbooks. Most of the previous findings on the study of culture indicate that EFL textbooks contain more about the cultures of inner circle countries compared to the expanding and outer circle countries. In Indonesia, this area of cultural issues in English textbooks appears to be underexplored. To narrow the gap, this study using the visual semiotic theory of Barthes (1977) examined the multicultural values represented in an Indonesian vocational high school English textbook through the visual images in the textbook. This study shows that there are four categories of multicultural values represented in the EFL textbook: respecting other people’s tradition, appreciating other people’s perspectives, appreciating other people’s cultural products, and appreciating women’s equal rights. These insights give students opportunities to enhance their intercultural communication competence (ICC) by appreciating cultural diversity and accepting racial and religious differences around them.
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Pecchia, Cristina, Johanna Buss, and Alaka A. Chudal. "Print Cultures in the Making in 19th- and 20th-Century South Asia: Beyond Disciplinary Boundaries." Philological Encounters 6, no. 1-2 (2021): 1–14. http://dx.doi.org/10.1163/24519197-bja10019.
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Abstract The study of the history of print technology in South Asia is a multidisciplinary enterprise which involves attentive consideration of the cultural and linguistic diversity of the region, as well as of the historical time in which print technology was massively adopted, namely the colonial period. Here, we focus on the complex fabric of relationships between print and modes of recording and using texts in long present oral and manuscript cultures, also pointing out the limits of applying interpretative models based on the cultural history of Europe to the histories of print in South Asia. Furthermore, we present aspects of the formative stage of print cultures concerning Vedic, Limbu, Nepali, Newari, and Tamil textual traditions—which are studied in the essays of this special issue. This multi-layered perspective helps making sense of social and cultural dynamics concerning the uses of printed books, the (new) meanings associated with them, and the formation of hegemonic configurations within literary and religious traditions.
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Kisman, Kisman. "Pluralisme Agama dan Implementasinya dalam Pendidikan Islam (Perspektif Al-Qur’an)." PALAPA 5, no. 1 (2017): 138–54. http://dx.doi.org/10.36088/palapa.v5i1.39.
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The reality of a nation that shows the existence of conditions of cultural diversity, defines the choice to adopt pluralist principles. In the principle of pluaralism there is an awareness that the nation is not single, but composed of many different components. Indonesia is one of the largest pluralist countries in the world. The various plurality that exist in Indonesia consists of diversity of social class, ethnicity, race, gender, religion, language, and age. This fact leads us to a concept that Indonesia is not formed from one tribe, one culture, one religion, one race and group but precisely Indonesia is formed from diversity. Pluralism very appreciated by the Qur'an society consists of various diverse communities and different. With such diversity and distinction emphasized the necessity of each competing in virtue. The Qur'an is very democratic towards religious pluralism as a phenomenon and does not want a clash between clashes. The Qur’an concept of religious pluralism that has been mentioned in Islamic education is in the form of curriculum, teaching method, delivery of subjects from kindergarten to university to achieve the desired goals. This study attempts to reveal its implementation pluralism in Islamic education, in literary approach.
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Rofiq, Ainur, and Evi Fatimatuzhuro. "PENGEMBANGAN PENDIDIKAN ISLAM MULTIKULTURAL DI ERA MODERN." Andragogi : Jurnal Ilmiah Pendidikan Agama Islam 1, no. 1 (2019): 42. http://dx.doi.org/10.33474/ja.v1i1.2785.
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Every country, region, topography or appearance form of an area influences the pattern of life of its people, and also influences their way of life, let alone Indonesia which has thousands of islands, various tribes, ethnicities, languages, cultures, even religions. This also makes the customs and culture of society different, culture is created because of human existence. It is human beings who can shape their own culture and the people themselves who use that culture as well, therefore culture will always exist and develop along with the existence and development of humans in each region. Diversity in society is a necessity that cannot be separated from Indonesian national identity. diversity can be said to be the spirit and identity of the community which is a reference to the orientation of values, norms, rules, and guidelines for the daily behavior of members of society in living in groups and in personal life. Then the position of multicultural educators is essential in Islamic education that will be able to answer a problem that has been divided so far due to differences in ethnicity, language, religion, and culture. This multicultural education will be able to glue and also unite the differences of the people of a nation, especially this beloved Indonesian nation, which in fact has and has a variety of ethnic, ethnic, religious, linguistic and cultural communities. Kata Kunci: Development, Multikultural, Modern
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ETEMADIBOUSHERI, SANAZ. "A THINKING PIECE. THE ROLE OF LANGUAGE IN EDUCATION FOR PEACE." Society Register 3, no. 4 (2019): 199–207. http://dx.doi.org/10.14746/sr.2019.3.4.12.
