Multiculturalism

Selective permeability holds that people’s distinct capacities allow them to do different things in a space, making it unequally accessible. Though mainly applied to urban geography so far, we propose selective permeability as an affordance-based approach for understanding diversity in education. This has advantages. First, it avoids dismissing lower achievements as necessarily coming from “within” students, instead locating challenges in the environment. This implies that settings (not just people) need remedial attention, also raising questions about normative judgments in disability nomenclature. (...) Second, affordances can be negotiated in numerous ways to reach a goal, analogously to how people with missing arms have learned to drive with their feet, so restrictive problem-solving methods are often counterproductive. Third, our approach illuminates how cultural factors ranging from gait styles to language and hence group coordination modulate action possibilities, so that cultural groups may encounter objectively different affordances in the same classroom. But fourth, while fit with environment allows for skill refinement, non-fit can contribute to growth situations, which suggests a degree of selective closure can be desirable. Throughout, we argue social constructs—including educational ones—are literally built or enacted barriers or openings that have reality in environments in the same way that affordances do. (shrink)

This book is about multiculturalism, broadly defined as the recognition, respect and accommodation of cultural differences. Teo proposes a framework of multicultural denizenship that includes group-specific rights and intercultural dialogue, by problematising three issues: a) the unacknowledged misrecognition of non-citizens within the scholarship of multiculturalism; b) uncritical treatment of citizens and non-citizens as binary categories and; c) problematic parcelling of group-specific rights with citizenship rights. Drawing on the case of Singapore as an illustrative example, where temporary labour migrants are culturally (...) stereotyped, socioeconomically disenfranchised and denied access to rights accorded only to citizens, Teo argues that understandings of multiculturalism need to be expanded and adjusted to include a fluidity of identities, spectrum of rights and shared experiences of marginalisation among citizens and non-citizens. Civic Multiculturalism in Singapore will be of interest to students and scholars of multiculturalism, critical citizenship studies, migration studies, political theory and postcolonial studies. (shrink)

Chinese Communist monocultural policies, notably the re-education camps for the Uyghurs in Xinjiang, have recently been condemned for violating human rights. In response to critics, the Chinese Communist Party frequently replied that one should not impose Western concepts of democracy, liberty, and human rights on the Chinese people. Nevertheless, instead of introducing Western philosophies criticizing the current Chinese Communist monoculturalism; with the help of a modern reinterpretation of the Classic of Rites, this paper aims to construct a Confucian Multiculturalism and (...) argues that: (1) the Classic of Rites explicitly warned against cultural assimilations of “barbarians” into the “civilized” Empire, (2) the Classic of Rites acknowledges cultural diversities, and (3) although the Classic of Rites does not explain clearly why the imperial court should tolerate cultural diversities, a Kantian reinterpretation of the Chinese concept of 敬 Jing implies the respects for minority rights. In doing so, this paper formulates Confucian Multiculturalism as a new model of the Chinese philosophy of culture which asserts cultural diversity. (shrink)

Chinese Communist monocultural policies, notably the re-education camps for the Uyghurs in Xinjiang, have recently been condemned for violating human rights. In response to critics, the Chinese Communist Party frequently replied that one should not impose Western concepts of democracy, liberty, and human rights on the Chinese people. Nevertheless, instead of introducing Western philosophies criticizing the current Chinese Communist monoculturalism; with the help of a modern reinterpretation of the Classic of Rites, this paper aims to construct a Confucian Multiculturalism and (...) argues that: (1) the Classic of Rites explicitly warned against cultural assimilations of “barbarians” into the “civilized” Empire, (2) the Classic of Rites acknowledges cultural diversities, and (3) although the Classic of Rites does not explain clearly why the imperial court should tolerate cultural diversities, a Kantian reinterpretation of the Chinese concept of 敬 Jing implies the respects for minority rights. In doing so, this paper formulates Confucian Multiculturalism as a new model of the Chinese philosophy of culture which asserts cultural diversity. (shrink)

Este ensayo trae a colación importantes puntos, tanto teóricos como prácticos,desde la perspectiva de la teoría crítica, con referencia al multiculturalismo. Me interesa delinear lo que sería una línea programática para un multiculturalismo viable. Tomando en cuenta el contexto neoliberal actual, me interesa enfatizar el problema práctico de hacer posible un multiculturalismo que no sea exclusivamente neoliberal, problema que ha logrado instalarse en el debate público con toda su intensidad.

