Abstract

One result of the intake and settlement of migrants and the presence of indigenous peoples is the formation of culturally plural societies. In these societies, the domain of intercultural relations is ripe for social psychological research. Such research can provide a knowledge basis for the development and implementation of policies and programmes in plural societies. There are three hypotheses bearing on intercultural relations being examined in much current psychological research: the multiculturalism hypothesis, the integration hypothesis, and the contact hypothesis . These hypotheses are derived in part from statements in the Canadian multiculturalism policy. The multiculturalism hypothesis is that when individuals and societies are confident in, and feel secure about their own cultural identities and their place in the larger society, more positive mutual attitudes will result, in contrast, when these identities are threatened, mutual hostility will result. The integration hypothesis is that there will be more successful psychological and social outcomes for individuals and societies when strategies and policies that support double cultural engagement (ie., with both the heritage and national cultures) are pursued. The contact hypothesis is that greater contact between cultural groups will lead to more positive mutual regard, under most contact circumstances. This paper reviews research that is relevant to all three hypotheses, and concludes that research supports the continuation of the Multiculturalism policy and programmes that are intended to improve intercultural relations.

Abstract

In this article, we describe a work started in 2008 and carried out in two public schools. We analyze the possible contribution of narration (photographic and film languages) to mutual human knowledge and the understanding of the events that surround group knowledge. We think that this type of audiovisual narration is more appropriate than mere texts to relate the affective and rational in Primary school children, as they are a culturally diverse population and, consequently, not all of them are literate in the native language. We envision storytelling as the basis for using of technical resources to encourage not only inter- and intra-group exchanges with these children, but also to encourage mutual understanding among them. We conclude by pointing out how teaching situations mediated by the use of technological resources help the participants to make sense of things, ideas, relationships and life events that are dispersed, as well as to build interpersonal meanings. Finally, through these methods, the protagonists of the audiovisual narrations are able to use the dialogue and the negotiation of meaning as the best way to encourage more democratic, egalitarian and fair practices.

Abstract

What is presented below is part of an investigation entitled “The potential of secular education in primary school” (2010, ISCEEM, Toluca, Mexico) based on the theory of the new cultural paradigm of Alain Touraine, as well as contributions of the main representatives of secularism such as Henri Peña, Jean Bauberot and Roberto Blancarte. For this article some reflections are presented regarding the theme of secularism in Mexican public education, its meaning, its interpretations, the cultural battles around it and, above all, its potentialities in citizen education in basic education. Its objective is to address the five most relevant aspects that secular training can provide and that, by far, exceed the benefits that any clericalism could grant in public education. It is concluded that said secularism promotes equality and the common good that are also the basis of democracy; In addition, promoting freedom of conscience enables agents to make decisions based on criticism and reflection, essential for democracy.

 

Abstract

Immigration and its regulation are key issues in society and, as such, are subject to political discourses that show the arguments of the different social actors, especially political parties. Press is one of the main mechanisms used by these social actors to show such discourses. Hence, this paper analyzes how six Spanish newspapers presented the political discourses on the Foreigners law, as the main legal-political instrument to manage immigration, from 2003 to 2016, as well as the position of the political parties that were the main sources of discourse. To achieve this, we worked with the Zapata-Barrero model, which categorizes political discourses on immigration into two types: pro-active discourses and re-active discourses, which shows their preference for managing multiculturalism as a challenge or a problem, respectively.

Abstract

This chapter discusses how the UK planning system and local planning practice have responded to the ethnic, cultural, religious and demographic diversification of British society generated by 20th- and 21st-century waves of migration. Planning theorists and practitioners have advocated new forms of ‘planning for diversity’ since the 1980s, driven by a politics of recognition of difference. Such concerns have first been addressed through national legislative anti-discrimination and equality provisions. Local planning authorities have encouraged the participation of ethnic minority groups in planning processes and sought to address their specific needs, through both minority-targeted policies and area-based urban policies. Planners have also played a role in creating spaces of (multicultural) encounter. The chapter concludes by contrasting normative calls for ‘planning for diversity’ with the ambiguities, contradictory outcomes, dilemmas and challenges of doing so in practice. Document type: Part of book or chapter of book