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Iran is a country of great ethnic diversity. Although the official language of the country is Farsi, more than 8 other languages and hundreds of dialects are spoken throughout the country. This great ethnic diversity has led to emergence and growth of different cultures and religions (both official and non-official). This great diversity has potential for cultural growth and development. In recent years, many non-governmental organizations have made great efforts to teach children peace in different ways. The biggest motivation for these trainings are: to end misbelieves toward education, and professing to equal citizenship rights for all the ethnic groups. In the past 20 years, the issue of the right to equal education has been a hot topic of discussion in most non-governmental children’s researches. This refers to the promotion of peace culture, by peace-based educational programs for all age groups, from the beginning pre-school education stages. A group of active consultants and educational planners did a lot of work in this way. They held lots of workshops and meetings, and achieved successful programs with positive results.
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Zeferino, Jefferson. "A teologia pública entre pluralidades e contextualidades: uma contribuição protestante." REFLEXUS - Revista Semestral de Teologia e Ciências das Religiões 11, no. 18 (2017): 425. http://dx.doi.org/10.20890/reflexus.v11i18.533.
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O presente texto trata da teologia pública como possível linguagem para um contexto de pluralismos, globalização, diversidade cultural e religiosa. Por meio de uma apresentação introdutória acerca da teologia pública, dialoga-se com a formulação de Ronaldo Cavalcante com o intuito de contribuir à sua proposta de uma teologia pública protestante. Efetivamente, a potência supraconfessional da teologia pública demonstra-se como adequada abordagem de um contexto plural, podendo haurir livremente das tradições religiosas, como a protestante.The current text thinks public theology as possible language to deal with a context of pluralism, globalization, and cultural and religious diversity. Through an introductory presentation about public theology the text dialogues with Ronaldo Cavalcante aiming to contribute to his proposal of a Protestant public theology. Effectively, the supraconfessional force of public theology may be an appropriate approach to a plural context drawing freely from religious traditions such as the Protestant one.
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Patton, Pamela A. "Demons and Diversity in León." Medieval Encounters 25, no. 1-2 (2019): 150–79. http://dx.doi.org/10.1163/15700674-12340042.
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Abstract This article examines a wall painting of the temptation of Saint Martin in the so-called Panteón de los Reyes of San Isidoro in León, focusing on its unorthodox portrayal of Satan as an Ethiopianized, dark-skinned figure wearing a robe reflective of Fatimid textile traditions. Tracing the scene’s divergent sources within the complex network of images, texts, and ideas then circulating in León, it argues that the unusually configured image constituted an innovative, intervisual response to the concerns of a palatine viewership that in the first decades of the twelfth century remained preoccupied with its own dynastic and political position, both within the Leonese kingdom and with reference to its wider European sphere.
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Buzalic, Alexandru. "Religion and Identity – Anthropological Guiding Lines." Studia Universitatis Babeș-Bolyai Theologia Reformata Transylvanica 65, no. 2 (2020): 196–214. http://dx.doi.org/10.24193/subbtref.65.2.11.
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"The human being is homo religiosus through his ability to experience the sacred, laying special emphasis on the meaning of existence of all things, expressed afterwards in a metaphysical interpretation concealed behind symbolic-religious language. One of the most important processes of integration into reality is self-identification as a person and gaining a group identity –processes that take different shapes over the history of human existence. The formation of state entities has always been preceded by a process of creating a social identity that manifests itself through the spiritual life materialized in culture and religion. These processes have led to the birth of mediaeval states and then to the shaping of modern Europe, necessary to the deconstructions and reconstructions in the inter-war time. These processes are also visible today during cultural globalization. What we need is a critical approach on unity in diversity that characterizes humanity in history and that will shape the future evolution of humanity. Keywords: church, faith, state entities, globalization, identity, nation, religion."
