The debate has been intensive in the media, in political forums as well as in scholarly circles. In policy terms, the main conclusion drawn from such debates has been that multicultural policies have failed and that a return to an assimilationist approach (emphasising national culture and values) is desirable. The Netherlands for instance that had been a forerunner in multicultural policies since the 1980s has shifted, at least at the symbolic level, towards such a view establishing integration courses for newcomers to the Netherlands and a civic integration test to be undertaken by prospective migrants before departure from their country of origin (Ter Wal, 2007; Vasta, 2007).
The aftermath of 9/11 and the corresponding rise of global militarism
and imperialism have had deep consequences for the
realities of Muslims around the world. The reemergence of
Orientalist representations have provided the ideological justifications
for military incursions. This short reflective article outlines
the challenge that critical educators faced in developing an
epistemological and pedagogical framework and resources for
anti-Islamophobia education in response to the resurgence of
neo-Orientalist politics and representations.
A review of the research in determining what
pedagogical strategies work best in enhancing intergroup harmony identified
a number of school and classroom interventions that have been shown to be
effective in reducing prejudice and preventing stereotyping and
discrimination. The activities in this toolkit parallel these educational
As a singer, I’ve had many opportunities to travel, and one thing I’ve learned: is that through my music, I can be accepted by people all over the world. I often wonder, why so many of us can’t accept people who are different here, in our country? It’s just not fair to be prejudiced against those whose race, religion or colour aren’t the same as ours.
Education plays an essential role in the promotion of the core values of the Council of Europe: democracy, human rights and the rule of law, as well as in the prevention of human rights violations. More generally, education is increasingly seen as a defence against the rise of violence, racism, extremism, xenophobia, discrimination and intolerance.
Issues of race and ethnicity have come to the fore in British public life, and partly as a
result of the public commitment that the Government has made since 1997 to the
desirability of a non-racist and multicultural Britain.
The European Network Against Racism (ENAR) is an EU-wide network of vibrant NGOs in all EU Member States, as well as in Croatia and Iceland. ENAR combats racism, racial discrimination, xenophobia and related intolerance, and promotes equality of treatment between European Union citizens and third country nationals.
Is the world of online gaming racist? Thursday was the UN’s International Day for the Elimination of Racial Discrimination or, if you prefer, Don’t Be Racist Day. But for many black gamers there is unlikely to have been much respite.
This paper examines the politics of knowledge production as it
relates to Muslim women in western literary traditions and contemporary feminist writing, with a view to understanding the
political, ideological, and economic mediations that have historically framed these representations. The meta-narrative of the
Muslim woman has shifted from the bold queens of medieval literature to colonial images of the seraglio’s veiled, secluded, and
oppressed women. Contemporary feminist writing and popular
culture have reproduced the colonial motifs of Muslim women,
and these have regained currency in the aftermath of 9/11.
The use of the Internet as an instrument for the widespread dissemination of racist content is assessed in detail by the author. The problem of racist content on the Internet has naturally prompted vigorous responses from a variety of agents, including governments, supranational and international organisations and from the private sector. This book also provides a detailed critical overview of these regulatory and non-regulatory initiatives.
ENAR has published a new book entitled ’Recycling Hatred: Racism(s) in Europe Today’ - a collection of essays which address the following questions: How do older and emerging forms of racism coexist and manifest themselves in Europe today? What is the impact for the communities affected? How can we influence racist and xenophobic attitudes and discourses and develop more effective policies to counter them?
With reference to the current context of intercultural education in Germany, this paper describes the concept behind a series of specially designed audio-visual media that feature stories and games as the focus of novel forms of presentation. Four audio cassettes and four video films, each with an accompanying explanatory booklet, present Italian and Turkish fairy tales, literary folk heroes, and traditional and modern games and rituals alongside German childlore and literature.
The founding of the Arab Network for Tolerance was announced at a press conference held at the Lebanese Journalists’ Union in Beirut on 2 September 2008. This project coincides with RCHRS’ decision to broaden its work outside Palestine, and is part of the Centre’s efforts to reach a wider audience in its work of diffusing the concepts and values of tolerance.
The cornerstone of this initiative is a comic. On its pages, boys and girls will find characters and stories that invite them to think about the values of citizenship, migratory processes and multicultural social interaction.
It is time for the government to set up an independent commission into the experiences of BME staff and students in higher education (like the FE sector), to investigate the challenges diversity brings the sector and how leadership and the culture of higher education needs to adapt to grasp current and future opportunities.
Note, N.; Fornet-Betancourt, R.; Estermann, J.; Aerts, D.
Globalization brings people and cultures together, producing, in addition to deep and rich encounters, exclusion, racism, xenophobia and asymmetries. The present book takes these issues implicitly as its starting point by thoroughly reflecting on them from a perspective of worldviews, as one of many approaches.