Multiculturalism

influenced by Westernized 'critical' dispositions which threaten national harmony and progress. Anyone who is 'critical' -that is, questioning of particular policies and decisions of the government -is anti-Singapore, has forgotten his/her 'Eastern' Confucian way of life, or has fallen prey to destructive 'foreign' values. Western critics of its own brand of politics and cultural management have also been dismissed as ethnocentric or culturally biased. Thus, in deploying culturally sensitive research in Singapore, it is important to recognize the fact that the State's valorization of 'Eastern' -and demonization of 'Western' -cultural practices and dispositions always mediates any reading of the country's cultural discourses. CDS is very helpful in this regard because it allows us to see discourses as emerging from historically unique sites of cultural transformation. A classroom, to give one example, is in fact a 'locally' situated context which is constitutive of intersecting local and translocal histories and ideologies mediated by specific human interactions and artefacts. To put it in another way, CDS allows us to assume that people and institutions deal with ethnolinguistic diversity and knowledge claims in radically different ways (Uitermark, Rossi, and Houtom 2005, p. 623; Candela 2013; Moutinho 2014) because of their unique historical, cultural and sociopolitical trajectories. This paper aims to map out the discursive (re)configurations of one particular classroom in a teacher-training institute in Singapore where students (in-service teachers who are taking their Masters in Education) are introduced to 'critical' discourses on multiculturalism which not only demands respect for all groups of people (that is, regardless of race, ethnicity, religion, language, gender, and so on), but also excavates the voices of those who have been traditionally silenced or marginalized in texts used in teaching and learning. Keeping true to the politically strategic aim of CDS to explore culturally appropriate ways to study discursive practices and formations, the paper's entry point will be the student teachers themselves (from hereon, to be

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PurposeNumerous authors contend that there are dissimilarities in the way people, especially those from different cultural backgrounds, interpret or accept knowledge sharing. Ribiere and Sitar argue that, as a result of their educational systems, western cultures do not encourage a social exemplar of knowledge sharing. Yeh and Ma concur, arguing that western cultures are more likely to embrace values of self‐determination, independence and the attainment of personal interest. In contrast, Yang argues that Asian cultures nurture a sharing and teamwork environment or approach to activities. Very little is mentioned in literature about knowledge sharing in African cultures and/or African organisations. Specifically, not much is known regarding knowledge sharing in settings where the roles of dominance of one culture over another are reversed or neutralised, either by force or law, or by natural progression. The purpose of this paper is to address this issue.Design/methodology/approachB...

A rationale for helping primary grade children learn about and value their own and other cultures while acquiring basic academic skills is provided. The handbook is based on the responsive multicultural basic skills approach (MIS), which states that the school curriculum should reflect society's multicultural nature. The RMBS approach emphasizes basic skills, incorporates content from a diversity of cultural groups into all parts of the curriculum, and provides children with opportunities for using their on world view as an asset for learning. The first part of the handbook discusses ways in which world views differ among and within ethnic groups and how students' ethnic world views affect their learning. The second part discusses the RMBS approach. The need for introducing the youngest students to multicultural studies and multicultural education as a pedagogical process is discussed. Guidelines for using RMBS and a sample strategy for combining multicultural and academic curricula are provided. Appendices contain lists of children's and adult's books, an infusion planning sheet, guidelines for selecting ethnically sound books, and tips for developing a unit of study. (RM)

El maestro ignorante de Rancière es un texto que propone una reflexión novedosa sobre la práctica de enseñar. La tesis del libro inscribe la explicación que hace el docente en clase en un obstáculo para un aprendizaje pleno. Así como también en un obstáculo para la propia emancipación del que aprende. En esta perspectiva el autor desarrolla la idea de un "embrutecimiento" del alumno que resultaría de su sometimiento a la explicación docente. La propuesta, que no deja de ser atractiva en el orden de los debates, patentiza una lógica del control pedagógico que no es ajena a las teorías de la conciencia, la comprensión, las competencias y las psicologías de la educación. La lectura crítica que intenta este trabajo no busca justificar ni "salir a defender" todo aquello que se "echa por tierra" en aquel texto, sino repreguntarse sobre algunas violencias y sospechas en los modos de pretender aprendizajes. Repreguntar los usos que hace el autor del pedagogo Jacotot, y de la obra de Fenelón, de los beneficios de la escritura, y de los sentidos morales de la emancipación. Recorrer, finalmente, en un régimen de clase ausente de explicaciones, como propone el autor, un espacio de controles que parecen venir a multiplicar aquello que querían suprimir. Control -Explicación -Rancière -Pedagogía -Emancipación. Profesor en Ciencias Jurídicas (UBA).