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Supratno, Haris. "MULTIKULTURAL DALAM PERSPEKTIF ISLAM: STUDI KASUS NOVEL AYAT-AYAT CINTA DAN BUMI CINTA KARYA HABIBURRAHMAN EL SHIRAZY." Jurnal Pena Indonesia 1, no. 1 (2016): 50. http://dx.doi.org/10.26740/jpi.v1n1.p50-78.
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Indonesian is a multicultural nation-state, consisting of different ethnicities, races, traditions, religions and cultures. However, the difference is a form of diversity that complement each other, thus enriching the repertoire of Indonesian culture. Although the Indonesian people are multicultural, but can live side by side, mutual respect, mutual respect, and mutual tolerance, so that people can live in peace and happiness regardless of ethnic, racial, cultural, and religious differences. Multiculturalism contains three basic principles, namely tolerance, equality, and equality of rights for other cultural groups. In the novel Ayat-Ayat Cinta and Bumi Cinta by Habiburrahman El Shirazy many reflect multicultural in Islamic perspective, meaning that in the novel many depicted activity, behavior, and speech language that reflect multicultural characters related to Islamic teachings. Although they are different nation, race, culture, and religion, they can live side by side, mutual respect, mutual tolerance, and help each other for those who need help regardless of difference, ethnicity, race, culture and religion. They help for the sake of their love for Allah to keep the commandments of Allah SWT.
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Rahayu, Galih Dani Septiyan, and Hana Sakura Putu Arga. "Influence of VBA-based Monopoly Game in Microsoft Excel as Teaching Material on Primary School Students’ Cross-Cultural Competence in Social Studies Learning." Mimbar Sekolah Dasar 6, no. 2 (2019): 147. http://dx.doi.org/10.17509/mimbar-sd.v6i2.16935.
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The background of this research is based on diversity of Indonesia in terms of social, cultural, religious, language and ethnic groups. The specific problem in this research lies on the diversity of students in one public elementary school in Cimahi City, situated in the area of the Indonesian Army. Therefore, this research seeks to investigate the difference in improvement of students’ cross cultural skills between learning using VBA (Visual Basic of Application)-based Monopoly game teaching materials in Microsoft Excel and conventional learning. This research aims at improving students’ cross cultural skills, and observing the differences or disconnection of the improvement of students’ cultural skills between learning using VBA-based teaching materials and conventional learning. This research employed a quasi-experimental method with a non-randomized pretest-posttest control group design. A quantitative observation instrument in the form of a checklist was used as the research instrument. The results revealed that both learning using a teaching material of VBA-based Monopoly in Microsoft Excel and conventional learning were able to improve the students’ cross cultural skills. However, based on the result of N-Gain test, learning using teaching material of VBA-based Monopoly game in Microsoft Excel was better than conventional learning.
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Ansori, Yoyo Zakaria, Indra Adi Budiman, and Dede Salim Nahdi. "Pembinaan Nilai-Nilai Multikultural pada Masyarakat dalam Mengantisipasi Dampak Keberadaan Bandara Internasional Jawa Barat di Kecamatan Kertajati, Majalengka." Jurnal Pengabdian Pada Masyarakat 4, no. 3 (2019): 321–28. http://dx.doi.org/10.30653/002.201943.167.
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FOSTERING MULTICULTURAL VALUES IN THE COMMUNITY IN ANTICIPATING THE IMPACT OF THE EXISTENCE OF THE WEST JAVA INTERNATIONAL AIRPORT IN KERTAJATI DISTRICT, MAJALENGKA. The phenomenon of diversity is like a double-edged knife, one side has a positive impact, that is, we have a rich diversity of cultural treasures, but the other side also has a negative impact, because diversity can trigger conflicts between community groups which in turn can cause instability in various fields. This is what was tried to be facilitated through fostering multicultural values in the community as an anticipatory effort towards the impact of the existence of the West Java international airport in the Kertajati sub-district of Majalengka Regency carried out by the Community Partnership Program (PKM) team. The purpose of coaching activities is to increase the knowledge of multicultural values and have the attitude of accepting other groups equally as a unit, regardless of cultural, ethnic, gender, language, or religious differences. The method used in this training includes the provision of material, discussion, question and answer, and the application of the value internalization model, namely the value analysis model.
