Whither Cultural Diversity and Intercultural Education in the Netherlands?

2017 ◽  
pp. 17-33 ◽  
Author(s):  
Yvonne Leeman
Keyword(s):  
The Netherlands ◽  
Cultural Diversity ◽  
Intercultural Education

scholarly journals E-working: Country Versus Culture Dimension

2021 ◽  
Vol 13 (2) ◽  
pp. 23-34
Author(s):  
Michal Beňo
Keyword(s):  
Problem Solving ◽  
The Netherlands ◽  
Cultural Diversity ◽  
National Culture ◽  
Power Distance ◽  
Cultural Dimensions ◽  
Comprehensive Model ◽  
Cultural Backgrounds ◽  
Geert Hofstede ◽  
Different Cultures

Globalisation and increasing digitisation mean that companies must increasingly orientate themselves internationally in order to become (more) competitive or to remain competitive. Promoting e-working can revitalise rural development. The issue involved is always interaction between people from different cultures, between people who, according to their cultural backgrounds, feel, think and act differently. When cultural diversity and differences are taken into account, greater creativity, more diverse ideas and faster problem solving are achieved. The cultural dimensions, according to Geert Hofstede, offer a comprehensive model for capturing the various expressions of intercultural values. This paper examines the motives for applying e-working in selected European countries in 2018 according to Hofstede’s six dimensions of national culture. Twenty-eight countries from the Eurostat database were analysed (Finland and the Netherlands were excluded, and software detected them in the e-working variable as outliers). Correlation with e-working is statistically significant at PDI (power distance index - negative: the lower the PDI index, the higher the proportion of e-working) and IVR index (indulgence versus restraint - positive: the higher the IVR index, the higher the proportion of e-working).

scholarly journals LA EDUCACIÓN INTERCULTURAL Y LAS IDENTIDADES DE GÉNERO, CLASE Y ETNIA

2011 ◽  
Vol 6 (11) ◽  
pp. 273
Author(s):  
Horacio Gómez Lara
Keyword(s):  
Cultural Diversity ◽  
Bilingual Education ◽  
Intercultural Education ◽  
Ethnic Identities ◽  
Educational Policies ◽  
Intercultural Bilingual Education ◽  
Present Context ◽  
San Andres ◽  
Made In

Este trabajo hace referencia a la oportunidad que puede representar la educación intercultural para la resignificación de las identidades de género, etnia y clase. Se reflexiona a partir de la investigación sobre educación realizada en el municipio de San Andrés Larráinzar o Sakamch’en de los Pobres, Chiapas. A partir de los resultados de investigación se argumenta que en el contexto actual en que se está practicando la educación intercultural bilingüe en Chiapas y en el marco de políticas educativas que no son construcciones propias de los pueblos indígenas significan nada más nuevas imposiciones simuladas con los discursos de respeto a la diversidad cultural.   SUMMARY This paper refers to the opportunity that can represent the intercultural education for re-meaning the gender, class and ethnic identities. The work is a reflection from the investigation made in the municipality of San Andrés Larráinzar or Sakamch’en in Chiapas. From the results of investigation is argued that in the present context that the intercultural bilingual education is practicing in Chiapas and in the context of educational policies are not people’s own constructions, mean nothing more new impositions simulated with the speeches of respect for cultural diversity.

Inclusive Intercultural Education in Multicultural Societies

2021 ◽  
Author(s):  
Rocío Cárdenas-Rodríguez ◽  
Teresa Terrón-Caro
Keyword(s):  
Cultural Diversity ◽  
Civic Education ◽  
Social Inequalities ◽  
Diversity Management ◽  
Cultural Transformation ◽  
Intercultural Education ◽  
Pedagogical Practices ◽  
Equal Rights ◽  
Cultural Groups ◽  
Positive Interaction

Cultural diversity is a characteristic of plural societies, and the way that each society approaches that diversity determines whether or not the societies evolve or stagnate, whether cultural groups remain segregated or integrate, and whether social inequalities grow or if communities affirm the value of diversity and promote equality. For this reason, it is important to analyze the cultural diversity management system that guides our interventions because the socioeducational methods and practices designed for any given plural context depends on them. Research refers to the assimilationist, multicultural, and intercultural cultural diversity management models, and the conclusion appears to be that the intercultural model is the framework that [best] accounts for an integrated and inclusive society. Interculturalism requires the establishment of policies that champion equity, in order to achieve equality at the legal and social levels, and that promote genuine equality of opportunity. At the same time, it demands pedagogical practices based in civic education. An intercultural education should help us learn to live together and should educate people, to grow their knowledge, understanding, and respect for cultural diversity. Intercultural education is a reflective, socioeducational practice focused on social and cultural transformation through equal rights, equity, and positive interaction between different cultures. Intercultural education is characterized by an acknowledgment of cultural diversity, a positive valuation of egalitarian relations, equal educational opportunities for all, and moving beyond racism and discrimination. Fundamentally, intercultural education can be understood as an educational model that champions cultural diversity and the advantages it offers within an education context, such as the values of human rights and equality, and a rejection of cultural discrimination.