Kazakhstan is a unique country in the center of Eurasia with a rich history. It is famous for its cultural diversity and national harmony, in which various ethnic groups coexist in a single society. This phenomenon, known as multiculturalism, is becoming increasingly relevant in the modern world, and Kazakhstan is an example of the successful integration of various cultures.

The article deals with the issue of aesthetic and cultural education in the age of multiculturalism, which is relevant for modern pedagogy. The connections between culture and education, the growth of the role of aesthetic and cultural education and the training of a future specialist are considered, according to which the emphasis is shifted from traditional pedagogy to the development of aesthetic and cultural education of a comprehensively developed personality. It is noted that modern pedagogy considers culture and aesthetics as (...) an auxiliary means of influencing the student, as well as the formation of his aesthetic and cultural instructions. In the article, based on the study of aesthetic and cultural education of the individual in the modern age, it is carried out in the context of multiculturalism and the synthesis of approaches from the point of view of socialization and the transition of society from traditional to modern in the conditions of globalization/polyconfessionality/transformation and the peculiarities of education in conditions of war and in the period of aggravation of social confrontations - from the standpoint of resistance to attempts to change the world order by force in the conditions of the clash of barbarism and civilization. Aesthetic and cultural education in the age of multiculturalism can serve as an example of social and cultural support for the development of individual skills and competencies. Aesthetic education has been known since ancient times. Support for aesthetic development can be based on a system of activities aimed at the activity mediation of knowledge, which opens up the possibility of their transformation into skills, creating favorable conditions for the formation of relevant competencies. In the age of multiculturalism and globalization, values are changing in favor of world/ western/modern ones, which are based on the observance of laws as the basis of the social order and educate socially mature, morally prepared and patriotic members of society. It is summarized that numerous definitions of the concept of “multiculturalism” can be classified into: historical and social, which shows the presence of ethnic and religious diversification in society; culturally diverse – the presence of cultural and spiritual understanding of the individual; political and economic – as a dependence on the economic and social situation; pedagogic-social-state – as a program of education in the state; globalist – as interconnected with modern processes of societies and civilizations. (shrink)

White liberals like to claim that they live in a post-racial society. Furthermore, they believe that most people do not sympathize with the far-right. However, it is not racism fueling right-wing extremism in North America and Western Europe but the dominant ideology, liberalism. Consequently, Slavoj Žižek argues that racism is a problem concerning “objective violence,” which he further breaks down into “symbolic violence” and “systemic violence.” These primarily target minority groups. Thus, “objective violence” best explains the West’s problematic views of (...) Muslims and Islam since it supports what Edward Said refers to as “Orientalism” and reproduces racist depictions of racialized communities. These are incredibly harmful since the West still perceives the Orient and its residents as violent, strange, and backward. These Orientalist attitudes ultimately lead to discrimination against Muslims and Arabs. Furthermore, this ideology naturalizes and legitimizes capitalist social relations while concealing racialization processes. (shrink)

Hymenoplasty is a minor surgical procedure requested by women who, for cultural or religious reasons, need to remain a virgin until marriage. In this article I assess whether the public healthcare system of a liberal state should provide it as part of a policy of multicultural accommodation. I conclude that, in order to remain loyal to certain ethical ideals linked to the rule of law, liberal states should give access to hymenoplasty only to women for whom premarital virginity is a (...) precondition for their flourishing within their community and who say they are victims of sexual assault. (shrink)

Multicultural theory and practice have in recent years been subjected to substantial criticism. While some of these criticisms can be dismissed as grounded in discriminatory attitudes, others are less easily swept aside, as they are underwritten by values that multiculturalists tend to affirm. A harm reduction approach, that recognizes that reasonable citizens can disagree about some multicultural practices while at the same time acknowledging that attempts at prohibition are either exceedingly costly or contrary to the very values that opponents subscribe (...) to, can provide an alternative foundation for some multicultural accommodations to which both opponents and advocates can subscribe. It involved permitting contested behaviours while imposing regulations aimed at minimizing the harms relative to shared values that they can give rise to. (shrink)

Contrasting two models of deliberative democratic multiculturalism, one by Seyla Benhabib and another by Luis Villoro, this paper contends that the differences between these two models outweigh the similarities, and that Villoro’s model is more promising insofar as it preserves the trust required in the institutions that mediate democratic deliberation in multicultural societies.