Mental health treatments can be more effective when they align with the culture of the client and when therapists demonstrate multicultural competence. We summarize relevant research findings in two meta-analyses. In the meta-analysis examining culturally adapted interventions, the average effect size across 99 studies was d = 0.50 (0.35 after accounting for publication bias). In the second meta-analysis on 15 studies of therapist cultural competence, the results differed by rating source: Client-rated measures measures of therapist cultural competence correlated strongly (r = 0.38) with treatment outcomes but therapists' self-rated competency did not (r = 0.06). We describe patient considerations and research limitations. We conclude with research supported therapeutic practices that help clients benefit from modifications to treatment related to culture.

Tato bakalářská práce se zabývá problémem lidské oběti a jejím cílem je odhalit důvody pro tuto rituální praxi. Tato práce je rozdělena do pěti částí. První část pojednává o problému lidské oběti u Aztéků. Tato kapitola je nejdelší, protože toto téma je hojně diskutováno v literatuře. K této kapitole je také přiložena krátká esej o aztécké praxi rituálního násilí. Další kapitola se zabývá lidskou obětí v Andách a především u Inků. Je zde také možné najít krátkou kapitolu o ikonografii Inků a o kečuánském pojmu huaca. Třetí část pojednává o lidských obětech u Keltů. Je zde přiložena i krátká esej o kultu hlav, který byl mezi Kelty velmi rozšířen. Čtvrtá část se zabývá některými teoriemi o lidské oběti. Poslední část této práce se snaží porovnat a utřídit fakta z předešlých kapitol a srovnat je s existujícími teoriemi o lidské a oběti a vyrovnat se s nimi. - 6 -This bachelor work deals with the problem of human sacrifice and its goal is to find the reasons for this ritual practice. Th...

A munkánk célja bemutatni első sorban a multikulturalizmust, a multikulturális nevelés fontosságát és szükségességét – annak vajdasági megvalósulását - ugyanakkor kitérünk a kultúra fogalmi eredetére, összetettségére is, ugyanis kultúra nélkül a multikulturalizmus, s így a multikulturális nevelés gondolata sem fogalmazódhatott volna meg. Ma már mindannyian multikulturális környezetben élünk, ahol akarattal, vagy akaratunkon kívül nap, mint nap, különböző kultúrájú nemzetekkel érintkezünk, találkozunk, valamint együtt élünk. Pontosan ezért nagyon fontos az, hogy az emberek tisztába legyenek saját kultúrájuk fontosságával, ugyanakkor mások kulturális szokásaira is érzékenyek legyenek. Mutassanak hajlandóságot arra, hogy megismerjék, s elfogadják az övékénél akár sokkal eltérőbb szokásokkal, identitással, vallással rendelkező nemzetek szokásait, mert csak ilyen magatartással tudunk megteremteni egy békés világot.

L’objectif de ce texte est de montrer en quoi la politique québécoise d’intégration des membres des groupes ethnoculturels minoritaires est problématique dans le cadre du statut politique actuel du Québec. Elle est en partie court-circuitée par l’approche privilégiée par le gouvernement fédéral qui fait la promotion du caractère bilingue et multiculturel du Canada. Sont ainsi créés de nombreux obstacles à l’endroit de la politique québécoise d’intégration et de la valorisation de la langue française, pilier de la culture publique commune. L’approche québécoise entre en contradiction avec la représentation de la « nation » qui est mise de l’avant par le Canada, empêchant la consolidation de la citoyenneté québécoise et d’un sentiment d’appartenance à la société nationale québécoise.

