Adolescent Literacies in a Multicultural Context

Author(s):  
Konstantina Zanou

Transnational Patriotism in the Mediterranean, 1800–1850: Stammering the Nation investigates the long process of transition from a world of empires to a world of nation-states by narrating the biographies of a group of people who were born within empires but came of age surrounded by the emerging vocabulary of nationalism, much of which they themselves created. It is the story of a generation of intellectuals and political thinkers from the Ionian Islands who experienced the collapse of the Republic of Venice and the dissolution of the common cultural and political space of the Adriatic, and who contributed to the creation of Italian and Greek nationalisms. By uncovering this forgotten intellectual universe, Transnational Patriotism in the Mediterranean retrieves a world characterized by multiple cultural, intellectual, and political affiliations that have since been buried by the conventional narrative of the formation of nation-states. The book rethinks the origins of Italian and Greek nationalisms and states, highlighting the intellectual connection between the Italian peninsula, Greece, and Russia, and re-establishing the lost link between the changing geopolitical contexts of western Europe, the Mediterranean, and the Balkans in the Age of Revolutions. It re-inscribes important intellectuals and political figures, considered ‘national fathers’ of Italy and Greece (such as Ugo Foscolo, Dionysios Solomos, Ioannis Kapodistrias, and Niccolò Tommaseo), into their regional and multicultural context, and shows how nations emerged from an intermingling, rather than a clash, of ideas concerning empire and liberalism, Enlightenment and religion, revolution and conservatism, and East and West.


Author(s):  
Ali ARABMOFRAD ◽  
Majid SAEIDI ◽  
Mohammad MOTAMEDI

Since the phenomenon of bilingualism is gradually increasing in the world, the theory-driven and practically oriented investigation on bilingualism have increased recently. However, a few studies have been conducted on the effect of bilingualism on language learning in the multilingual and multicultural context of Iran. Therefore, the main aim of the present study is to examine the effect of bilingualism on Iranian EFL learners' listening comprehension in the case of Azeri-Turkish vs. Persian students. The study employed a quasi-experimental design over 8 weeks with 44 female students assigned to one of the two experimental groups. To select bilingual and monolingual groups, a biographical questionnaire was used. Then, Nelson elementary proficiency test was administered to ensure the homogeneity of the students. To fulfill the purpose of the study, 15 bilingual (Azeri-Persian) elementary students in Fazilat high school in Ramian and 29 monolingual (Persian) elementary students in Sama high school in Azadshahr were selected to participate in the present study. Each group received 16 sessions of treatment in listening skill. Then, the two groups' performance was compared on pretest and posttest consisting of a multiple-choice and matching listening comprehension test. The results indicated that there was no significant difference between the bilingual and monolingual groups regarding their performance on listening comprehension, that is, bilingualism did not affect listening comprehension.


2021 ◽  
Vol 39 (1) ◽  
pp. 49-69
Author(s):  
Patricia Carmona Sáez ◽  
Joaquín Parra Martínez ◽  
María Ángeles Gomariz Vicente

Familia y escuela colaborando en la educación del alumnado es un deseo y un derecho reconocido por la comunidad educativa. Se aborda, en un contexto multicultural en el sureste español, centrando la mirada de las familias cuyos hijos de Educación Infantil, Primaria y Secundaria Obligatoria reciben apoyo o atención diferentes. Busca conocer su implicación en la educación de los hijos y si existen diferencias respecto a la implicación de familias cuando sus hijos reciben, o no, apoyo o atención diferentes y en función de variables sociodemográficas. Han participado 3639 familias, se aplicó un cuestionario de elevada fiabilidad, con siete dimensiones de la participación. Las familias cuyos descendientes reciben apoyo o atención diferentes, atendiendo al modelo teórico que se defiende, se comunican más frecuentemente con los centros, muestran un elevado sentimiento de pertenencia, y valoran su participación formal en la escuela a través de órganos colegiados de manera más intensa. What family and school have to collaborate in the education of our children and youth is a desire and a recognized right to families. It is the obligation of schools to promote family involvement in schools. It is approached, in a multicultural context in the south-east of Spain and focusing, the look of the families whose children of Preschool, Primary and Secondary Education have some specific need for educational support (NEAE). We pretend to know their involvement in the education of children and if there are differences regarding the involvement of families whose children do not have NEAE. 3639 families participated, a highly reliable questionnaire was applied, with seven dimensions of participation. The families whose descendants present NEAE communicate more frequently with the schools, show a high feeling of belonging, and value their formal participation in the school through collegiate ways more intensively.