Despite the widespread presence of public arts funding in liberal societies, some liberals find it unjustified. According to the Neutrality Objection, arts funding preferences some ways of life. One way to motivate this challenge is to say that a public goods-styled justification, although it could relieve arts funding of these worries of partiality, cannot be argued for coherently or is, in the end, too susceptible to impressions of partiality. I argue that diversity-based arts funding can overcome this challenge, because it (...) invests in non-excludable infrastructure that fosters cultural literacy. We all have some interest as citizens in living in a society which fosters cultural literacy, seeing as this helps others to understand us, supports us to understand ourselves, and helps alleviate confusion and alienation we feel toward social difference. While some of these benefits can be enjoyed by those who make and consume art, they are also gained by those who don’t, because arts funding affects the makeup of public spaces and the communicative practices we all use to make sense of the world. (shrink)

Appiah’s latest book does something distinctive: it shows why we need to take another look at very familiar dimensions of identity, those dimensions of our personhood that encompass cultural loyalties, moral responsibilities towards others, and the ethical life. Indeed, Appiah’s book is a kind of answer to an ancient Socratic question, that is, what sort of person one aims to be. The Ethics of Identity is an apt title, for the arguments contained within make the case that who we are (...) is often defined by what we are, whether we are conscious of this fact or not. This insight, as venerably ancient as it is currently in vogue, is examined here with renewed vigour and nuance. (shrink)

Contemporary liberal states must provide an answer to the “question of cultural diversity”, requiring a principled way to determine which minority cultural practices a state must accommodate and support. (Liberal egalitarian) multiculturalism answers this question neatly by creating a dichotomy between national minorities and ethnic minorities (the national/ethnic “dichotomy”). Where national minorities are entitled to extensive and far-reaching cultural rights, ethnic minorities are entitled to significantly fewer cultural rights and accommodations. This dichotomy is enacted through a distributive logic that allocates (...) cultural rights to achieve equal individual autonomy. But the dichotomy is also influenced by the ways these groups were incorporated into the state. Their modes of incorporation are different and, thus, they have different requirements to achieve equally autonomous lives. Critics have challenged multiculturalism by questioning this dichotomy. They have suggested that the dichotomy does not adequately capture differences in kinds of minority groups and their entitlements. This paper defends the dichotomy by offering a supplementary principle to liberal egalitarian multiculturalism: the reparative multicultural principle. This principle allocates cultural rights as part of reparative entitlements for historical and ongoing injustices committed against minority groups. Supplementing multiculturalism in this way more accurately captures the idea of the historical mode of incorporation that inspires the dichotomy and can help resolve some the objections to multiculturalism. (shrink)

This paper is concerned with the problem of speaking past one another due to an asymmetry of the interlocutors' backgrounds. When individuals with different levels of relative privilege interact, the party with relative privilege may fail to engage with what is being communicated. I take up critical Gadamerian hermeneutics to ask how we, as individuals with relative privilege, can 'unstop' our ears so that the burden of explanation does not (unfairly) remain on those we hurt by our mishearing/non-hearing. I offer (...) two methods to achieve this 'unstopping': 'critical self-knowledge' through Quassim Cassam's 'Vice Epistemology' framework and 'critical world-knowledge' through the Frankfurt School of Critical Theory (Max Horkheimer and Jürgen Habermas, specifically). I then take up contemporary critical hermeneutics (Lorenzo Simpson) to show how, through the application of the critical methods, one might be able to achieve a useful, cross-cultural dialogue. This is imperative given our inexorably multi-cultural world today. (shrink)