This study explores the integration of Global Citizenship Education within English Language Teaching across different educational contexts, focusing on Brazil, Portugal, and Mozambique. Through a comparative analysis, the study examines policy frameworks, cultural adaptations, and pedagogical challenges in each country. It investigates how national curricula incorporate Global Citizenship Education principles, the role of educators in fostering global awareness, and the extent to which English Language Teaching serves as a vehicle for intercultural competence
and social responsibility. Findings highlight disparities in policy implementation, resource
allocation, and teacher preparedness, revealing both commonalities and unique barriers across
contexts. The study proposes a globally adaptable pedagogical framework that aligns English
Language Teaching methodologies with Global Citizenship Education objectives, ensuring a more inclusive and transformative learning experience. The results contribute to discussions on international education policies and the role of language teaching in cultivating global citizenship.
Keywords: Global Citizenship Education, English Language Teaching, Comparative  Educational Contexts, Mozambique, Brazil and Portugal.

This study which employed the mixed research design aimed to explore the emotions of language learners from the indigenous students of Nueva Vizcaya State University-Bambang Campus in the academic year 2019-2020, and improve English language learning in the university. The respondents of this study were 57 English major students under the college of arts and sciences and the college of teacher education, taking 83.82% of the population, who were asked to accomplish validated data gathering tools to divulge information on their level of English language learning emotions along with anxiety, motivation, and gratitude. Results showed that the majority of the respondents came from the college of arts sciences and most of them were Kalanguya and Igorot while their academic performance is qualitatively described as satisfactory. The level of English language learning emotions of the respondents along anxiety, motivation, and gratitude is high. Significant differences were observed in their level of motivation and gratitude but none in their level of anxiety when grouped according to profile variables. Further, there is a significant correlation between the English language learning emotions of the respondents along with motivation and gratitude but their level of emotions along anxiety did not correlate with either their level of motivation or their level of gratitude. After analysis of the results of the study, its contributions were thematically categorized into addressing anxiety in a multicultural classroom, creating a learning atmosphere of high motivation, and teaching gratefulness alongside language skills, which are deemed necessary to enhance English language learning in the university.

This study which employed the mixed research design aimed to explore the emotions of language learners from the indigenous students of Nueva Vizcaya State University-Bambang Campus in the academic year 2019-2020, and improve English language learning in the university. The respondents of this study were 57 English major students under the college of arts and sciences and the college of teacher education, taking 83.82% of the population, who were asked to accomplish validated data gathering tools to divulge information on their level of English language learning emotions along with anxiety, motivation, and gratitude. Results showed that the majority of the respondents came from the college of arts sciences and most of them were Kalanguya and Igorot while their academic performance is qualitatively described as satisfactory. The level of English language learning emotions of the respondents along anxiety, motivation, and gratitude is high. Significant differences were observed in their level of motivation and gratitude but none in their level of anxiety when grouped according to profile variables. Further, there is a significant correlation between the English language learning emotions of the respondents along with motivation and gratitude but their level of emotions along anxiety did not correlate with either their level of motivation or their level of gratitude. After analysis of the results of the study, its contributions were thematically categorized into addressing anxiety in a multicultural classroom, creating a learning atmosphere of high motivation, and teaching gratefulness alongside language skills, which are deemed necessary to enhance English language learning in the university.

Ecclesia reformata semper reformanda – a hard to do command This article is a reworked version of the Moderator’s opening address at the 68th General Assembly of the Netherdutch Reformed Church of Africa in October 2007. Against the fourth-century background of Emperor Constantine’s “church politics”, the paper reflects on the first-century rhetoric of the Apostle Paul in 2 Corinthians 10:3ff and 17ff about non-worldly, divine weapons of warfare, and about boasting and self-commendation. It shows how Paul understood oral rhetorical words as theatrically performed by employing the genre of the so-called “Fool’s speech” by means of which Paul argues that masks disguise the authentic identity of Christ- followers. Paul’s rhetoric is applied in the article as an appeal to the modern-day church to be ecumenically open and anthropologically inclusive. The article demonstrates the uneasiness of some members in the institutional church to proceed along a path of ongoing reformation (ecclesi...