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Sarifin, Muhammad Ridhwan. "Cultural Communication in Social Integration between Bawean Ethnic and Malay Sub-Ethnic in Malaysia." International Journal of Scientific Research and Management 8, no. 01 (2020): 585–90. http://dx.doi.org/10.18535/ijsrm/v8i01.sh01.
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Cultural communication has obliquely shapes society relationships with another for the sake of togetherness prosperity. Diversity of norms and values from cultural symbols are able to be transferred as connecting elements in order to create interaction that is based on mutual comprehension of cultural norms. This study objective is to comprehend Bawean ethnic's cultural communication symbol. Employing qualitative methods, social construction paradigm is perceived through in-depth interview. This methodology adapted to realize the meaning of cultural communication between Bawaean and the other Malay sub-ethnicity. There are one main informant and ten other informant whom have been interviewed face-to-face. The result has shown that Bawean ethnic's cultural communication symbol such as language, cuisine, martial arts and religious rituals are the main elements in Bawean ethnic's cultural communication. In conclusion, cultural communication between Bawean ethnic and other ethnic has taken place according to the situations as either inside or outside the group. Cultural similarities has facilitate cultural communication tranquility. It creates social integration with relation to the ethnic relationship processes such as acculturation, accommodation and integration.
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Zhigunova, M. A. "Turkic and Slavic population of Siberia: identity, culture, religion." Ethnography of Altai and Adjacent Territories 10 (2020): 28–34. http://dx.doi.org/10.37386/2687-0592-2020-10-28-34.
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Siberia is an area of active interethnic, interreligious and intercultural contacts the most of which take place between Slavic and Turkic peoples. Despite the extraordinary diversity of their traditional and everyday culture, they have a lot in common in mentality and culture which got all-Siberian features, formed on a basis of the Russian language and culture. The religious, ethnic, linguistic and ethno-cultural identities of one person are often not similar, as well as self-determination and the real situation. We can conclude that Siberia is a place where a special version of the Eurasian identity is formed.
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Mursalim, Mursalim. "PENUMBUHAN BUDAYA LITERASI DENGAN PENERAPAN ILMU KETERAMPILAN BERBAHASA (MEMBACA DAN MENULIS)." Journal of Culture, Arts, Literature, and Linguistics (CaLLs) 3, no. 1 (2017): 31. http://dx.doi.org/10.30872/calls.v3i1.815.
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Indonesia has the wealth and diversity of the nation as the population of approximately 240 million, ethnic and regional languages, religions, diverse cultures, diverse customs and customs, and a wide variety of flora and fauna that all these things are very necessary to be understood and known by all layers community and built, disclosed, communicated both orally and in writing. In order for the wealth and diversity of such a nation to be known and understood as well as possible by all citizens of Indonesia, then every citizen is also expected to no longer experience illiteracy, or otherwise all literate. Therefore, the author of this paper will explain the growth of literacy culture with the science of reading and writing language skills. The purpose of this paper is to provide information to the reader community about the process of cultural growth of literacy with the application of the science of reading and writing language skills. The things that will be presented in this paper are (a) understanding of literacy and cultural literacy, (b) the growth of literacy culture, (c) understanding of language skills, (d) applying the science of writing language skills, and (e) read. It can be concluded that literacy is literacy, namely the ability to write and read. Then, the literacy culture is meant to do the habit of thinking followed by a process of reading, writing, in the end, what is done in a process of the activity will create the work. Keywords: culture of literacy, language skills, reading, writing
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Ayeni, Bartholomew. "Language Choices and its Effect in a Culturally Diversified Nigeria Business Places: Adopting Giles’ Communication Accommodation Theory." International Journal of Applied Linguistics and English Literature 10, no. 1 (2021): 80. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.1p.80.
