Relevant bibliographies by topics / Religious and Cultural Diversity

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Religious and Cultural Diversity'

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

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Journal articles on the topic "Religious and Cultural Diversity"

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Triandis, Harry C. "Cultural and religious diversity." Religion, Brain & Behavior 7, no. 2 (2016): 164–66. http://dx.doi.org/10.1080/2153599x.2015.1132247.

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Tomalin, Emma. "Supporting Cultural and Religious Diversity." Discourse: Learning and Teaching in Philosophical and Religious Studies 4, no. 1 (2004): 77–82. http://dx.doi.org/10.5840/discourse20044110.

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Turner, Bryan S. "Managing religions: state responses to religious diversity." Contemporary Islam 1, no. 2 (2007): 123–37. http://dx.doi.org/10.1007/s11562-007-0011-1.

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PHAN, Peter C. "Cultural Diversity." Louvain Studies 19, no. 3 (1994): 195–211. http://dx.doi.org/10.2143/ls.19.3.2013731.

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Mason, Michael C., and Gary D. Bouma. "Many Religions, All Australian: Religious Settlement, Identity and Cultural Diversity." Journal for the Scientific Study of Religion 37, no. 3 (1998): 557. http://dx.doi.org/10.2307/1388069.

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Pomedli, Michael. "Cultural diversity enriching Christian religious experience." Studies in Religion/Sciences Religieuses 20, no. 1 (1991): 39–49. http://dx.doi.org/10.1177/000842989102000103.

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Neville, Robert Cummings. "Religious Diversity and Cultural Inclusion in America." Religion & Education 22, no. 2 (1995): 28–39. http://dx.doi.org/10.1080/15507394.1995.11000805.

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Baumfield, Vivienne Marie, and Denise Amelia Cush. "Religious education and identity formation: encountering religious and cultural diversity." British Journal of Religious Education 39, no. 3 (2017): 231–33. http://dx.doi.org/10.1080/01416200.2017.1347377.

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Pratt, Douglas. "Secular New Zealand and Religious Diversity: From Cultural Evolution to Societal Affirmation." Social Inclusion 4, no. 2 (2016): 52–64. http://dx.doi.org/10.17645/si.v4i2.463.

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About a century ago New Zealand was a predominantly white Anglo-Saxon Christian nation, flavoured only by diversities of Christianity. A declining indigenous population (Maori) for the most part had been successfully converted as a result of 19th century missionary endeavour. In 2007, in response to increased presence of diverse religions, a national Statement on Religious Diversity was launched. During the last quarter of the 20th century the rise of immigrant communities, with their various cultures and religions, had contributed significantly to the changing demographic profile of religious affiliation. By early in the 21st century this diversity, together with issues of inter-communal and interreligious relations, all in the context of New Zealand being a secular society, needed to be addressed in some authoritative way. Being a secular country, the government keeps well clear of religion and expects religions to keep well clear of politics. This paper will outline relevant historical and demographic factors that set the scene for the Statement, which represents a key attempt at enhancing social inclusion with respect to contemporary religious diversity. The statement will be outlined and discussed, and other indicators of the way in which religious diversity is being received and attended to will be noted.
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Russell, Letty M. "AFFIRMING CROSS-CULTURAL DIVERSITY." International Review of Mission 81, no. 322 (1992): 253–58. http://dx.doi.org/10.1111/j.1758-6631.1992.tb02302.x.

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Dissertations / Theses on the topic "Religious and Cultural Diversity"

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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.

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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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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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Leyva, Rodriguez Jorge Karel. "Culturalisme libéral et républicanisme néo-romain : réponses normatives à la diversité culturelle et religieuse." Thesis, Paris Sciences et Lettres (ComUE), 2019. https://tel.archives-ouvertes.fr/tel-03178703.