This paper represents the beginning of genealogical research I hope to undertake on my great-grandfather, Jan Štěpán. I have to admit I don't know much about him, but what I would like to do is talk to you about what I do know. Perhaps some of you can give me suggestions on how to proceed. I have done some basic research: I have his two obituaries, one in Czech and one in English, and a "remembrance" of him written (in Czech) by a former student. I have looked at Genealogy.com but couldn't find anything useful. I contacted the librarian at the National Czech and Slovak Museum and Library, but he couldn't find any records there. This is my first opportunity to come to Cedar Rapids since I decided to research my great-grandfather; thus, I am hoping this trip will yield more information on him and his contributions to Cedar Rapids and the Czech community here. Again, I welcome any suggestions any of you might have on doing this kind of research! First I'd like to discuss a little about Jan Štěpán and why he and other Czechs might have immigrated in the nineteenth century. Then I'll talk a little bit about his contributions to Cedar Rapids and the institutions he was involved with here. Jan Štěpán was born on June 25, 1869 in the tiny village of Chleb, which I believe is northeast of Prague, in Bohemia. He trained in his homeland to be a teacher. At age 20 (thus, in 1889) he came to America, first to Chicago, where on December 30, 1893 he married another Czech immigrant, Kateřina Šnydrová (Katherine Schneider). Kateřina herself was born December 3, 1868 in Kolín nad Labem and had come to the U.S. in 1892 (Cedar Rapidské Listy,

Indonesia is multicultural country in which the conflicts between etchnics may occur. With regard to this, Indonesia must implement a multicultural education which focuses on (1) regions, ethnics and traditions; (2) faith; and (3) tolerance. In addition, Indonesia must assure multicultural security for its citizens, such as, keeping energy security, economic security and cultural security. This will provide a solution to the conflicts, or significantly minimize possibility of conflicts to occur. The current globalization process does not repel isolative condition, nor enable cultural development strangely. In this condition, the strategy to prevent cultural conflicts is to perform a dialogue between cultures.

Resum En aquest article s'analitzen les propostes en matèria de política lingüística dels grups polítics que van obtenir representació a les Corts Valencianes en les eleccions de maig de 2011, gran part de les quals tenen el seu origen en el document Propostes d'Escola Valenciana per als programes electorals. Des d'una perspectiva sociolingüística, s'estudiarà l'abast de les propostes, dins del marc de la política lingüística valenciana de les darreres dècades. En el cas de les coalicions que no han tingut responsabilitats de govern autonòmic, el comparatisme es durà a terme tant amb les propostes dels majoritaris com amb la política lingüística efectiva, dibuixant així el mapa de la política lingüística possible al País Valencià en un termini mitjà. Abstract This article analyzes the proposals having to do with language policy put forward by the political groups that won seats in the Valencian Parliament in the May 2011 elections. Most of these proposals origina...

NTRE las preocupaciones más actuales de nuestras sociedades y en sus ámbitos jurídicos y políticos, se encuentra la cuestión de las P minorías '. La inquietud por el tema de las minorías no es exclusiva de nuestros días, baste recordar, sin necesidad de remontarse demasiado en el tiempo, que las minorías fueron un tema central de la Sociedad de Naciones. No obstante, es acertado pensar que el fenómeno tiene hoy dimensiones muy diferentes a las del pasado, aun el más reciente ^ ' Definición construida en el seno de Naciones Unidas, véase SQUARCI, L., «What are minorities? -some posible entena» , The Courier, núm. 140, julio-agosto, 1993.

Material culture is the conventional name for the tangible yield of human conduct. We have things to study, and we must record them dutifully and examine them lovingly if the abstraction called culture is to be compassed."… "The design is a record of the process of design and … of the designer's mind and provides a resource for the historian and scholar created in time and shaped to cultural pattern." [1] Historic Costume Collections offer an opportunity for sociologists, anthropologists, historians and designers to study fashion design from concept to realization; the social milieu in which the garments were produced and worn; and the evolution of body type and posture. This paper discusses a project to enhance these investigations through advanced technology in virtual humans and a multicultural, multilingual development team.

This study examines whether there are changes in the levels of integration of people in the state of Selangor (Malaysia). Data was collected from 744 respondents and analyzed using descriptive and inferential statistics and interpreted using integration model. Integration was found to be at the third level that is level with the Chinese groups scoring the lowest in all the three domains, the Malays achieving the highest score in the cognitive domain, whilst the Indians receiving the highest score in the affective domain. Although the level of integration is rather high, there are areas which need to be improved.