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The research aims at investigating inclusion strategies in Nigeria business places by taking a look at the way buyers and sellers use language while engaging in business transactions and the effect it has in the whole dealings. This is especially as they have diverse choices before them. Giles’ Communication Accommodation Theory (CAT) which addresses convergence and divergence is used as a theoretical framework to reveal the socio-pragmatic elements in the discourse of a multi-cultural Nigeria business places. The research tries to see how inclusiveness is achieved in the face of diversity. Findings reveal that several languages come in contact with one another, including English, Yoruba, Pidgin, Igbo and Hausa in the market transactions in Nigeria. Participants employ various bargaining and pragmatic strategies which include greetings, humour, cajoling, flattery, pleading as well as code-switching and code-mixing. The study helps to establish that both buyers and sellers want to be at an advantage and use languages that accommodate the other party, despite their social, religious, cultural or ethnic differences. Texts were recorded from business places in Nigeria and these include banks, urban markets, and communication outlets. The texts were later transcribed and analysed. While the vendors create room for accommodation as a persuasive strategy, customers do so to get a good bargain for what they want to buy or some other favour from the vendors.
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Khotimah, Nurul. "FAKTOR PEMBEDA DALAM KOMUNIKASI LINTAS BUDAYA ANTARA WISATAWAN ASING DENGAN MASYARAKAT LOKAL DI DESA WISATA KANDRI GUNUNGPATI KOTA SEMARANG." An-Nida : Jurnal Komunikasi Islam 11, no. 1 (2019): 1–11. http://dx.doi.org/10.34001/an.v11i1.932.
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Cultural diversity is a necessity in the human community in the world. Cultures have different value systems, so they determine different life goals, and determine ways of communicating that are strongly influenced by language, rules and norms in each culture. So that every communication activity with other people always contains the potential for cross-cultural or intercultural communication, because it will always be in a "culture" that is different from other people. This study aims to find out how cultural differences between foreign tourists and local communities are examined based on the study of cross-cultural communication, so that they can be understood together and avoid culture shock. This research was conducted in the tourist village of Kandri, Gunungpati sub-district, Semarang city with the object of research of foreign tourists who came in the tourist village. The research method used is a qualitative field reserach. Data collection techniques in this study were interviews and observations. The results of the study show that the distinguishing factors in communication can be seen from the verbal and nonverbal language systems, economic systems, educational systems, cultures (values and norms), and religious systems.
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Yusuf, Imtiyaz. "MANAGING RELIGIOUS AND ETHNIC DIVERSITY FOR PEACE AND HARMONY: ISLAM AND BUDDHISM IN THE MALAY WORLD OF SOUTH EAST ASIA." Journal of Malay Islamic Studies 1, no. 2 (2017): 129–40. http://dx.doi.org/10.19109/jmis.v1i2.3835.
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This article discusses the phenomenon of the relationship between Islam and Buddhism in the Malay World of Southeast Asia. The ultimate goal is to uncover social facts about the relationship between adherents of the two largest religions in Southeast Asia: Islam (42%) and Buddhism (40%). This research shows that the relations between Islamic and Buddhist communities in various Southeast Asian Countries are full of dynamics. The dynamics can take the form of peaceful relations or vice versa: conflicts with various levels of escalation. Among the reasons that also triggered the emergence of conflict is the problem of political, economic, socio-cultural, and religious disparities. The solution to this problem can be done with a historical approach, an intra and interfaith dialogue approach in order to foster mutual understanding between adherents of both religions, a political policy approach in the form of granting basic rights to followers of a minority religion, and an academic approach through the study of religions in various universities in Thailand, Malaysia, Singapore, Indonesia and various other countries in the Southeast Asian region. Meanwhile, Islamic studies in various Islamic universities need to be done with an interdisciplinary approach and understanding of languages and cultures that exist in Asian countries.
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Kużelewska, Elżbieta. "E-voting w wyborach parlamentarnych w Belgii." Przegląd europejski 2 (March 5, 2019): 143–57. http://dx.doi.org/10.5604/01.3001.0013.0861.
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Belgium has been a federal state since 1993, divided into linguistic communities, regions and language regions. The cultural, religious, ethnic and linguistic differences of the inhabitants of Belgium led to the adoption of the federal structure of the state. The federal parliament consists of two chambers. The composition of the Senate reflects the diversity of Belgium. The ethnic and linguistic distinctiveness of the Belgians are also included in the electoral system of the federal parliament of Belgium. Worthy of note is the pioneering attitude of Belgium with regard to the introduction of mandatory voting throughout the country in 1893 and electronic voting in the early 1990s.
