Exploring five distinct models of federal arrangement, this book evaluates the relative merits of each model as a mechanism for managing relations in ethnically divided societies.
Two broad approaches to this issue, accommodation and denial, are identified and, from this, five distinct models of federal arrangement are derived.
In an educational setting, the term diversity is used to encompass differences in race, ethnicity, gender, socio-economics, religion, nationality, values, learning styles, sexual orientation, abilities/disabilities, political views, and language background among the learners, teachers, and/or staff.
Numerous studies have been conducted on the topic of student diversity in the classroom.
Michal Kurlaender and John Yun (2002) conducted a survey-based research study on students at Harvard University, where only 31 percent of the student population is Caucasian and the remaining 69 percent is of various ethnic and national backgrounds.
Based on the student survey results, Kurlaender and Yun reported that students benefited from cultural diversity at the university because the students developed a greater sense of comfort around students of different races and ethnic groups and their different perspectives (Kurlaender & Yun, 2002, p. Research by Gutierrez (1992), Tharp and Gallimore (1988), Tharp and Yamauchi (1991), Phillips (1983), and Villegas (1991) (as cited in Chisholm, 1998) indicates that teaching students to value their language and culture leads to increased academic performance.
Debunking the notion that conflict is inevitable when dominant and minority communities cohabit, Irwin Deutscher looks at five successful policies, from Swedish legislation dealing with immigrant education to the Chieftaincy act in Ghana, as he examines the possibilities for successful and harmonious intergroup relations.
Deutscher concludes that the pursuit of a benign pluralist policy leads ultimately to assimilation, providing a political solution which satisfies the champions of both diversity and unity.
The cultural differences of children are equated with cultural inferiority, and not surprisingly, children from these groups are more likely to do poorly in school, get into trouble, or drop out. Cultural Skepticism and 'Group Representation' (Anne Phillips) ; 4.Heterogeneities and Homogeneities: On Similarities and Differences (Anil Bhatti) ; 5.So far, the notion of multiculturalism has been addressed by theories that have emerged from Western societies.This volume marks a step in the direction of rethinking such questions in the Indian context.1. Preserving by Reforming: Diversity at Work in Civilizational Adaptation (Peter Emberley) ; 3.