Multicultural counseling is an important aspect in counseling. The introduction of the multicultural counseling competencies was a major step to improve counseling services among school counselors. However, there is a lack of valid and reliable instrument to measure multicultural counseling competencies in Malaysian context. This initial study focuses on the development of a local instrument to assess multicultural counseling competencies among Malaysian school counselors. This instrument consists of 42 items and it was administered to 212 secondary school counselors in Negeri Sembilan and Wilayah Persekutuan, Kuala Lumpur. Principal component analysis (PCA) was conducted in which items within initial dimensions of multicultural counseling competencies were reshuffled and checked for their psychometric properties. After series of principal component analysis (PCA) and analysis from the experts, three dimensions of multicultural counseling competencies with 28 items were formed. This paper also discusses the findings and its implication to the instrument development and the validation process.

ABSTRACK The purpose of this study is to determine: how modernization, how the history of the emergence of Madrasis teachings, and how the existence the group of Madrais teachings, in Cigugur District, Kuningan Regency West Java. This study uses a phenomenological approach, methods of descriptive analysis, and the various qualitative research. The qualitative data is needed in this research are: modernization, historical emergence Madrais teachings, and the existence of groups Madrais Teachings, in Cigugur, Kuningan regency, West Java, namely the appropriate data and considered necessary to solve the problem are formulated. An analysis of: modernization, historical emergence Madrasis teachings, and the existence of groups Madra is Teachings, in Cigugur Kuning an regency, West Java, is done by describing about: modernization, historical emergence Madras is teachings, and the existence of groups Teachings Madrais in Cigugur Kuningan regency, West Java.

This article proposes that to decolonize is to radically dismantle a system of values which fundamentally upholds existing institutions. In Bolivia, this involves a system of domination that is both neocolonial and racist. Although there is an ongoing process of decolonization in society, a real decolonization of the State has been precluded by the MAS government since 2009. Nonetheless, the government clearly proclaims the success of decolonization simply based on the fact that Evo Morales is an indigenous president. To measure the scope of these debates, the article studies other schools of thought regarding decolonization such as Indianism and Katarism, and Xavier Albó's multiculturalism.

report that a culturally sustaining pedagogy (CSP) addresses the integration of students into a new culture. purports that bilingual education is socially and historically situated, while van Lier (2004) posits that diverse linguistic groups will have an ominous future if the educational system ignores their linguistic needs. The design of CSP demands a paradigmatic shift to meet the needs of culturally and linguistically diverse students (CLDs). Culturally sustaining pedagogy cultivates and sustains linguistic, literate, and cultural pluralism as part of schooling for positive social transformation . Ignoring curriculum reformation through the lens of CSP will ultimately cannibalize the education systems as well as the majority of its students-students of color. The question remains through what lens can educators deeply commit to implementing CSP, and how can schools sustain it? Culturally sustaining pedagogy exists wherever education buoys the lifeways of communities that have been and continue to be maligned and erased through schooling . A paradigmatic shift is necessary in order to remediate the educational system that is essentially cannibalizing itself through effacing its posterity through pedagogy that ignores its constituents. Advocating in favor of CSP, this defense will examine the historical elements of bilingual education in the United States, linguistic ecology, the salient components of complex systems theory and Martin Heidegger's notions of Dasein. Threading the frameworks through the lens of identity-building, this defense culminates with suggestions on how to narrow the opportunity gap, bridging theory into practice.

Ethnic and linguistic diversity in a country, while it is considered an opportunity for growth and development, if not managed properly, becomes a serious challenge and creates tension in the country, increasing crimes will be one of them. Afghanistan has faced this problem for many years and has not yet found a suitable solution. The current research, using the descriptive-analytical method, aims to provide a suitable solution according to the cultural and social structure of the country. Historical and empirical studies of countries show that they have experienced four types of patterns of ethnic relations to solve their problems. The first model is the out-group marriage that results in born babies that do not belong to a specific race but belong to diverse races. The second one is the pattern of assimilation that occurs at two levels of culture and social structure. Based on this, the culture of other ethnic and their social groups fade away in the culture and social structure of the larger ethnic. The third modal is ethnic pluralism. Based on this pattern, different ethnic groups maintain their own culture and social structure. The fourth one is the model of unity in plurality, in this model, ethnic diversity is recognized on the one hand, and geographical and cultural unity is also considered on the other hand. Considering the ethnic structure in Afghanistan, the most suitable model for reducing crimes is the model of "unity in plurality", which respects the values of different ethnic groups and also considers the unity of society.