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Hopkins, Amanda F., Wendy Carter Kooken, and Elyse Nelson Winger. "Inclusive Clinical Practice and Policy for Muslim Nursing Students." Journal of Transcultural Nursing 31, no. 1 (2019): 100–106. http://dx.doi.org/10.1177/1043659619832079.
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Purpose: Increasing diversity in nursing offers opportunities and challenges. This article addresses considerations for clinical and educational policies when working with Muslim nursing students and suggests changes to facilitate inclusive environments. Approach: This article describes the twofold response of a school of nursing where Muslim nursing students encountered potential limitations in clinical experiences. Faculty conducted a review of literature and examined policies to determine barriers to inclusivity for Muslim nursing students in clinical practice. Outcomes: Few research articles exist to guide construction of inclusive practices. The review of policies for the school of nursing and clinical agencies revealed problematic language and wording that could lead to exclusive practices. Clinical Relevance: For the nursing profession to embrace diversity, faculty must be aware of the discrimination and general lack of knowledge toward Muslim nurses/students in the United States and reasonable accommodation for cultural and religious beliefs.
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Priest, Kersten Bayt, and Korie L. Edwards. "Doing Identity: Power and the Reproduction of Collective Identity in Racially Diverse Congregations." Sociology of Religion 80, no. 4 (2019): 518–41. http://dx.doi.org/10.1093/socrel/srz002.
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AbstractCongregational identity formation is a challenge for any head clergy. It is particularly challenging for head clergy of racially and ethnically diverse congregations as these leaders occupy positions uniquely situated for destabilizing or instantiating racial hierarchies. Drawing upon the Religious Leadership and Diversity Project (RLDP), this article examines multiracial church pastors’ stories of how they achieve ethnic and racial inclusion in their congregations. We pay particular attention to how these leaders reference and draw upon four contestable cultural worship elements—language, ritual, dance, and music—that operate as primary terrain for collective identity construction. Integrating theories on identity, race, ethnicity, and culture, we take a realistic context-sensitive approach to the nature of how worship works as a bridge, recognizing that cultural markers are not neutral but can simultaneously activate ethno-specific identities in racially and ethnically diverse spaces, instantiating hierarchies of value and thus making worship a potential barrier to the formation of a unified diverse community.
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Retnawati, Saptina. "FACTORS CAUSING LANGUAGE LOSS EXPERIENCED BY AN AMERICAN NATIVE SPEAKER IN MULTILINGUAL SITUATION IN INDONESIA." ELT-Lectura 5, no. 2 (2018): 174–80. http://dx.doi.org/10.31849/elt-lectura.v5i2.1678.
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Bilingualism and multilingualism are common phenomena in language use. Those who are bilinguals or multilingual normally get the language competence because they are living in multilingual area, or in a country which has variety of languages and cultures. Indonesia is one of countries which have this wide diversity in cultures, languages, and religions. Furthermore, Indonesian Ministry of Education created a program called Darmasiswa program which enabled students from abroad to study Bahasa Indonesia and Indonesian cultures. By following this program, those students are learning new language and culture in multilingual situation. One of evidences occurred with a student from America, named Angela who also has multilingual family background. She was exposed to a lot of languages since she was born, and she also studied new languages in Indonesia, as a result she has capability to speak more than two languages. In this kind of situation, the researcher was interested to find out the language loss she might experience during her study. This study aimed to find factors influenced on language loss by her. The approach of this study was qualitative. The researcher applied mixed techniques to obtain data; recording the conversations in natural setting and interview. The analysis was interpretive. The findings of this study found that there were two factors that influenced language loss; internal factors and external factors, which dominated by cultural factor. Also, it happened because of the fact that Bahasa Indonesia is more dominant than her mother tongues.
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Boronova, M. M. "The Buryats: Ethno-Social Development and Post-Soviet Transformations (Based on the 2017 Opinion Polls Among the Young People of Buryatia, the Irkutsk Region, and the Trans-Baikal Region)." Archaeology, Ethnology & Anthropology of Eurasia 47, no. 3 (2019): 127–35. http://dx.doi.org/10.17746/1563-0110.2019.47.3.127-135.