This article examines how multiculturalism has overflowed from its governmental and policy articulations into Canadian society and culture more broadly. In doing so, it brings together three fields of research that are often separated and disarticulated from each other. Firstly, it draws on oft-overlooked archival material from agencies, departments and ministries of anti-racism, heritage, human rights, immigration, labour, multiculturalism, race relations, settlement and the status of women between 1971 and 2001. Secondly, it engages with the political and academic careers of (...) “immigrant women” who navigated the credentialism, anti-intellectualism and “shy elitism” that courses through official and corporate forms of multiculturalism, and were recognized by prize-giving institutions for their contributions to Canadian society. Finally, it thinks with and through Black Atlantic intellectuals and an “anti-hierarchical tradition of thought that probably culminates in C.L.R. James’s idea that ordinary people do not need an intellectual vanguard to help them to speak or to tell them what to say”. (shrink)

Multiculturalism has become a political touchstone in many countries around the world. While many of those on the right oppose it, and many of those on the left embrace it, things are not this simple. For those who defend them, multicultural policies are generally seen as key to the fair and successful integration of minorities, many of whom are immigrants, into diverse democratic societies. For those who oppose multiculturalism, who have become part of the so-called "backlash" against multiculturalism, they are (...) charged with generating segregation rather than inclusion, undermining national cultures, reinforcing difference, and privileging minority groups. Around the world, we see failing attempts at migrant integration, persistent religious intolerance and racial and ethnic discrimination, resurgent national minorities, emboldened majorities, permanent minorities, continuing social isolation, and increasing extremism, including in the form of white nationalism. But is multiculturalism the solution to these problems or does it just make them worse? In this for-and-against book, two prominent scholars of multiculturalism put forward different answers to this important question. While Patti Tamara Lenard argues for minority rights as both the consequence of a right to culture and a way to redress the effects of nation-building, Peter Balint rejects minority rights altogether, instead arguing for a re-imagined liberal neutrality. This theoretical disagreement plays out in real-world policy disagreement. Lenard, for example, argues strongly in favor of exemptions from general rules for minority cultures including the right of Sikhs to be exempt from helmet laws, and for Jews and Muslims to be exempt from bans on male circumcision. She also defends the right of minority cultures to have government-supported separate spaces. Balint, on the other hand, argues directly against these types of exemptions and government support. He is opposed to any form of differentiation based on culture, religion, or ethnicity. The book uses a wide range of real-world examples to demonstrate their significant theoretical disagreement, and to recommend very different policy proposals. (shrink)

This book focuses on multiculturalism, racism and the interests of nonhuman animals. Each are, in their own right, rapidly growing and controversial fields of enquiry, but how do multiculturalism and racism intersect with the debate concerning animals and their interests? This a deceptively simple question but on that is becoming ever more pressing as we examine our societal practices in a pluralistic world. Collating the work of a diverse group of academics from across the world, the book includes writing on (...) a wide range of subjects and addressing contemporary issues in this critical arena. Subjects covered include multiculturalism, group rights and the limits of tolerance; ethnocentrism and animals; racism and discrimination and non-Western alternatives to animal rights and welfare. The book will be of interest to researchers, lecturers and advanced students as well as range of social justice organisations, government institutions, animal activist organisations and environmental groups. (shrink)

Following newer research trends this chapter is underpinned by the thesis that the British Empire, by its gradual disengagement from its former dominions, Canada, New Zealand, and Australia, was seen as a threat by social actors in these respective societies. Concurrently, all these societies had to deal with a (growing) variety of ethnic and social groups. With the emphasis on developments in Canada and in Australia, Sebastian Koch studies two big celebrations of nationhood to question different ways of memoria and (...) anti-memoria: the celebration of Canada’s 100 years’ anniversary of independence in 1967 and the 1967 Expo in Montreal. His analysis of memoria and anti-memoria as knowledge practices shows that indigenous knowledge was still threatened and precarious even if Canada proclaimed the idea of “unity in diversity” during its coming of age party in 1967. Nevertheless, Koch’s chapter shows that formerly marginalized groups used (their) precarious knowledge to win recognition, highlight injustices, and play their part in the development of “new” identity concepts. (shrink)