Language identity of secondary-level Russian-speaking immigrant students in Finland and its relation to ethnic identity, attitudes towards language and nationality, use of Russian and Finnish, and self-assessed language proficiency were investigated. Language identity refers to a person's identification with a language and as a speaker of a language, based on attitudes towards and appreciation of the language as well as on self-assessed and desired proficiency and language-use situations. Language identity is examined from a sociocultural perspective, according to which a person's identity is constructed in interaction with a community. Construction of identity is influenced by linguistic choices in different situations, goals, and a person's linguistic self. Identity is further linked with the existing socio-cultural and historical context. The sample comprised 256 Russian-speaking students, aged 15-30, studying in 35 Finnish educational institutions. The data were collected in 2000 with a structured questionnaire, and analysed quantitatively. Illustrative data consisted of interviews of 15 students. Results indicated that students regarded themselves primarily as speakers of Russian, and felt Russian closer to themselves and more important than Finnish. Strong relationship with the mother tongue lends support to Russian identity but does not exclude a bilingual and bicultural identity. Two dimensions were found in identification with Finnish and as a speaker of Finnish: on the one hand, emphasis was put on mastering the language and its importance to identity; on the other, goal-orientation in language learning for educational and employment purposes and ultimately for integration into the Finnish-speaking community were emphasised. Identifying with a language was linked with ethnic identity, attitudes towards language and nationality, language use in different situations and self-assessed proficiency. Cluster analysis produced five types of language identity: pro-Finnish, bilingual, Russian-speaking and pro-Russian, Russian-speaking, and Russianspeaking and anti-Finnish. The pro-Finnish favoured mainly assimilation, the bilingual integration, and the last three groups different degrees of separation.

Language identity of secondary-level Russian-speaking immigrant students in Finland and its relation to ethnic identity, attitudes towards language and nationality, use of Russian and Finnish, and self-assessed language proficiency were investigated. Language identity refers to a person's identification with a language and as a speaker of a language, based on attitudes towards and appreciation of the language as well as on self-assessed and desired proficiency and language-use situations. Language identity is examined from a sociocultural perspective, according to which a person's identity is constructed in interaction with a community. Construction of identity is influenced by linguistic choices in different situations, goals, and a person's linguistic self. Identity is further linked with the existing socio-cultural and historical context. The sample comprised 256 Russian-speaking students, aged 15-30, studying in 35 Finnish educational institutions. The data were collected in 2000 with a structured questionnaire, and analysed quantitatively. Illustrative data consisted of interviews of 15 students. Results indicated that students regarded themselves primarily as speakers of Russian, and felt Russian closer to themselves and more important than Finnish. Strong relationship with the mother tongue lends support to Russian identity but does not exclude a bilingual and bicultural identity. Two dimensions were found in identification with Finnish and as a speaker of Finnish: on the one hand, emphasis was put on mastering the language and its importance to identity; on the other, goal-orientation in language learning for educational and employment purposes and ultimately for integration into the Finnish-speaking community were emphasised. Identifying with a language was linked with ethnic identity, attitudes towards language and nationality, language use in different situations and self-assessed proficiency. Cluster analysis produced five types of language identity: pro-Finnish, bilingual, Russian-speaking and pro-Russian, Russian-speaking, and Russianspeaking and anti-Finnish. The pro-Finnish favoured mainly assimilation, the bilingual integration, and the last three groups different degrees of separation.