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On the basis of the summer 2017 opinion poll among the young Buryat residents of Buryatia, the Irkutsk Region, and the TransBaikal Region, post-Soviet tendencies in Buryat ethnic identity and social mobility are examined. Changes in the traditional lifestyle are analyzed with regard to ethnic consolidation and assimilation. The impact of growing ethnic diversity, social and territorial mobility on identity, language competence, attitudes to religion, and participation in religious ceremonies are discussed. Principal post-Soviet tendencies include ethnic consolidation based on common Buryat identity and the decline of subethnic identities following the collapse of tribal structure. Religion is becoming the key consolidating factor, as evidenced by the rising number of believers among the young people. However, opposite tendencies, such as growing ethnic assimilation and language shift triggered by social and territorial mobility among the young Buryats, are becoming a threat. Young people are potentially ready to abandon their traditional ethnic milieu, live in a multiethnic society, and marry outside of their ethnicity. The growth of assimilative tendencies results in the erosion of ethnicity is a challenge which the Buryat people must face. It is concluded that a new model of Buryat ethnicity is needed at the present stage.
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Amiruddin, Amiruddin, Askar Askar, and Yusra Yusra. "Development of Islamic Religious Education Learning Model based on Multicultural Values." INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION 1, no. 1 (2019): 1–19. http://dx.doi.org/10.24239/ijcied.vol1.iss1.2.
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The focus of this study is to examine the design development of multicultural value-based Islamic education learning models at the high school level. This research is qualitative research. Data collection is done by observation, interview, and documentation. While the data analysis technique used is data reduction, data presentation, data verification, and drawing conclusions. The results of the study showed that, the design of the development of the learning model that determined multicultural values, which were integrated in the Islamic Religious Education subject, b) syllabus, c) lesson plan, d) used the Islamic education learning model based on multicultural values, and c) conducted an assessment towards the process of learning activities, which is a follow-up to learning, the approach to developing learning models, namely the approach to justice and equality without discrimination, called cultural pluralism, which provides opportunities and freedom for all elements to show and develop their respective identities, both from language, ethnicity, religion and so on. While developing models of Islamic education learning based on multicultural values because; a) multicultural education is not a special subject, b) promotes equality between students of different backgrounds, c) the diversity of students that causes misunderstandings that can lead to disputes between fellow students.
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Tofiqurrohman, Hanif. "Pendidikan Multikultural dan Relevansinya dengan Pendidikan Agama Islam." Jurnal Kependidikan 7, no. 2 (2019): 179–91. http://dx.doi.org/10.24090/jk.v7i2.3080.
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Abstract
 The purpose of writing this article is as a reflection material for the character of Indonesian education in the midst of diversity and cultural diversity. The reality of multi-religious life, language, culture, and ethnicity requires transformation in the field of education. Conventional education patterns that are oriented towards strengthening science should begin to build awareness that teaching diversity to students is important. Multicultural education as a process in shaping the mindset of students in order to have a high social life and mutual respect for each other, in the implementation of multicultural education is very parallel and relevant if collaborated with Islamic religious education values.
 
 
 
 
 Keywords
 
 
 multicultural education, relevance, islamic education
 
 
 
 
 
 Abstrak
 Tujuan Penulisan artikel ini adalah sebagai bahan refleksi bagi karakter pendidikan masyarakat Indonesia di tengah kemajemukan dan keragaman budaya. Realitas kehidupan multiagama, bahasa, kultur, dan etnis membutuhkan transformasi dalam bidang pendidikan. Pola-pola pendidikan konvensional yang berorientasi pada penguatan ilmu pengetahuan seyogyanya mulai terbangun kesadaran bahwa mengajarkan keragaman pada anak didik adalah penting. Pendidikan multikultural sebagai sebuah proses dalam membentuk pola pikir anak didik agar memiliki jiwa sosial yang tinggi dan saling menghormati pada sesamanya, dalam implementasinya pendidikan multikultural sangat sejajar dan relevan jika dikolaborasikan dengan nilai-nilai pendidikan agama Islam.