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Cette thèse examine les réponses que le culturalisme libéral et le républicanisme néo-romain donnent à la question de savoir quelle position l’État démocratique doit adopter dans des contextes caractérisés par la présence d’individus et de groupes ayant des engagements culturels et religieux différents de ceux de la culture et de la religion majoritaires. Notre étude constitue un exercice de reconstruction théorique original et comparatif de la réponse apportée à cette question par huit théories politiques dominantes se situant au sein de ces deux courants. En ce qui concerne le culturalisme libéral, la thèse examine les réponses apportées par la théorie du droit des minorités (Kymlicka), la théorie perfectionniste (Raz), la théorie nationaliste (Tamir) et la théorie neutraliste (Patten). Pour ce qui est du républicanisme néo-romain, la thèse examine la théorie de la liberté et du gouvernement (Pettit), la théorie délibérative (Maynor), la théorie critique (Laborde) et le patriotisme républicain (Viroli, Habermas et Laborde). Cette recherche se veut une contribution à la clarification et systématisation de ces théories, et une défense de l’idée selon laquelle le libéralisme et le républicanisme sont tous deux philosophiquement compatibles avec la prise en compte gouvernementale de la diversité culturelle et religieuse, notamment en raison de l’adaptation de leurs principes fondamentaux à la réalité pluriculturelle contemporaine<br>This dissertation examines the responses that liberal culturalism and neo-Roman republicanism provide to the question of what position the democratic state should adopt in contexts characterized by the presence of individuals and groups who have different cultural and religious commitments to those of the majority culture and religion. Our study consists of an original and comparative theoretical reconstruction of the answers given to this question by eight dominant political theories within these two currents. Concerning liberal culturalism, this dissertation examines the answers given by the liberal theory of minority rights (Kymlicka), the perfectionist theory (Raz), the nationalist theory (Tamir) and the neutralist theory (Patten). Regarding the neo-Roman republicanism, this dissertation examines the theory of freedom and government (Pettit), the deliberative theory (Maynor), the critical theory (Laborde) and the republican patriotism (Viroli, Habermas and Laborde). This research is intended to contribute to the clarification and systematization of these theories and defend the idea that liberalism and republicanism are both philosophically compatible with the government consideration of cultural and religious diversity, in particular because of the adaptation of their fundamental principles to the contemporary pluricultural reality
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Azevedo, Antonio Pinheiro de. "Ensino Religioso no Estado de São Paulo: Fundamentos e Perspectivas Frente à Diversidade Cultural." Universidade do Oeste Paulista, 2013. http://bdtd.unoeste.br:8080/tede/handle/tede/131.

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Made available in DSpace on 2016-01-26T18:49:50Z (GMT). No. of bitstreams: 1 DISSERTACAO_Antonio Azevedo_03_04_2013.pdf: 1980746 bytes, checksum: 7795a74e8fb0a42a9c726473f5f9c17d (MD5) Previous issue date: 2013-02-27<br>Brazil is considered a multicultural country which has in its composition the most varied ethnic groups and religious creeds, where pantheism, monotheism, polytheism, spiritualism, atheism, among other forms of religious expression go hand in hand, on the streets , at work, in relationships, in the home and in schools. The Constitution of this country, defines it as a Secular State, or a State officially neutral regarding religious matters and should not support certain religions at the expense of others. In this sense, the objective of this study is to analyze the Religious Education, its fundamentals and prospects facing the Brazilian cultural diversity, to understand whether they meet the principle of secularism present in our legislation. Believing it takes a paradigm for analyzing the empirical Religious Education, this study addresses the issue from the model of the state of São Paulo. Thus, the specific objectives of this study are: conduct a study of the laws relating to Religious Education in Brazil and in São Paulo; analyze the curriculum and materials used in the lessons of Religious Education in the State of São Paulo, noting the elaboration of these, there was compliance with the principle of Secularism by the state in the face of cultural and religious plurality. This is an exploratory, descriptive and analytical, which uses the methods of survey and literature review and survey and document analysis. The analysis makes use of the qualitative approach. Religious Education needs to be analyzed and discussed, without partisanship or interests. Only then will this secular character in real state and the rights of citizens or religious denominations will actually be respected.<br>O Brasil é considerado um país multicultural que possui em sua composição as mais variadas etnias e credos religiosos, onde o panteísmo, monoteísmo, o politeísmo, o espiritismo, o ateísmo, entre outras formas de manifestação religiosa caminham lado a lado, nas ruas, no trabalho, nos relacionamentos, dentro dos lares e nas escolas. A Constituição deste país, o define como um Estado Laico, ou seja, um Estado oficialmente neutro com relação às questões religiosas e que não deve apoiar a determinadas religiões em detrimento das demais. Neste sentido, o objetivo geral deste estudo é analisar o Ensino Religioso, seus fundamentos e perspectivas frente à diversidade cultural brasileira, para entender se atendem o princípio da laicidade presente em nossa legislação. Acreditando que é preciso um paradigma empírico para analisar o Ensino Religioso, este estudo aborda a questão a partir do modelo do Estado de São Paulo. Assim, os objetivos específicos deste estudo são: realizar um estudo das legislações referentes ao Ensino Religioso no Brasil e no Estado de São Paulo; analisar o currículo e o material utilizado nas aulas de Ensino Religioso no Estado de São Paulo, observando se na elaboração destes, houve a observância do princípio de Laicidade por parte do Estado diante da pluralidade cultural e religiosa. Trata-se de um estudo exploratório, descritivo e analítico, que utiliza os métodos de levantamento e revisão bibliográfica e levantamento e análise documental. A análise dos dados faz uso da abordagem qualitativa. o Ensino Religioso precisa ser analisado e discutido, sem partidarismo ou interesses. Somente assim este caráter laico será real no Estado e os direitos dos cidadãos ou das denominações religiosas serão realmente respeitados
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Xie, Zhibin. "Religious liberty, religious diversity, and religion in politics in search of an appropriate role of religion in public political culture for a democratic China /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B42577767.