Issues of national language are very complex in Africa because of the multi-lingual situation on the continent. The situation is even more severe when a country attempts to choose one of the indigenous languages as its national language. Most African nations have peacefully chosen foreign languages as their official languages but there is always a controversy over which language to use as a national language in Africa. The paper investigates the views of Ghanaians on national language. The paper discusses the responses to questionnaire that were administered to respondents who were randomly selected on the street of Accra. The paper finds out that majority of the Ghanaian population, representing 81% want Ghana to adopt a national language. The paper argues that even though Ghanaians want a national language, intensive education on national language must be carried out by the government before any action is taken

Using Islamic schools as a point of reference, this paper investigates the language contact phenomenon within the Islamic schools in Ghana and how it affects the teaching and learning of English in the classrooms across schools located in the Islamic communities. This investigation is done in relation to language policy of education for the primary schools in Ghana. Data was collected from three primary Islamic schools located in three different communities namely in Accra. This study provides insight into the language contact situation in Islamic schools: codeswitching and language interference. The implication of the issues for the planning of literacy in multicultural contexts is also highlighted.

Este articulo expone el Federalismo Cultural, como una postura mas amplia y compleja, que tiene como premisa antropologica la dignidad humana protegida en el marco de un Estado Constitucional mediante el reconocimiento de la libertad cultural, como un modelo de Estado que sea el reflejo de la cultura, ya que es la unica forma en la que es posible cumplir con los objetivos del federalismo y aspirar a ser un limite efectivo al poder. El sistema politico mexicano a pesar de llamarse representativo, democratico y federal y de tener fundamento legal en la Constitucion Politica, en la practica no tiene las caracteristicas del federalismo, este mas bien es un centralismo y una concentracion desmedida del poder, por lo que el modelo federal cultural puede representar una propuesta a seguir.

En este artículo se presenta un estudio de caso de una empresa donde colaboran directivos de dos culturas: México e India; se plantean preguntas de investigación como: ¿cuáles son los valores, actitudes y habilidades que ambas culturas esperan de sus líderes?, ¿cuáles son las habilidades del líder y sus estilos de liderazgo? y ¿cuál es la distancia y dimensión del poder de los líderes de ambas culturas? Se diseñó un instrumento con las cinco características de la descripción de la personalidad enumeradas por Goldberg (1990), la aproximación de estilo de liderazgo de Madrigal (2009), y dimensión de la incertidumbre y distancia del poder con la teoría de Northouse (2012). Para poder llevar a cabo este estudio se encuestaron a 102 directivos de cultura india y mexicana en diferentes aspectos relacionados con la percepción de liderazgo. Los resultados demuestran que tanto los mexicanos como los indios tienden a preferir un estilo de liderazgo democrático. Finalmente se presentan como ha...

Orta əsrlər dövründə Şərq intibahının mərkəzlərindən biri olan Gəncə eyni zamanda öz çoxsaylı abidələri ilə diqqəti cəlb edir. Gəncə şəhərini əhatə edən Kiçik Qafqaz dağlarının ətəklərində, müasir Göygöl rayonu ərazisində inşa olunmuş qalalar orta əsrlərdə daha da gücləndirilmişdir. Gəncə ətrafında bir neçə Qız qalası adı ilə tanınan orta əsr qalaları, o cümlədən də Balçılı Qız qalası, Köşkü Qız qalası güclü müdafiə xarakteri daşıyan abidələrdir. Balçılı Qız qalası Gəncənin müdafiəsində mühüm rol oynamışdır. Göygöl rayonunun Balçılı kəndinin yaxınlığında, kənddən Daşkəsən dağlarına tərəf gedən yaylaq yolunun yaxınlığında, səfalı yerdə orta əsrlər dövrünə aid bir neçə abidə, yaşayış yerinin qalıqları mövcuddur. Bu abidələrin içərisndə Qız qalası öz möhtəşəmliyi ilə seçilir. Arxeoloji materiallar Balçılı Qız qalasının IX əsrdə inşa edildiyini, XVI-XVII əsrlərə qədər istifadə olunduğunu söyləməyə əsas verir.
Gəncə şəhərinin müdafiəsinə xidmət edən və möhtəşəmliyi ilə seçilən qalalardan biri də Zurnabad qalasıdır. Zurnabad qalası Göygöl rayonunun Zurnabad kəndinin 8 km-liyində, qalın meşəlik ərazidə, Gəncə çayının sahilində yerləşir. Qalanın tikinti xüsusiyyətləri və arxeoloji tədqiqi onun XII-XIV əsrlərə aid feodal qalalarından biri olduğunu təsdiq edir.