Notwithstanding its many successes, African-centred pedagogy (ACP) has been vulnerable to criticism, implicit and explicit, from several quarters. For example, ACP can be justly criticized for not recognizing the general diversity of blacks in America, a “nation” of more than 30 million spread across a tremendous variety of lifeways, locations, and historical circumstances. It also has been accused of abandoning the democratic purposes of the civil rights movement and repudiating its real successes. In addition to the ambiguities of Black identity, (...) many difficulties also attend the conceptualization and implementation of ACP. To examine the various challenges that confront ACP, our essay will be framed by the following three questions: (1) Does the historical context in which many black children live justify the existence of African-centered schools? (2) Does ACP prepare black children to participate in a democratic society? (3) Does the construction of an essentialist racial identity in ACP compromise its mission and success? In response to the first question, we will briefly review the historical conditions and circumstances of American schooling for blacks before considering both the motivations for establishing African-centered schools and the aims of ACP. Efforts to forge a parallel society and to foster Black consciousness and pride, including the establishment of separatist schools, are not new. We will limit our historical overview to the years following the 1954 Brown decision and leave to others the examination of historically unique examples of separate Black schooling that predate the rise of African-centered schools in their present incarnation. We conclude that both historical and contemporary realities do in fact justify some forms of voluntary separated schooling such as African-centered schools. (shrink)

Multiculturalism is a term used to describe a person's view of the variety of life in the world, or cultural policies that emphasize the acceptance of diversity and various kinds of cultures that exist in people's lives regarding values, systems, cultures, habits, and their politics. Before the emergence of multiculturalism, monoculturalism and assimilation that have become the norm in the nation-state paradigm since the early 19th century. Monoculturalism requires a normative cultural unity. Meanwhile, assimilation is the emergence of a desire (...) to unite between two or more different cultures by reducing differences. thus creating a new culture. Multiculturalism has become an official policy in English - speaking countries, starting in Africa in 1999. This policy was later adopted by most members of the European Union, as an official policy, and as a social consensus among elites. But in recent years, a number of European countries, especially Britain and France, have begun to change their policies towards a policy of multiculturalism. The policy change also began to be the subject of debate in the United Kingdom and Germany, and several other countriesMulticulturalism. (shrink)

India is a multinational country with many sub-nations which are proud of their own cultures. The linguistic survey of India on different occasion has soon that there are more than thousands mother tongues including various languages and dialects. These linguistic diversity has always been posing a great threat to national unity or integration which means a people living in a territorial unit having a national authority and as value consensus. National integration is a problem of many countries but in India (...) the problem is most comprehensive. One of the barriers to the achievement of national integration in India is the existence of strong hold of sub-national loyalties on account of linguistic diversities. However linguistic diversity did not pose a great problem for compromises and consensus among the people during the independence struggle.After independence politicization of language has tended to threaten our national integration on the controversies over the linguistic re-organisation of the state, the official language, etc. Yet it can be said that a single language for national identity is hardly possible in India. The solution of language problem for establishing national unity in India must be a pluralist one. (shrink)

In pursuit of a just political order, Will Kymlicka has defended a liberal conception of multiculturalism. The persuasive appeal of his argument, like that of secular-liberalism more generally, is due to presenting liberalism as a neutral and universal political project. Utilizing Charles Taylor’s genealogy of ‘exclusive humanism’ in A Secular Age, this thesis attempts to re-read Kymlicka in order to make certain theological commitments in his work explicit. Here I argue that Kymlicka, in order to make his conception of multiculturalism (...) plausible, relies on a theologically-thick and controversial humanism operating under secular conditions of belief. By committing himself to a particular conception of the human and specific conditions of belief, Kymlicka’s liberal multiculturalism is rendered provincially incoherent because it fails to treat in a neutral manner certain theological commitments. (shrink)

Raphael Cohen-Almagor’s Just, Reasonable Multiculturalism offers a different way of approaching multiculturalism from the systematic theoretical treatments that anchor the literature. While strongly committed to liberal democratic values, it presents not so much a theory or moral argument justifying minority or majority cultural rights as a set of values and principles for adjudicating controversial cases and oft-heard arguments against multicultural accommodation. After noting distinctive features of the approach, I discuss three areas of tension in the analysis. First, between its appeals (...) to Rawlsian justice and state neutrality and its support of state multiculturalism. Second, between its stated theoretical principles and its adjudication of some cases. Third, regarding how we think about a state’s entanglement with culture and, specifically, whether that should be in terms of an incomplete liberal neutrality, liberal perfectionism, or liberal nationalism. I suggest that as helpful as Cohen-Almagor’s liberal-democratic guidelines are, there remain some contextual factors which are no less important in justly responding to the pointy end of multiculturalism. (shrink)