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El, Obaid El Obaid Ahmed. "Human rights and cultural diversity in Islamic Africa." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34495.

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This thesis establishes a framework for analysing and evaluating human rights within the contexts of global, African-Islamic and Sudanese cultural diversity. The normative impact of culture on international human rights is viewed from the perspective that culture is adaptive and flexible. African-lslamic culture, as exemplified by the Sudan, is no exception.<br>The first part of this thesis advances a theoretical framework for recognition of cultural diversity and its impact on human rights. Recognition of change as an integral part of culture is vital for a successful mobilisation of internal cultural norms to the support of international human rights. An important conclusion is that ruling elites and those engaged in human rights violations have no valid claim of cultural legitimacy.<br>The second part of the thesis examines the notion of human rights in traditional Africa and under Shari'a with a specific focus on conceptions of the individual, the nation-state and international law. It is argued that the African-Islamic context is an amalgam of both communitarianism and individualism; further, that the corrupt and oppressive nature of the nation-state in Islamic Africa demands an effective implementation of human rights as set out in the African Charter on Human and Peoples' Rights.<br>It is suggested in the third part of the thesis that three of the rights included in the African Charter are paramount to effective human rights protection in Islamic Africa: the right to self-determination, the right to freedom of expression and the right to participate in public life. These rights are examined within the Sudanese context in order to provide a more concrete illustration of their potential implementation. The dynamics of Sudanese culture are explored to exemplify a culturally responsive implementation of these rights.<br>This thesis contributes to the debate on the role of culture in enhancing the binding force of human rights and fundamental freedoms. It aims to inspire pragmatic discussion on the need for effective protection of human rights in order to alleviate the suffering of millions of Africans under existing ruthless and shameless regimes.
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Richardson, Norman L. "Religion, cultural diversity and conflict : challenging education in Northern Ireland." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/57051/.

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Xie, Zhibin, and 謝志斌. "Religious liberty, religious diversity, and religion in politics: in search of an appropriate role ofreligion in public political culture for a democratic China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B42577767.

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Andrade, Camila Sombra Muiños de. "Direitos humanos, imigração e diversidade: um estudo de caso sobre o uso do véu na França." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/2/2140/tde-11022015-074906/.

