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Anna Triandafyllidou 2012
European University Institute, Florence
Robert Schuman Centre for Advanced Studies
http://cadmus.eui.eu/bitstream/handle/1814/20975/ACCEPT_Handbook_Tolerance_2012_rev2.pdf?sequence=1
http://goo.gl/8TZf5 ~ http://goo.gl/rQrH5 ~
: it is a dedication to the state of North Dakota, USA ; thelocation at the time of creating the study
There are a total of seven Handbook led Discussion application questions encased in a graphic of a post-it/sticky note. Each are
highlighted here with the following:
page number prepare answers, ideas. . . .
the questions as stated in the handbook.
regarding ways to answer questions
A question (designed to review material presented).
Use the numbers to place the answers.
1.
2.
3.
answers are listed here
http://www.facebook.com/l.php?u=http%3A%2F%2Fcadmus.eui.eu%2Fbitstream%2Fhandle%2F1814%2F20975%2FACCEPT_Handbook_Tolerance_2012_rev2.pdf%3Fsequence%3D1&h=8AQEk661Xhttp://www.facebook.com/l.php?u=http%3A%2F%2Fcadmus.eui.eu%2Fbitstream%2Fhandle%2F1814%2F20975%2FACCEPT_Handbook_Tolerance_2012_rev2.pdf%3Fsequence%3D1&h=8AQEk661Xhttp://goo.gl/8TZf5http://goo.gl/rQrH5http://goo.gl/rQrH5http://goo.gl/rQrH5http://goo.gl/8TZf5http://www.facebook.com/l.php?u=http%3A%2F%2Fcadmus.eui.eu%2Fbitstream%2Fhandle%2F1814%2F20975%2FACCEPT_Handbook_Tolerance_2012_rev2.pdf%3Fsequence%3D1&h=8AQEk661X7/30/2019 Diversity Notes
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The main purpose of the Handbook is
to clarify terms commonly used to talk about diversity.
The first objective is to define terms, to give young people the tools needed to
understand more effectively the reality that surrounds them. Secondly [so that
fear is not a factor], to introduce the concepts and phenomena underpinning fear
of diversity to helpyoung peopleunderstandthe nature of negative behaviourstowards diversity enabling them to distinguish between beliefs and actions,
through clarifying terms and appropriate examples to appreciate differences of
others. Finally, the Handbook proposes answers to the challenges of ethnic and
religious diversity in everyday life.
Seeking to help students grasp the terms and definitions in the context of real life
problems, from different European countries, insights into religious and ethnic
diversity at school, at work and in public spaceswe hope the handbook will prove
helpful in preparing youth to be the European citizens of tomorrow. 8
This Handbook seeks to inform and educate youth, to help them understand diversity and talk about it using a common set of
terms. It aims to give young people the tools to resolve dilemmas that they may face in their everyday lives and in the future 7
inform
educate
help them understand diversity
talk about it
using a common set of terms
to give young people the tools
resolve dilemmas that they may face
in their everyday lives
in the future
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The material presented in the handbook is relevant to what educational course names? p. 8, 49
1.2.
3.
4.
answers European Civics & Citizenship Education 8 Socio-Economic Sciences & Humanities 49, 53 see also p. 4, 5
with new friends
For each question just answer to the best of your ability without a fear or concern of right or wrong. It is to create a beginning
point for greater understanding of the information presented in the Handbook itself, including increasing self~awareness.
a definition of what is a worldview, yours, who/what influences your worldview @nd why ; ex:
Religion is. . . (find a definition), list ones most familiar, find one that is new : describe in a few sentences, share which
religion(s) I prefer to participate in. . .by (actions, prayers, etc.). . .with. . . .
define, describe what is mean to be a boy, girl, male, female; man, woman; include anything other
mom, dad, siblings, etc.
: define, share thoughts on the meaning of : friend(s), classmate(s), team(s), coach(es), worship, play, etc. Is there a diff erence
if one asks : Who is part of your family? Family means to me: share at least one positive aspect of each concept @nd why ~ Ex:
In my worldview, the thing I like most is. . ./the aspect of life that is my favorite is. . .because. . .