 
 
 
 
 Kata Kunci
 
 
 pendidikan multikultural, relevansi, pendidikan agama islam
 
 
 
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Sharif Adam, Sharifah Darmia, Irma Wani Othman, Jais Abdul Hamid, et al. "THE INFLUENCE OF EDUCATION ON ETHNIC DIVERSITY BEFORE AND AFTER INDEPENDENCE IN MALAYSIA." International Journal of Law, Government and Communication 6, no. 23 (2021): 68–84. http://dx.doi.org/10.35631/ijlgc.623005.
Full textAbstract:
This article discusses the influence of education on ethnic diversity in Malaysia. Malaysia is known for its unique society that is made up of various ethnic groups such as Malay, Chinese, Indian, Sabah, and Sarawak indigenous ethnic groups and many other ethnic groups. Each ethnic group has its own cultural practices, traditional customs, religious beliefs, and language but everyone can live in a harmony. In other words, ethnic diversity and cultural differences are not an obstacle to the plural society in this country to live together peacefully. Among the efforts made to create such an atmosphere is through the education system which plays an important role in instilling the spirit of nationalism and love of country. However, the effort to make Malaysia a country society that is united through the education system is not as easy as expected. There are challenges that need to be faced. Therefore, this article is focused to discuss what is the influence of education and what are the challenges faced in creating an education system that serves as an agent of community unification in the country. The study of this article was made using a qualitative analysis approach and using archival research methods as well as library research to obtain research information sources. This study will produce an analysis that can be used as a reference to improve or formulate better policies, especially in matters that benefit the efforts to strengthen harmonious inter-ethnic relations in Malaysia.
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Blignault, Ilse, Hend Saab, Lisa Woodland, and Elizabeth Comino. "Evaluation of the acceptability and clinical utility of an Arabic-language mindfulness CD in an Australian community setting." Transcultural Psychiatry 56, no. 3 (2019): 552–68. http://dx.doi.org/10.1177/1363461519825880.
Full textAbstract:
The cultural, linguistic, and religious diversity of Australia's population presents challenges for mental health service delivery. Arabic-speaking communities in Australia underutilise mental health services despite high levels of trauma and psychological distress. Clinicians who work with this population lack linguistically and culturally appropriate clinical resources. The aim of this study was to explore the acceptability and clinical utility of a Mindfulness Skills CD translated into formal Arabic. The 70 participants were Arabic-speaking adults, mostly Lebanese-born Muslim women, who enrolled in a 5-week mindfulness program using the CD and agreed to follow-up at 12 weeks. Both recruitment and data collection were undertaken by a female project officer who is a widely respected member of the Arabic community in south-east Sydney. Compliance with the program protocol was high and all but 4 participants continued to use the CD beyond the 5 weeks. Overall, participants reported that mindfulness techniques fitted well with their way of life and were compatible with their cultural and religious practices. Most found mindfulness complementary to their regular reflective prayer. Using the Mindfulness Skills CD was associated with statistically significant reductions in psychological distress as measured by the Kessler Scale (K10) and the Depression, Anxiety, and Stress Scale (DASS21) postprogram (K10; DASS21 Depression and Stress subscales) and at follow-up (all measures). The evaluation showed that the Arabic Mindfulness Skills CD is an effective and culturally appropriate mental health resource for this population group. This low-cost, easily distributed resource is suitable for use in individual self-management and as an adjunct to primary and specialist mental health care.
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Nagarajan, Vijaya. "On the Multiple Languages of the Commons." Worldviews 21, no. 1 (2017): 41–60. http://dx.doi.org/10.1163/15685357-02101004.
Full textAbstract:
The commons are social, cultural, semi-legal contracts a people make with their local natural systems that have embedded within them codes of moral and ethical orientations. This paper argues that there exists a lacuna in the current theoretical understandings of the commons in terms of languages, cultures and religions. This lacuna, the author argues, may radically affect the potentiality for negotiations around climate change. Through a set of three propositions, it calls for expanding the conceptual theoretical frameworks on the commons, a call for investigating a “multiple languages of the commons,” that are far more inclusive of a diversity of cultures, religions and languages.