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Desde 1989, a França vem sendo marcada pela aprovação de um conjunto de leis que limitam o uso do véu islâmico, direta ou indiretamente. Recentemente, através da legislação contra a dissimulação da face (nº 1192), aprovada em 11 de outubro de 2010, o uso do véu integral restou impedido nos espaços públicos. Com enfoque nesta última medida, este trabalho vista compreender os argumentos que compõem o debate, a partir da análise dos pareceres e decisões judiciais dos seguintes órgãos: Comissão Nacional Consultiva de Direitos Humanos, Assembleia Nacional, Conselho de Estado e Conselho Constitucional. De um lado, explora-se de que modo os argumentos de direitos humanos contrapõem-se neste caso. Com efeito, se é com base no fundamento de gênero que a lei é justificada nos discursos políticos, os seus opositores reivindicam as liberdades de pensamento, consciência e religião, assim como a liberdade cultural. Assim, o trabalho faz a análise sobre como este embate entre direitos humanos foi sopesado, em concreto, pelas diversas instâncias de poder do país. De outro lado, considerando a relação da França com a diversidade (em especial, aquela derivada da imigração), investiga-se de que forma esta medida está associada às controvérsias sobre a inclusão dos imigrantes e seus descendentes na sociedade francesa. O objetivo deste trabalho, portanto, é estudar o desenvolvimento desta controvérsia, desde os discursos políticos até os fundamentos judiciais, investigando os argumentos que compõem este percurso. E, ao fazê-lo, evidenciar desafios relacionados às sociedades culturalmente diversificadas e à própria legitimidade do discurso de direitos humanos.<br>Since 1989 France has seen the adoption of a set of laws that limit, either directly or indirectly, the wearing of the Islamic veil. Recently, through legislation against the dissimulation of face (n. 1192), adopted on October 11th 2010, the use of the full veil in public spaces has been forbidden. Focusing on the latter, this work aims to understand the arguments that make up the debate through the analysis of the legal opinions and decisions by the following instances: The National Consultative Commission on Human Rights, The National Assembly, The State Council and the Constitutional Council. On the one hand, the paper examines how human rights allegations are in opposition in this case. Indeed, it is based on gender grounds that this law is justified in political speeches, while its opponents claim the right to freedom of thought, speech and religion, as well as cultural freedom. In this sense, the work presents an analysis of how this struggle between rights has been resolved by the various levels of institutions of power in France. On the other hand, considering Frances stance on diversity (especially that resulting from immigration), it investigates how this measure is related to the controversy over the inclusion of immigrants and their descendants into French society. From these perspectives, the study illustrates that if Muslim women were initially put in the position of the victim in the political debate, ultimately they would be regarded as a threat. In this sense, human rights allegations, which boosted the controversy, were gradually replaced by allegations of public order. An innovative concept is that of immaterial public order, based on the assumption of the denial of reciprocity and ignorance of the minimum requirements of society by Muslim women, which justifies the analyzed legislation.Therefore, the objective of this study is to investigate the development of this controversy from the political discourse up to the legal justifications. In doing so, the challenges facing culturally diversified societies and the legitimacy of human rights discourse are highlighted.
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Books on the topic "Religious and Cultural Diversity"

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Association, British Dental. Religious & cultural diversity. British Dental Association, 2002.

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Religious diversity-- what's the problem?: Buddhist advice for flourishing with religious diversity. Cascade Books, 2014.

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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.

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Schumm, Darla Y. Disability and religious diversity: Cross-cultural and interreligious perspectives. Palgrave Macmillan, 2011.

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Theodore, Brelsford, ed. We are the church together: Cultural diversity in congregational life. Trinity Press International, 1996.

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Bouma, Gary D. Religious diversity in Southeast Asia and the Pacific: National case studies. Springer, 2010.

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Toward mutual ground: Pluralism, religious education and diversity in Irish schools. The Columba Press, 2013.

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R, Foster Charles. We are the church together: Cultural diversity in congregational life. Trinity Press International, 1996.

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Legal pluralism in conflict: Coping with cultural diversity in law. Glass House Press, 2005.

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Book chapters on the topic "Religious and Cultural Diversity"

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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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Quilter, John G. "The Nature of Religious Dialogue, the Diversity Argument and Religious Pluralism." In Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25724-2_5.

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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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Karuvelil, George. "Religious Diversity and Theology." In Faith, Reason, and Culture. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45815-7_2.

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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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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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Lega, Leonor, and Steve A. Johnson. "Helping Couples Deal with Cultural and Religious Diversity." In Cognitive and Rational-Emotive Behavior Therapy with Couples. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5137-2_10.

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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.

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Conference papers on the topic "Religious and Cultural Diversity"

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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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Kovaleva, M. V., and O. V. Mikhailov. "Search for Ways to overcome the Crisis by Representatives of Russian Religious Thought." In General question of world science. Наука России, 2021. http://dx.doi.org/10.18411/gq-31-03-2021-61.