Multiculturalism as a public policy and philosophy has become increasingly controversial in many democracies over the last decade. While the specific issues can vary across national contexts, a common anxiety is that multiculturalism sanctions minority practices that conflict with prevailing social values or legal norms. Central to this concern is the value liberal societies place on the autonomy of the individual. Many of our most charged public controversies involve a perception that certain minority practices jeopardize the autonomy of their individual (...) members and, especially, their women and children. Just as the value of autonomy is central to these disputes, so the idea of 'authenticity' is often pivotal to the understanding of autonomy in such cases. The autonomous individual acts on reasons that are truly his or her own. But the issue of authenticity also arises in claims for cultural recognition regarding whether a particular minority practice is a genuine or authoritative expression of that minority's culture. Geoffrey Brahm Levey and his distinguished group of philosophers, political theorists, and anthropologists critically explore these twin notions of 'authenticity' – of autonomous persons and of cultures – in our multiculturalism debates. Discussing a wide range of illustrative cases and controversies drawn from Britain and continental Europe, North America, Australia, and the Middle East, they address various issues raised by the complex interactions between authenticity, autonomy, and the accommodation of minority cultural practices. Moving beyond theoretical discussion to consider the practical and policy implications, Autonomy, Authenticity and Multiculturalism challenges and complicates conventional assumptions about authenticity that inform liberal responses to minority cultural claims in Western democracies today. A helpful resource to scholars worldwide in Political and Social Theory, Political Philosophy, Legal Anthropology, Multiculturalism, and, more generally, of cultural identity and diversity in liberal democracies today. (shrink)

In children’s learning subjects, English courses has its relative particularity compared with Chinese courses and the mathematics. Children’s English teaching is often inefficient because of the lack of students’ timely consolidation after class. Given this, the present work starts with the analysis of the current situation of children’s learning, and introduces the film-assisted English teaching. In the specific teaching links, English teaching is carried out in a three-dimensional teaching mode. Before that, topics of the films are selected for the English (...) teaching, and the films are edited and processed. Initially, the present work expounds the English children’s films and their educational functions. Then, children can obtain teaching effect from the films. An English questionnaire is designed to analyze the application effect of English films in children’s English teaching. The results show that the film teaching mode improves children’s learning interest and motivation, and English film teaching can stimulate students’ learning interest. Students are also more active to participate in teaching activities, thus improving their language skills. Under the teaching in the scenes of films, students can perceive the functions of language in certain contexts. Comprehensible language input promotes students’ English listening ability and oral expression ability. The films can intuitively show the humanistic style, historical geography, cultures, and customs of English countries, and then cultivate students’ western cultural literacy. Practice has proved that the method proposed here can achieve good teaching effect, and it provides certain references for children’s English education. (shrink)

In this paper I give an overview of a perspectival realist ontology. I discuss the role of situated knowledge and multiculturalism in perspectival ontology and offer a working definition of ‘phenomena’ as the minimal unit of such ontological commitment. I clarify how the view differs from Kuhn’s view, and highlight some of its implications for how to think of scientific knowledge as a multicultural and cosmopolitan inquiry.

Contemporary views of African states paint pictures of nation-states where the right not to tolerate the intolerant is erroneously applied, with varying degrees of decrials of supposedly intolerant groups by political and religious leaders. Karl Popper advocates a notion of limited toleration, with a dictum, “Do not tolerate the intolerant”. This paper contends that such applications result in state-sanctioned suppression of alternate views, some of which are based on ideologies that require critically rational discourse. Without discounting genuine cases of intolerant (...) groups whose intolerance should not be tolerated, this paper asserts that consistent and universal applications of the right to be intolerant of intolerance should be discouraged; rather, a consistent engagement with intolerant groups should be undertaken with a view to ascertaining which among such intolerant groups are truly intolerant, and which are genuinely advocating for mutual recognition and respect. (shrink)

