Since the early 1990s, language used to speak of cultural practices once thought of as "folklore" has become increasingly standardized around the term intangible heritage. Supranational intangible heritage policies promote a contradictory package that aims to preserve local identity and cultural diversity while promoting democratic values and economic development. Such efforts may contribute to the deployment of language that stresses mutual exclusivity and incommensurability, with important consequences for individual and group access to resources. This article examines these tensions with ethnographic attention to a Hungarian folk revival movement, illuminating how local histories of "heritage protection" meet with the global norm of heritage governance in complicated ways. I suggest the paradoxical predicament that both "liberal" notions of diversity and ethno-national boundaries are co-produced through a number of processes in late capitalism, most notably connected to changing relations of property and citizenship regimes.
Fixing Men: Sex, Birth Control, and AIDS in Mexico, Contemporary South Africa, by Matthew Gutmann Marc Epprecht
The Political Philosophy of Needs, by Lawrence Hamilton David James
Foucault, Psychology and the Analytics of Power, by Derek Hook Grahame Hayes
Rethinking Multiculturalism: Cultural Diversity and Political Theory, 2nd edition, by Bhikhu Parekh Joleen Steyn-Kotze
The Plot to Kill God: Findings from the Soviet Experiment in Secularization, by Paul Froese Gerald West
Christiane Hintermann, Christa Markom, Heidemarie Weinhäupl and Sanda Üllen
This article examines how the topics of migration, cultural diversity, and discrimination are depicted in current Austrian school textbooks and how they are discussed and perceived by pupils of different age groups attending different types of schools. The discussion concentrates on three main issues: the representation of migration as problematic; the use, critical or otherwise, of specific terms; and whether the history of migration to and from Austria is represented and perceived as part of a common Austrian history. Alongside the findings of the textbook analysis, we show how the involvement of pupils in textbook and migration research can contribute to the production of scientific knowledge in this area.
In this article, I will investigate Sartre's claims regarding need as an element of the human condition, and I will compare them to the analysis of need found in the works of Marx and of Herbert Marcuse. These comparisons will raise important questions, such as: given the cultural diversity of experiences of need, is Sartre justified in speaking of needs common to all humans? Are these human needs to be considered permanent fixtures, or do they change historically? And, how might this affect their status as fundamental and truly human? Finally, is it even possible for us to recognize our real human needs, and to distinguish them from artificially created and alienated false "needs," while we exist in what Sartre identifies as the current state of subhumanity?
A reflection of the quality of education for migrant and marginalized Roma children in Europe
Silvia-Maria Chireac and Anna Devis Arbona
Estimated at 12 million, the Roma population constitutes one of the largest and most disadvantaged ethnic minority groups in Europe and the most socially marginalized and stigmatized group in the European Union (Council of Europe, 2009, 2010). In recent years, following the two waves of EU expansion in 2004 and 2007, the problem of Roma integration into educational systems generated great attention among EU member states. The European Commission’s policy of promoting multilingualism and cultural diversity to foster European citizenship has led to promising results. However, the current economic crisis and lack of effective political integration within EU member states have promoted policies of protectionism. This article provides an analysis of the current situation of Roma children from Eastern Europe, highlighting the opportunities for improving instruction and protecting human rights for this highly vulnerable school-age population. We propose specific measures based on a bilingual and cross-culturally inclusive educational model.
Communities at the External Border of the European Union
This article contrasts the Finnish-Russian and Polish-Ukrainian borderlands situated at the external border of the EU. Based on multi-sited fieldwork, it observes how such EU level development concepts as sustainability and multiculturalism address cultural sharing as well as engage communities. Here everyday border crossings are limited, but the policies and practices of cross-border co-operation seek to produce sustainable border crossings in terms of projects and networking. The negotiations of the EU border by local Polish and Finnish actors reflect co-existing and alternative imaginations of borderland heritage. These heritages seem to suggest the 'right' ways not only for border crossings, but also for addressing the continuity and experience of cultural diversity. It is argued that recollections of borderland materiality in these ceded lands become a means for negotiating cultural borders, and verify the difference between European borderlands and borders.
The Adorno Reader, edited by Brian O’Connor. Oxford: Blackwell, 2000. Reviewed by Ben Parker
Writings on Psychoanalysis: Freud and Lacan, by Louis Althusser; edited by Olivier Corpet and François Matheron. Columbia University Press, 1996. Reviewed by Clayton Crockett
On the Pragmatics of Social Interaction: Preliminary Studies in the Theory of Communicative Action, by Jürgen Habermas; translated by Barbara Fultner. Cambridge, Massachusetts: MIT Press, 2001. Reviewed by Iain MacKenzie
Senses of Culture: South African Culture Studies, edited by Sarah Nuttall and Cheryl-Ann Michael. Oxford: Oxford University Press, 2000. Reviewed by Arnold Shepperson
Rethinking Multiculturalism: Cultural Diversity and Political Theory, by Bhikhu Parekh. Basingstoke & London: Macmillan, 2000. Reviewed by Laurence Piper
Heidegger and Derrida on Philosophy and Metaphor: Imperfect Thought, by Guiseppe Stellardi. Humanity Books: New York, 2000. Reviewed by Patrick Lenta
Did Somebody Say Totalitarianism? Five Interventions on the (Mis)use of a Notion, by Slavoj Zizek. New York: Verso, 2001. Reviewed by Kevin A. Morrison
Peter L. Berger
The topic I propose to address here is vast, and all I can reasonably do is to present a picture painted with very large brushstrokes. Much of what I will have to say will be based on insights gained from the work of the research centre I direct at Boston University, first of all from the largest project we ever undertook – a ten-country study of globalisation and culture (the major results have been published in a volume I co-edited with Samuel Huntington, Many Globalisations: Cultural Diversity in the Contemporary World, Oxford University Press, 2002). And before I say anything about religion, I must make some general observations about the cultural dimension of globalisation. (Though I will point out right away that in most of the world, as soon as one looks at culture, one is looking at religion.)
Using Your Funds to Save Cultures, Not to Destroy Them
Dear Members of the Spanish Government and Spanish Citizens,
Over the past several months, you began to give me, and many of the world’s peoples, great hope. It appeared that you were helping to open a new era of cultural protections and reversal of colonial legacies across the globe, as a beacon of light from the developed world. Unlike other countries who have continued to view development spending as a way to promote their own national economic greed, Spain seemed genuinely committed to protecting the cultures and heritage of the planet in a way that would protect our common future and reflect the best of humankind’s joint hopes. It is urgent that you step in now to fulfil your promise and to save the cultural diversity and heritage that you are now inadvertently destroying.
In 2003, after more than 10 years of policy debate and public controversy, the South African minister of education announced a new policy for religion and education that distinguished between religious interests, which are best served by religious communities, and educational objectives for teaching and learning about religion, religions, and religious diversity that should be served by the curriculum of public schools. This article locates South Africa's new policy for religion and education in relation to attempts to redefine the role of the state in the transition from apartheid to democracy. The policy emerged within a new constitutional framework, which ensured freedom for religious expression and freedom from religious discrimination, but also within the context of state initiatives to affirm cultural diversity and mobilize unifying resources for social transformation. Accordingly, this article examines South Africa's policy for religion and public education as an index for understanding post-apartheid efforts in redefining the state as a constitutional, cultural, and transformative state.