scholarly journals Canadian ethnic media and social capital development : Examining the relationship between broadcasting policy, multicultural programming and sociocultural integration and cohesion in Canada

2021 ◽  
Author(s):  
Erika M. Hogerwaard
Keyword(s):  
Social Capital ◽  
Linguistically Diverse ◽  
Social Solidarity ◽  
Policy Framework ◽  
Culturally And Linguistically Diverse ◽  
Ethnic Media ◽  
Demographic Heterogeneity ◽  
Canadian Population ◽  
Broadcasting Policy ◽  
Capital Development

Using Canada as a case for analysis, this research investigates the potential for ethnic media, which are mandated to deliver content directed to "racially and culturally distinct" (CRTC, 1999) groups that are not English, French or Aboriginal, to act as an integrative tool for allophone communities, and to stimulate intercultural exchanges amongst all Canadians that can lead to the development of social capital. Given Canada's extraordinary demographic heterogeneity, the mechanisms in place to encourage the development of networks between and among ethnic communities are increasingly important for supporting social solidarity in the broader population (Putnam, 2006). Canada's Broadcasting Act, §3(1)(d)(iii) (1991) and related policies which the Act initiates, including the Ethnic Broadcasting Policy, provide a policy framework for the creation and distribution of culturally and linguistically diverse content" to Canadian audiences, demonstrating official support for the potential social benefits associated with the national availability of ethnic media. By developing culturally and linguistically diverse content aligned with the demographic realities of the Canadian population within a supportive policy environment, ethnic media can provide, an important platform for sharing information and ideas across vast geographic or sociocultural divides, as well as a venue for fostering community building, civic involvement and an active dialogue amongst Canadians of all backgrounds. This research seeks to explore and develop theoretical linkages between the existing policy framework governing ethnic broadcasting in Canada, the broadcasting sector's methods of compliance with existing regulation, and the development of social capital.

scholarly journals Canadian ethnic media and social capital development : Examining the relationship between broadcasting policy, multicultural programming and sociocultural integration and cohesion in Canada

2021 ◽  
Author(s):  
Erika M. Hogerwaard
Keyword(s):  
Social Capital ◽  
Linguistically Diverse ◽  
Social Solidarity ◽  
Policy Framework ◽  
Culturally And Linguistically Diverse ◽  
Ethnic Media ◽  
Demographic Heterogeneity ◽  
Canadian Population ◽  
Broadcasting Policy ◽  
Capital Development

Using Canada as a case for analysis, this research investigates the potential for ethnic media, which are mandated to deliver content directed to "racially and culturally distinct" (CRTC, 1999) groups that are not English, French or Aboriginal, to act as an integrative tool for allophone communities, and to stimulate intercultural exchanges amongst all Canadians that can lead to the development of social capital. Given Canada's extraordinary demographic heterogeneity, the mechanisms in place to encourage the development of networks between and among ethnic communities are increasingly important for supporting social solidarity in the broader population (Putnam, 2006). Canada's Broadcasting Act, §3(1)(d)(iii) (1991) and related policies which the Act initiates, including the Ethnic Broadcasting Policy, provide a policy framework for the creation and distribution of culturally and linguistically diverse content" to Canadian audiences, demonstrating official support for the potential social benefits associated with the national availability of ethnic media. By developing culturally and linguistically diverse content aligned with the demographic realities of the Canadian population within a supportive policy environment, ethnic media can provide, an important platform for sharing information and ideas across vast geographic or sociocultural divides, as well as a venue for fostering community building, civic involvement and an active dialogue amongst Canadians of all backgrounds. This research seeks to explore and develop theoretical linkages between the existing policy framework governing ethnic broadcasting in Canada, the broadcasting sector's methods of compliance with existing regulation, and the development of social capital.

scholarly journals Environmental education of students as a factor in social capital development (through the example of the practice of household waste separate collection)

2020 ◽  
Vol 48 (6) ◽  
pp. 288-299
Author(s):  
Elvira V. Bushkova-Shiklina ◽  
◽  
Tatiana A. Musikhina ◽  
Keyword(s):  
Social Capital ◽  
Environmental Education ◽  
Social Exchange ◽  
Future Generations ◽  
Social Solidarity ◽  
Household Waste ◽  
State University ◽  
Waste Collection ◽  
Capital Development ◽  
Education Of Students