Uses poststructuralist theory to connect inclusion, exclusion and identity, using real-world case studies from British culture, politics and lawLasse Thomassen applies a fresh, poststructuralist approach to reconcile the theoretical and practical issues surrounding inclusion, exclusion and representation. He opens up debates and themes including Britishness, race, the nature and role of Islam in British society, homelessness and social justice. Thomassen argues that the politics of inclusion and identity should be viewed as struggles over how these identities are represented. He develops (...) this argument through careful analysis of cases from the last four decades of British multiculturalism, including public debates about the role of religion in British society, Gordon Brown and David Cameron's contrasting versions of Britishness, legal cases about religious symbols and clothing in schools, and the Nick Hornby novel How to Be Good. (shrink)

In this chapter, I argue that John Rawls’ later work presents one of the most fruitful liberal frameworks from which to approach global cultural diversity. In his Law of Peoples (1999), the normative architecture Rawls provides is much more open to an intercultural/religious dialogue with various non-Western communities, such as the First Nations, than are other liberal approaches. Surprisingly, this has gone unnoticed in the literature on multiculturalism. At the same time, Rawls’ framework is not problem free. Here, I am (...) concerned with Rawls’ conception of overlapping consensus as political, rather than comprehensive; or the idea that dialogue and discussion concerning issues of justice must necessarily, as a matter of principle, exclude philosophical or religious reasons. I argue that this constraint will only add to the unfair exclusion of legitimate concerns. I demonstrate this in Rawls' discussion of so-called non-public spiritual perspectives of land, non-human animals, and the environment – views strikingly similar to those held by many Indigenous and Native Americans. Rawls’ framework unjustifiably and unjustly excludes such views from participation in the public and political realm. In the context of a globally diverse world, and in light of a history of Western colonialism, oppression, and domination of Indigenous peoples, I would argue that justice and fairness require that such others at least be able to articulate their concerns in the public and political domain, according to their own self-understandings and as they see fit, even if we do not agree with these. I argue that Rawls’ proviso is insufficient as a response. (shrink)

This essay engages critically with Adrian Pabst’s ‘Liberal World Order and Its Critics’, Christian Reus-Smit’s ‘On Cultural Diversity’, and Hal Brands’ and Charles Edel’s ‘The Lessons of Tragedy’. What holds these three (very different) books together is that they revolve around the theme of ‘the crisis of liberal world order’. In this essay, I do not wish to dispute the claim that the liberal world order is in crisis – indeed, I accept this common starting-off point of the four authors (...) as a fact. What distinguishes my take on the ‘crisis of liberal world’ order from the books under review, however, is that I develop an alternative angle on the very idea of ‘crisis’: By understanding crisis as an incitement to judgement, deliberation and, ultimately, political action, I excavate the constructive potential of crisis; and, through the critical engagement with the three books under review, I seek to lay bare the intimate bond that connects ‘crisis’, ‘human diversity’, and ‘tragedy’, and to revive the constructive potential of these themes as ‘opportunities not to be wasted’. (shrink)

This article examines how multiculturalism has overflowed from its governmental and policy articulations into Canadian society and culture more broadly. In doing so, it brings together three fields of research that are often separated and disarticulated from each other. Firstly, it draws on oft-overlooked archival material from agencies, departments and ministries of anti-racism, heritage, human rights, immigration, labour, multiculturalism, race relations, settlement and the status of women between 1971 and 2001. Secondly, it engages with the political and academic careers of (...) “immigrant women” who navigated the credentialism, anti-intellectualism and “shy elitism” that courses through official and corporate forms of multiculturalism, and were recognized by prize-giving institutions for their contributions to Canadian society. Finally, it thinks with and through Black Atlantic intellectuals and an “anti-hierarchical tradition of thought that probably culminates in C.L.R. James’s idea that ordinary people do not need an intellectual vanguard to help them to speak or to tell them what to say” (Gilroy 1993, 79). (shrink)

This article examines the value of Plato's Republic in the core curriculum despite its alleged issues of elitism, classism, and sexism.