: list @nd why
keep your answers as the beginning frame of reference for all discussions @nd further study, journal/add to as convenient enjoying
the process along the way.0 Try changing beginning reference point of the other for understanding. When done with the entire
handbook, see what changed @nd why
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7, 49
8, 19, 40 Britain
18 33
353 45
49
49
accommodating diversity, egalitarian tolerance
38
39
43
36 36 (only mentioned once) Ireland
45
8
17 7
23
23
44
49
8
41
43
46
51
8
16
21, 25, 26
16, 21, 25 26
38
27 29
40 43
42
31
8, 38 35
38 43
3818 see also UN Friendship Day
43 (only mentioned once)
33
38 a 22 Britain
8, 19, 40 Britain
35 38 a
38
a 36
39 Ireland
8 11 16
16 16 17
18 22
23 26 29
29 32
35
42
44
49
49
51
17
35
36
~ Ireland
39 41
44 44 Germany
46
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32
30
31
33
33
17, 40, 43
31
21
25
25 25, 51
8
51
29 29
30 42
32, 36 Ireland
43 44
8, etc.
17 19
29 UN def
8
26
30
35
36 Ireland
38
36
49
51
19 Britain
22, 23 ~
citizenship
23 Sweden
29
29
30
35
38
38 multicultural citizenship
51
20, 35, 41, 42
3543
42
44
7, etc
7
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40
41
18
18
35 (only mentioned once)
46
49
7
32
7
45
49
49
31
46 tolerance
33
36 Ireland
49
46
33,51 44
44
49
view internet link for more information
3535
38
11 21 16
25 33 38
see also intercultural, multicultural(ism 8) approaches, multicultural citizenship38 multicultural accommodation 40
8
22
22
27
38
22
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35
38
38
38 39 Ireland
40
38
38
29 25
29
30
38
42
16 21, 25, 26
27
31 33
38 40 42 44 44
21 22
22 25 26
26
25 7
8 8, 27-34 .8 25 25
7 25
43
49
8 35 38
43
38 40
8 35
35 European Migration Network
38
26, 30, 33, 35-36, 38, 42, 45, 46, 49
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7, 49 8 18 33
35 38 45
49
types of : integration, egalitarian tolerance
38
38
38 40
43 (only mentioned once)
20
35
42
42 49
The UN has an Intl Day of Tolerance
49
49
49 a type of accommodation
32
36 43 36
43
7 8 8
8 16 16 17
17 17 18 19
20 31, 39 38 42 39, 43 39
42 43 49 51
25 26, 35, 39, 41, 42, 43, 49, 50, 51
35
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17 35, 44 36 39
41 44 44 44
44 & 49 49
22, 23
38
30
17 19
29
43
49
49
38
8
32
7-8
8
list the three places
1.
2
3.
answers at school, at work @nd public spaces
list all the public places that there is an opportunity to discuss such subjects; include places that are enjoyed @nd why
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16
16, 21, 22
features/characteristics including @ny combination of: ethnic background, ethnicity (descent) 21Cultural tradition, culture21includes language (part of culture)
Religion
Race21
The same existing characteristic across all of the individual minority people groups is often used to create a larger minority
group, but in this, it could be incorrectly labeling and misunderstanding, because of the characteristic being singled out instead
of appreciated [ often due to people being first introduced to the reality/awareness of the peoples in an early way of
conceiving/processing information of that which is different.* ] An example is race, as often confused with religion/religious
faiths, where the people are characterized asstereotypes8instead of, religious diversity being distinguished as truly separate
from racial diversity51
Minority Populations are either this or that in origin:
as reference also eHowhttp://www.ehow.com/about_6637219_emigration-vs_-immigration.htmlfrom/found/living within country of origin | 1.
people that have traveled from (emigrant) /to (immigrant) | 2.
answers native or migrant
1.
2.
3.
answers history, culture @nd identity
in this, it is the samere: The United States of America
16
21
Homogenous
mono-cultural
mono-ethnic
mono-religious
that seek political representation & participation as citizens
frequently establish special minority institutions to ensure survival of their cultures traditions
may challenge the dominant view of national history, appeal for re-interpretation of past historical events (esp. wars) &
national heroes ~ can be used as a success : multicultural vision of nation, which Britain has in regards to its history/national
heritage 22multicultural country 39 Ireland
may pose challenges for the majority definitions of words such as acceptable, normal, deviant
may have different worldviews, different religious beliefs and different conceptions of gender relations, the family and the
community where the challenges can be significant.
http://www.ehow.com/about_6637219_emigration-vs_-immigration.htmlhttp://www.ehow.com/about_6637219_emigration-vs_-immigration.htmlhttp://www.ehow.com/about_6637219_emigration-vs_-immigration.htmlhttp://www.ehow.com/about_6637219_emigration-vs_-immigration.html7/30/2019 Diversity Notes
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17
18
20
prepare answers, ideas. . . .What do we learn from the two examples cited above? See handbook 20 to understand the question.