Introduction. Social capital is a set of resources for human social interaction – social ties, rules of social exchange and trust. As the most important part of human capital, social capital becomes an indicator of society cohesion mainly in the matters of implementation of socio-system values – the survival and integrity of society, care for current and future generations. In this regard, the implementation of environmental values is an important direction in the development of social capital and a key task of students’ environmental education. Students’ environmental education is possible by solving an urgent social problem – the separate collection of household waste. This problem is becoming more and more relevant and discussed both at the regulatory and public levels. There is no formed public opinion – the understanding of possibilities and threats of this problem, the readiness of the population to participate in its solution. The purpose of the article was to analyze the views of students regarding the prospects and possibilities of solving the problem of separate waste collection in society, their readiness to independently participate in this practice, as well as to assess the possibilities of using this practice for the purpose of environmental education and increasing social solidarity. Materials and methods: 1) a qualitative substantive analysis of 200 students’ essays on the topic “Environmental Problems of My Region”; 2) a survey of 400 students of the Vyatka State University. Results. Students’ high willingness to practice separate waste collection against the background of other environmental practices (up to 70%, mostly girls (χ2=24.1, p=0.001), senior students (χ2=70, p=0.0). High cognitive interest in this problem is shown – 53% of students would like to study it further. Students consider the purchase of goods in biodegradable packaging as a first step towards reducing the amount of garbage (97% of students are ready to do this to varying degrees). First of all, students are ready to collect non-perishable waste – paper, plastic, glass, to a lesser extent – organic waste, metal, clothes, and shoes. More than half of the students understand that the practice of separate waste collection is a promising direction in the development of a civilized society, contributing to the improvement of yard aesthetics, improving the quality of the environment, preserving valuable resources, forests and, in general, manifestations of care for future generations. The main directions of work on environmental education and social solidarity are outlined on the basis of the data obtained.

Capitalising on the social resources within culturally and linguistically diverse communities for mental health promotion: stories of Australian Chinese people

2009 ◽  
Vol 15 (1) ◽  
pp. 29 ◽  
Author(s):  
Bibiana Chan
Keyword(s):  
Mental Health ◽  
Social Capital ◽  
Health Promotion ◽  
Focus Groups ◽  
Emotional Distress ◽  
Linguistically Diverse ◽  
Social Resources ◽  
Culturally And Linguistically Diverse ◽  
The Social ◽  
Diverse Communities

Social capital, generally observed in Chinese cultures, can be considered as the glue that holds together all the norms, trust and social networks that enhance mutual benefit of a collectivistic society. The aim of this paper is to explore the best way to tap into these social resources in mental health promotion. A mixed-method study, consisting of 16 community focus groups and a quantitative survey (n = 528), was conducted among Chinese Australians (recruited from general practices) in metropolitan Sydney. Although the focus groups explored help-seeking behaviours during emotional distress, the survey assessed the prevalence of such episodes. Chinese informants identified ‘family and friends’, ‘cultural values’, ‘spirituality’ and ‘self’ as common ‘helpers’ for managing depressive episodes before professionals were consulted. These ‘helpers’ function as the ‘social capital’ within the Chinese community. Focus group narratives of the low-acculturated Chinese revealed that they turned to close friends and family for help during crises. Highly acculturated Chinese found ‘family values’ most helpful when facing adversity. Survey findings indicated that the self-report rate of lifetime depression in low-acculturated Chinese was significantly lower than that of Australians. These results resonate with Cullen and Whiteford’s (2001) proposition that a higher level of social capital decreases the incidence of depression. Although the links between social capital and mental health require further investigation, the current findings support its role in counteracting emotional distress. There are implications of the current research findings to wider culturally and linguistically diverse communities.

Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

2009 ◽  
Vol 16 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Ashley M. Frazier
Keyword(s):  
Sexual Orientation ◽  
Cultural Competence ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Cultural Issues ◽  
Willingness To Disclose ◽  
Bisexual And Transgender ◽  
Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

Practical Resources for Provision of Services to Culturally and Linguistically Diverse Users of AAC

2015 ◽  
Vol 22 (1) ◽  
pp. 25-39
Author(s):  
Elena Dukhovny ◽  
E. Betsy Kelly
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Intervention Strategies ◽  
Culturally And Linguistically Diverse ◽  
Limited Resources ◽  
Flexible Systems ◽  
Alternative Communication ◽  
Practical Applications ◽  
Provision Of Services

According to the 2010 U.S. Census, over 20% of Americans speak a language other than English in the home, with Spanish, Chinese, and French being the languages most commonly spoken, aside from English. However, few augmentative and alternative communication (AAC) systems offer multilingual support for individuals with limited functional speech. There has been much discussion in the AAC community about best practices in AAC system design and intervention strategies, but limited resources exist to help us provide robust, flexible systems for users who speak languages other than English. We must provide services that take into consideration the unique needs of culturally and linguistically diverse users of AAC and help them reach their full communication potential. This article outlines basic guidelines for best practices in AAC design and selection, and presents practical applications of these best practices to multilingual/multicultural clients.

Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres
Keyword(s):  
Sign Language ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Culturally And Linguistically Diverse ◽  
Alternative Communication ◽  
Linguistically Diverse Students ◽  
The Past ◽  
Communication Needs ◽  
Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

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