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The crisis at the turn of the 19th and 20th centuries affected different countries and different aspects of social life, which was inevitable both due to geographical proximity and cultural, economic, political and other intersections. Addressing the topic of the sociocultural crisis was characteristic of both Russian and Western European philosophers of the early 20th century. The author in the article refers to the understanding of its features and ways to overcome it in the context of the ideas of Russian religious philosophers. An integral feature of Russian philosophical thought in the context of assessing the ongoing social changes and the search for ways out of a crisis situation is an understanding of the special purpose of Russia and an awareness of its role in human history. The works of Russian philosophers are full of anxiety about the future of mankind, about the fate of Russia, a premonition of possible death, therefore it is no coincidence that the appeal to the theme of the Apocalypse, the impending catastrophe, the end of history is perceived as a real threat to the existence of mankind. With all the diversity of approaches to assessing the sociocultural crisis, Russian thinkers are united by common philosophical roots, religion, national and cultural traditions. In the context of understanding the crisis processes of the early twentieth century, Russian religious thinkers raise the question of the role and significance of a person in the transformation of life, thereby actualizing the moral and anthropological problems.
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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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Tzafestas, Elpida S. "Cultural diversity dynamics." In 2011 Ieee Symposium On Artificial Life - Part Of 17273 - 2011 Ssci. IEEE, 2011. http://dx.doi.org/10.1109/alife.2011.5954669.

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Dong, Wei, Kate Ehrlich, Michael M. Macy, and Michael Muller. "Embracing Cultural Diversity." In CSCW '16: Computer Supported Cooperative Work and Social Computing. ACM, 2016. http://dx.doi.org/10.1145/2818048.2835198.

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Pelevina, O. V. "SOCIO-CULTURAL FOUNDATIONS OF CHINESE RELIGIOUS TOURISM." In RUSSIA AND CHINA: A VECTOR OF DEVELOPMENT. Amur State University, 2020. http://dx.doi.org/10.22250/rc.2019.2.84.

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Mendelson, Veronika. "Religious Tourism As A Means Of Intercultural Interaction And Overcoming Religious Confrontation." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.297.

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Bilalov, Mustafa. "Ethno-Cultural and Religious Grounds for Cognition and Education." In 2nd International Conference on Arts, Design and Contemporary Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.286.

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Narongraksakhet, Ibrahem, and Mohd Afandi Salleh. "Conflicts of Religious Believes and Cultural Practices Among Muslims." In International Conference on Ethics in Governance (ICONEG 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/iconeg-16.2017.47.

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Reports on the topic "Religious and Cultural Diversity"

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Andreoni, James, Abigail Payne, Justin Smith, and David Karp. Diversity and Donations: The Effect of Religious and Ethnic Diversity on Charitable Giving. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w17618.

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Stanton, Robert, undefined, and undefined. Cultural Diversity in Conservation Organizations Part 01. The Nature Conservancy, 2009. http://dx.doi.org/10.3411/col.01272245.

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Stanton, Robert, undefined, and undefined. Cultural Diversity in Conservation Organizations Part 03. The Nature Conservancy, 2009. http://dx.doi.org/10.3411/col.01272247.

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Stanton, Robert, undefined, and undefined. Cultural Diversity in Conservation Organizations Part 02. The Nature Conservancy, 2009. http://dx.doi.org/10.3411/col.01272248.

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Montero, Paula. Syncretism and Pluralism in the Configuration of Religious Diversity in Brazil. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2018. http://dx.doi.org/10.46877/montero.2018.04.

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Moon, Molly K. Understanding the Impact of Cultural Diversity on Organizations. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada397893.

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Ashraf, Quamrul, and Oded Galor. Genetic Diversity and the Origins of Cultural Fragmentation. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w18738.

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Camp, Charles D. Religious/Cultural Issues in Warfare: What Military Leaders Need to Know. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada263920.

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Adomaitis, Alyssa, and Diana Saiki. Inclusion is the Key: Promoting Cultural Diversity through Historic Costume. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1523.

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Ferrillo, Raffaele. The Management of Ethnic-Cultural Diversity in Western Armed Forces. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada561552.

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