scholarly journals Dual identity and immigrants’ protest against discrimination: The moderating role of diversity ideologies

2016 ◽  
Vol 20 (6) ◽  
pp. 924-934 ◽  
Author(s):  
Maykel Verkuyten
Keyword(s):  
Experimental Study ◽  
Social Change ◽  
Collective Action ◽  
The Netherlands ◽  
Cultural Diversity ◽  
Social Problem ◽  
Dual Identity ◽  
The World ◽  
Moderating Role

Discrimination of immigrant groups is an important social problem in many societies around the world. This study examines the moderating role of cultural diversity beliefs on the relation between dual identity and the intention to protest against immigrants’ discrimination. An experimental study was conducted among national samples of the three main immigrant-origin groups in the Netherlands. It was found that dual identity predicted the intention to protest against discrimination more strongly within a context of multicultural recognition compared to a context of assimilation or interculturalism. This demonstrates that multicultural recognition is a facilitating condition for dual identifiers to get involved in collective action for social change.

scholarly journals Ensino da língua portuguesa numa perspetiva intercultural Uma proposta de atividades didáticas com base em materiais publicitários

2020 ◽  
Author(s):  
Angela Zanetti
Keyword(s):  
Cultural Diversity ◽  
Cultural Differences ◽  
Intercultural Education ◽  
Language And Culture ◽  
Advertising Language ◽  
The Relationship

This research aims at presenting a proposal of linguistic and intercultural education in Portuguese language, based on the comparison among Portuguese, Brazilian and Angolan advertisements. The Portuguese language is characterised by a great linguistic and cultural diversity: through this analysis we would like to develop activities directed at making the students conscious of the linguistic and cultural differences around the Portuguese-speaking world. By focusing on the relationship between advertising, language and culture, we aim at showing the didactic potentialities that a research like this could offer and a concrete proposal of activities that consider the results of this analysis.

Comparing cultural diversity perspectives among public service employees in the Netherlands in 2008 and 2018

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joep Hofhuis
Keyword(s):  
The Netherlands ◽  
Cultural Diversity ◽  
National Government ◽  
Workplace Diversity ◽  
Cultural Groups ◽  
Public Servants ◽  
Content Type ◽  
Service Employees ◽  
Major Predictor ◽  
Creativity And Innovation

PurposeThe Netherlands' national government (Rijksoverheid) is an example of a large public organization that strives to recruit and retain employees from different cultural groups, and aims to reap the benefits of workplace diversity. Research has shown that a major predictor of the effectiveness of diversity policy and interventions is the diversity perspective of employees, i.e. which outcomes they associate with cultural diversity in their work environment.Design/methodology/approachThe present study compares public servants' diversity perspectives in two similar independent samples, from 2008 (n = 1,617) and 2018 (n = 2,024), using the Benefits and Threats of Diversity Scale (BTDS; Hofhuis et al., 2015).FindingsResults show that in 2018, employees of the Netherlands' national government perceived more benefits of diversity for gaining insight about and access to different groups within society. Additionally, contributions of cultural diversity to creativity and innovation within teams are reported significantly more often in 2018 than in 2008.Originality/valueThe findings may be of interest to diversity scholars, since data on changes in cultural diversity perspectives across time are rare, and the paper provides a unique comparison of measurements at two time points, one decade apart, within the same organization.

scholarly journals Intercultural Education for the Twenty-First Century: A Comparative Review of Research

2021 ◽  
pp. 9-26
Author(s):  
Chrysi Rapanta ◽  
Susana Trovão
Keyword(s):  
Cultural Diversity ◽  
Inclusive Education ◽  
Steering Committee ◽  
White Paper ◽  
Migrant Children ◽  
Intercultural Education ◽  
Cultural Identities ◽  
Intercultural Dialogue ◽  
Council Of Europe ◽  
Socially Constructed

AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).

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