As the world becomes more interconnected the impact of migration and acculturation have become an increasingly relevant topic. This article provides a review of the dominant theories of acculturation, a critique of these theories, and suggested revisions to current models that reflect the millennial context of migration. A revised perspective, the Cultural Congruency Framework, is proposed. A key premise of the framework is that individuals contextually engage in strategies to align their values, beliefs, and behaviours to experience cultural congruence. Suggestions are provided for implementing this framework in the context of counselling psychology.

Besonders mit den Gottes-und weniger mit den Landfrieden hat schon Herbert Meyer das Mühlhäuser Rechtsbuch in Verbindung gebracht und argumentiert, dass die dargestellten Rechtsbrüche wie Totschlag, Verwundung, Heimsuchung, Notzucht und Diebstahl letztlich einem "System der Friedensbrüche" entsprächen und daraus eine inhaltliche Beziehung zwischen den Rechtsquellen geschlussfolgert. 1 Da sich seit Meyers Arbeit die Erforschung von Gottes-und Landfrieden erheblich vermehrt hat, liegt es nahe, das Verhältnis des Mühlhäuser Rechtsbuchs zu der Gottes-und Landfriedensbewegung 2 von Neuem in den Blick zu nehmen. Eine Textvorlage für die Bestimmungen im Rechtsbuch hat Meyer im Quellenbestand der überlieferten hochmittelalterlichen Gottes-und Landfrieden nicht aufgefunden. 3 Eine solche Vorlage, das sei an dieser Stelle vorweggenommen, wird der vorliegende Beitrag nicht präsentieren. Ohnehin sind für Thüringen und die erste Hälfte des 13. Jahrhunderts Landfriedenstexte völlig unzureichend überliefert, sodass mögliche Vorlagen zumindest aus der Region Mühlhausen nicht identifiziert werden können. Als erster regionaler Landfrieden gilt weiterhin eine nicht überlieferte Vereinbarung vom 28. Februar 1250. 4 Mehr Hendrik Baumbach Landfriedensrechtliche Bestimmungen im Mühlhäuser Rechtsbuch Kommentar im Wesentlichen zu den Abschnitten 1-5, 10 und 12-14 1 Meyer, Mühlhäuser Reichsrechtsbuch, S. 22; Meyer, Neue Studien, S. 232. Dem hat sich Oppitz, Art. Mühlhäuser Rechtsbuch, Sp. 1663, angeschlossen, wenn er in den ersten sechs Kapiteln des Rechtsbuchs "Regelungen des allgemeinen Rechts des Landfriedens" identifiziert. 2 Dieser Beitrag verzichtet auf eine strikte Unterscheidung zwischen Gottes-und Landfrieden, sondern betrachtet diese Quellen als gattungsgleich, um der richtigen Feststellung von Goetz, Gottesfriedensbewegung, S. 51-53, zu folgen, der beide Begriffe als moderne Kategorisierungen klassifiziert, die sich in den mittelalterlichen Quellen so nicht wiederfinden.

Cette contribution met en perspective deux localités de la péninsule de la Guajira (nord de la Colombie). Les populations wayùu habitant ces localités vivent de manière contrastée leur contact avec les ressources exogènes qui transitent par les petits centres urbains répartis sur la péninsule. Leurs dispositions propres à s'accommoder de ces ressources reflète des parcours historiques divergents. L'enjeu de cette contribution est d'illustrer l'hétérogénéité des vécus face à certaines formes de modernité. Ce faisant, il s'agit de rendre compte de la ruse comme attitude face à l'exogène et de son contraire : une situation d'interface qui rend caduques les modèles hérités du passé et maintient hors de portée les alternatives exogènes disponibles ailleurs.

Multiculturalism has been a substantial part of the U.S. experience and a continued source of tension throughout the country's existence. From a legal point of view, however, the Anglo-American common law is everywhere the driving force, seemingly leaving limited room for the legal systems of the native populations, 1 and even less for the forcefully transported African population, though history proves that these populations had at all times legal awareness and agency. 2 While it might seem difficult to describe the U.S. legal system as mixed, its day-to-day, decentralized, bottom-up dynamic interacts with, and draws on, a diversity of endogenous and exogenous cultures. If legal and normative phenomena are considered from the perspective of critical 3 or radical pluralism, 4 there may be more diversity in the United States than one might expect. The present Report, however, focuses