Is it possible for a nation to create a multicultural vision? y/n
Name the nation and country the Handbook identifies have successfully done that:
1.
2.
answers Britain 22, Ireland 39
19
21
concepts of:
Anthony D. Smith 26
30
. . .nations are essentially imagined communities . 21, Benedict Anderson
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list the three ways of describing the word nation:
1.
2
3.
answers a social group, a self~defining human community, an imagined community
21
Smith
list the three ways of describing nationalism:
1.
2
3.
answers as a phenomenon, as an ideological movement, as a movement
21
21
22
21
22
22
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22
for example, a people group within a land identification (country)
22
To distinguish minority populations from national majorities, the manual prefers to use terms such as
16, 21, 22
features/characteristics:
21
24 Prepare answers, ideas. . . .
23
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Diversity does not imply inferiority, that is racism26, 30
differences in ethnic descentamong individuals or groups : native minorities (within country, nation, state) & immigrant groups
(those that come to the country, nation, state)51
differentphysical characteristics among individuals or groups
individuals or groups having different cultural traditions, customs and languages
multiple religious faiths being practiced within one society
26
26
27
What are the common cultural features included among an ethnic identity of a people group?
1.
2.
3.
answers language, customs & values
26
26
an example is the Greek Orthodox ethnie of the Ottoman empire that became the nation of Greece itself
27
21 25
Is associated with natural differenceIncludes features such as
The manual describes how Racial difference is not indeed natural, but it is socially understood as such ~ in this the natural
differences are not the crux or core, it is the social realities.
Race is something that is socially constructed.27
27 prepare answers, ideas. . . .
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What are the main native and immigrant groups in your country?
In what ways are they different from the national majority?
29
7
7
8
26,29
26 30
29
27
29 (only referenced once in the Handbook)
26,29
http://www2.ohchr.org/english/law/cerd.htm
see alsohttps://www.facebook.com/unitednationshumanrights
http://www2.ohchr.org/english/law/cerd.htmhttps://www.facebook.com/unitednationshumanrightshttps://www.facebook.com/unitednationshumanrightshttps://www.facebook.com/unitednationshumanrightshttps://www.facebook.com/unitednationshumanrightshttp://www2.ohchr.org/english/law/cerd.htm7/30/2019 Diversity Notes
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32
32 ~ replace with proper definitions
32
32 46
34 prepare answers, ideas. . . .
35
list both kinds
1.
2.
answers the kind among member stateswithin each member state every minority & immigrant group
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49
49
43
1.
2.
3.
answers integration & assimilation, multiculturalism & assimilation, tolerance & respect
35
8
diversity
ethnic
cultural
religious
list the types
1.
2.
3.
answers ethnic, cultural, religious
There are different ways to address the different types of diversity
(ethnic, cultural, religious).:
in this racial diversity is not discussed ~ re:23; on pg 25 racial diversity
is introduced as physical characteristics; racial difference : which races
exist and who belongs to which race. . .is socially constructed 27
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38
three concepts of
1.
2.
3.the two specific models are
a.
b.
answers a dynamic two~way process, a social, economic and political process, there are two specific models of :
multiculturalism and the intercultural approach
1.
2.
3.
4.
answers labour, educational, social, political
35
38
37 prepare answers, ideas. . . .
Propose specific measures for integrating immigrant children in your school.
Discuss how integration of these children would be different from assimilation.
What would assimilation entail?
Include answering the question, What would integration (entail)? Provide any examples from the Handbook or other
source(s).
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38
38
40
41
3840
40
38
40
41 prepare answers, ideas. . . .
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How is citizenship defined in your country?
Does this definition include minorities and recognize their difference?
42
41
38
46
46 Denmark
answers establishing, creating, maintaining
44
view link
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47 prepare answers, ideas. . . .
a. What kind of claims of minority or immigrant groups should not be tolerated in Europe? (use this same question with
another country reference of choice) Please give examples.
b. What kind of claims or needs of minority immigrant groups should be accepted and respected? Please give examples.
44
17 36 Ireland
39 41
44
44
44 51