Author(s):  
Arantza Gómez Arana

<p>El desarrollo de la identidad de la Unión Europea debería estar defendido por un marco legal para poder justificar su defensa. A través del trabajo de Ian Manners con «normative power» este artículo desarrolla una conexión entre aspectos claves de algunos de los valores de la Unión Europea como son solidaridad y derechos humanos, en un contexto donde los estados-nación y los defensores de Westphalia han dominado la política europea. Esto ha influenciado en la (o la falta de) promoción de multiculturalismo. Este artículo toma como ejemplo de las acciones de la Unión Europea a Grecia en lo que podría haber sido una muestra de su solidaridad y respeto por los derechos humanos, pero la Unión perdió su oportunidad. Una de las razones de favorecer acciones utilitarias podría estar unidad a la falta de sentido y de pertenencia a la sociedad de la Unión como consecuencia de las barreras creadas por fuertes sentimientos de nacionalismo unidos a países y naciones europeos a la vez que por la falta de promoción de multiculturalismo. Se argumenta que una sociedad multicultural podría beneficiar a la creación de una identidad de Unión Europea y como consecuencia una sociedad y políticas a nivel de Unión Europea y evitar futuras crisis como la que se ha creado con el Brexit.</p><p><strong>Recibido:</strong> 02 julio 2018<br /> <strong>Aceptado: </strong>16 julio 2018<br /> <strong>Publicación en línea: </strong>27 febrero 2019</p>


2015 ◽  
Vol 32 (7) ◽  
pp. 564-575 ◽  
Author(s):  
Katayoun Zafari ◽  
Gareth Allison ◽  
Catherine Demangeot

Purpose – This paper aims to understand the social dynamics surrounding the consumption of non-native, ethnic cuisines in the multicultural context of an Asian city. Design/methodology/approach – Data were collected via in-depth interviews with 21 culturally diverse residents of Dubai. Data were analysed inductively, leading to the emergence of three themes characterising social dynamics underpinning the consumption of non-native cuisines in an Asian multicultural environment. Findings – Three types of social dynamics were identified: instrumental uses, expressive uses and conviviality considerations. Research limitations/implications – The study suggests that the different types of cultural dynamics at play have different roles; some act as influencing or constraining factors in the everyday practice of multicultural consumption, whereas others are used more proactively as enablers. Originality/value – This paper contributes to the authors’ understanding of how people “practice conviviality” in multicultural marketplaces, providing insights into the complex social dynamics, underpinning the consumption of non-native cuisines in multicultural marketplaces. Although the consumer literature on food and cuisines has acknowledged the social influences surrounding cuisines and food consumption, these have typically been viewed in a single block. This study shows the importance of conviviality considerations in non-native cuisine consumption. Further, the paper shows that the consumption of non-native cuisines is an everyday practice in a multicultural context, which is used with varying degrees of proactiveness for social lubrication and multicultural socialisation.


Author(s):  
Helen Phelan

This article explores the impact of human migration on the formation, negotiation, and contestation of community and music. In particular, it examines migration patterns in the Republic of Ireland. The first section provides a context for contemporary migration by surveying migration patterns over the last thirty years. The second section explores the impact of migration on community and introduces the concept of sonic hospitality. The final section examines the links between migration and knowledge transfer, with particular reference to tacit, embodied knowledge and its implications for teaching and learning in a multicultural context.


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