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Based on extensive ethnographic fieldwork in Brisbane, Australia, Belonging and Becoming in a Multicultural World provides a critical analysis of the shortcomings and underpinning contradictions of modern multicultural inclusion. It demonstrates how creating a sense of identity among young Sudanese and Karen refugees is a continual process shaped by powerful social forces.
Our multicultural world needs countercultural disciplers. People from all over the world are coming to Christ from a variety of backgrounds. This requires more people who are willing to commit to the effort and sacrifice it takes to invest in new believers. Rooted in over four decades of multicultural discipleship experience, Ajith Fernando offers biblical principles for discipling and presents examples showing how they apply to daily life and ministry. He addresses key cultural challenges, such as the value of honor and shame, honoring family commitments, and dealing with persecution, and helps us think realistically about the cost and commitment required for productive cross-cultural ministry. This practical guide to discipleship will help us help others grow into mature and godly followers of Christ.
Tony Eaude argues that the foundations of a robust but flexible identity are formed in early childhood and that children live within many intersecting and sometimes conflicting cultures. He considers three meanings of culture, associated with (often implicit) values and beliefs; the arts; and spaces for growth. In exploring how young children's identities, as constructed and constantly changing narratives, are shaped, he discusses controversial, intersecting factors related to power in terms of race/ethnicity, gender, religion, class, physical ability and age. Eaude explores how young children learn, often tacitly, highlighting reciprocity, example, habituation and children's agency and voice. He emphasises the importance of a sense of belonging, created through trusting relationships, and inclusive environments, with adults drawing on and extending children's cultural capital and 'funds of knowledge.' Eaude shows how a holistic education requires a breadth of opportunities across and beyond the school curriculum, and highlights how play, the humanities and the arts enable children to explore how it is to be human, and to become more humane, broadening horizons and helping challenge preconceptions and stereotypes. This radical, inclusive and culturally sensitive vision, for an international audience, challenges many current assumptions about identity, culture, childhood and education.
In DIVERSITY, INCLUSION & BELONGING, Leila McKenzie-Delis explores how D&I today is about more than race, gender, age or sexuality, but extends to how people think via cognitive and neurodiversity, and, crucially, how we make people feel. Statistical research has long proven diverse teams equate to better business. Now we also know that, combined with diversity, inclusion, purpose and belonging are also paramount to bolster employee engagement, profit, performance and growth, whilst enhancing innovation, brand equity, productivity and enabling talent attraction and retention. This book explores the innate human requirement of belonging and what people and organisations alike really need in order to thrive. The book is about getting the most out of every single individual who works with you whilst cultivating trust, empathy and inspiration. It provides a toolkit for existing leaders and those who aspire to lead and provides a framework for leading well in an ever-changing world.
This collection of essays examines the racialized and gendered effects of contemporary politics of belonging, issues which lie at the heart of contemporary political and social lives. It encompasses critical questions of identity and citizenship, inclusion and exclusion, emotional attachments, violent conflicts and local/global relationships. The range - geographically, thematically and theoretically - covered by the chapters reflects current concerns in the world today. A timely contribution to the ongoing debates in the field, it will be a valuable companion to scholars working in the areas of multiculturalism, globalisation and culture, race and ethnic studies, gender studies and studies of post-partition societies.
The increased movement of people globally has changed the face of national and international schooling. Higher levels of mobility have resulted from both the willing movement of students and their families with a desire to create a better life, and the forced movement of refugee families travelling away from war, famine and other extreme circumstances. This book explores the idea that the complex connections created by the forces of globalisation have led to a diminishing difference between what were once described as international schools and national schools. By examining a selection of responses from students attending international schools in Brazil, the United Kingdom, France, Germany, the Philippines and Switzerland, the book discusses key issues surrounding identity and cosmopolitan senses of belonging. Chapters draw from current literature and recent qualitative research to highlight the concerns that students face within the international school community, including social, psychological, and academic difficulties. The interviews provide a rich and unique body of knowledge, demonstrating how perceptions of identity and belonging are changing, especially with affiliation to a national or a global identity. The notion that international students have become global citizens through their affiliation to a global rather than a national identity exhibits a changing and potentially irreversible trend. Global Identity in Multicultural and International Educational Contexts will be of key interest to researchers, academics and policy makers involved with international schooling and globalised education.
Immigrant Japan? Sounds like a contradiction, but as Gracia Liu-Farrer shows, millions of immigrants make their lives in Japan, dealing with the tensions between belonging and not belonging in this ethno-nationalist country. Why do people want to come to Japan? Where do immigrants with various resources and demographic profiles fit in the economic landscape? How do immigrants narrate belonging in an environment where they are "other" at a time when mobility is increasingly easy and belonging increasingly complex? Gracia Liu-Farrer illuminates the lives of these immigrants by bringing in sociological, geographical, and psychological theories—guiding the reader through life trajectories of migrants of diverse backgrounds while also going so far as to suggest that Japan is already an immigrant country.
The first major qualitative study of “countering violent extremism” in key U.S. cities Suspect Communities is a powerful reassessment of the U.S. government’s “countering violent extremism” (CVE) program that has arisen in major cities across the United States since 2011. Drawing on an interpretive qualitative study, it examines how the concept behind CVEaimed at combating homegrown terrorism by engaging Muslim community members, teachers, and religious leaders in monitoring and reporting on young peoplehas been operationalized through the everyday work of CVE actors, from high-level national security workers to local community members, with significant penalties for the communities themselves. Nicole Nguyen argues that studying CVE provides insight into how the drive to bring liberal reforms to contemporary security regimes through “community-driven” and “ideologically ecumenical” programming has in fact further institutionalized anti-Muslim racism in the United States. She forcefully contends that the U.S. security state has designed CVE to legitimize and shore up support for the very institutions that historically have criminalized, demonized, and dehumanized communities of color, while appearing to learn from and attenuate past practices of coercive policing, racial profiling, and political exclusion. By undertaking this analysis, Suspect Communities offers a vital window into the inner workings of the U.S. security state and the devastating impact of CVE on local communities.
Interest in citizenship has never been higher. But what does it mean to be a citizen in a modern, complex community? Richard Bellamy approaches the subject of citizenship from a political perspective and, in clear and accessible language, addresses the complexities behind this highly topical issue.
Questions persist about post-migrant generations and their sense of belonging in one homeland or another. As descendants of migrants, ‘second’ and further generations often struggle to establish an unproblematic belonging in/to a resident homeland, as the place where they live and work but are often categorized as ‘outsiders’. Simultaneously, because of improving access to travel, they can also maintain a physical presence in an ancestral homeland. However, their encounters there may also problematize their sense of belonging. During their summertime visits to Morocco, the European-Moroccan participants in this ethnography repeatedly find themselves negotiating a sense of belonging in the ‘homeland’. This book analyzes how these negotiations take place in order to investigate how the categories of ‘diasporic’ and ‘Moroccan’ become shaped by the interactional encounters observed. In the setting of Morocco, where trajectories to and from Europe have colored several centuries of history, this book provides a framework to explore how migration and return become incorporated into contemporary ‘Moroccanness’.