Resources

Report into the effects of immigration detention on mental health of children: http://www.guardian.co.uk/uk/2009/oct/13/children-immigration-detention-health

RESOURCES ON INTERCULTURALITY

RESOURCES ON MIGRATIONS

RESOURCES ON DISCRIMINATION

Resources on Interculturality

1.Articles, Papers and Reports
1.Websites

2.Books

3.Case Studies
1.Websites

4.Journals

5.Films

6.Students and Educators Resources
1. Websites

1. ARTICLES, PAPERS AND REPORTS

CANTLE, Ted (2001) “Community cohesion: a report of the independent review team” Home Office. London. Retrieved on 14th July, 2010 from: Click here

The Community Cohesion Review Team was set up to identify good practice, key policy issues and nes and innovative thinking in the field of community cohesion. This report sets out why a number of disturbances in towns and cities in England involving large numbers of people from different cultural backgrounds took place, and makes a series of recommendations for action in order to improve the community cohesion and help to address some of the factors which lay behind the disturbances earlier in the year.

CONNOLLY, Paul (2000) “What now for the contact hypotesis? Towards a new research agenda” Race, ethnicity and education, Vol.3, Issue 2 (pg 169-193). Retrieved in August 12th 2010 from: Click here

In education, it is common to put the condition of 'safety' around public race dialogue. The authors argue that this procedural rule maintains white comfort zones and becomes a symbolic form of violence experienced by people of color. In other words, they ask, 'Safety for whom?' A subtle but fundamental violence is enacted in safe discourses on race, which must be challenged through a pedagogy of disruption, itself a form of violence but a humanizing, rather than repressive, version. For this, the authors turn to Frantz Fanon's theory of violence, most clearly outlined in The Wretched of the Earth. First, the article outlines the basic assumptions of Fanon's theory of revolutionary, as opposed to repressive, violence. Second, we analyze the surrounding myths that an actual safe space exists for people of color when it concerns public race dialogue. Third, we critique the intellectualization of racism as part of the concrete violence lived by people of color in the academy, which whites continually reduce to an idea. We pedagogically reframe the racial predicament by promoting a 'risk' discourse about race, which does not assume safety but contradiction and tension. This does not suggest that people of color are somehow correct by virtue of their social location. In addition, it does not equate with creating a hostile situation but acknowledges that violence is already there. Finally, we consider the practical import of intellectual solidarity, where understanding racism becomes the higher good rather than whether or not one leaves the dialogue looking more or less racist than before.

CONNOLLY, P & KEENAN, M (2001) “The Hidden Truth: Racist Harassment in Northern Ireland”. Northern Ireland Statistics and Research Agency, Belfast. Retrieved in July 5th 2010 from: Click here

CONNOLLY, Paul (2002) “”Race” and racism in Northern Ireland: a review of the research evidence” OFMDFM. Retrieved in July 5th 2010 from: Click here

Council of Europe (2008) “White Paper on Intercultural Dialogue: Living together as equals in dignity” Retrieved in June 28th 2010 from: Click here

The White Paper is built on the solid foundations of the Council of Europe acquis. It takes account of the rich material from consultations with many stakeholders – including partners from regions outside Europe – held in 2007. In that sense, it is in many ways a product of the democratic deliberation which is at the heart of intercultural dialogue itself. The White Paper responds to an increasing demand to clarify how intercultural dialogue may help appreciate diversity while sustaining social cohesion. It seeks to provide a conceptual framework and a guide for policymakers and practitioners. However, intercultural dialogue cannot be prescribed by law. It must retain its character as an open invitation to implement the underlying principles set out in this document, to apply flexibly the various recommendations presented here, and to contribute to the ongoing debate about the future organisation of society. The Council of Europe is deeply convinced that it is our common responsibility to achieve a society where we can live together as equals in dignity.

DEA (2001) “Black Voices in Development Education” London. Retrieved in July 5th 2010 from: Click here

A national meeting of DEA Black and Minority Ethnic (BME) aimed to provide an opportunity for BME ember organisations and individuals to meet and share experience of working in development education; to make accessible key information for BME organisations working in or planning to work in development education; to strengthen the work of BME organisations and investigate strategic opportunities for collaborative working; and to strengthen the link between people directly challenging racism and those active in development educational work.

Diversity web Click here

Diversity Web is a project to support colleges and universities in their efforts to create settings that foster students' understanding of the intersection between domestic and global issues and their sense of responsibility as local and global citizens. AAC&U works with campuses to cultivate productive public dialogues and community partnership to enhance democratic values and practices in our diverse but still unequal American society. In this site you could find publications and films around diversity issues.

European Institute for Comparative Cultural Research “Sharing diversity: National Approaches to Intercultural Dialogue in Europe (2008). European Comission. Retrieved in August 13th from: Click here

In March 2008, ERICarts published the findings of a study carried out for the European Commission, Directorate-General for Education and Culture. Their report proposes, for further debate, the following definition of intercultural dialogue: a process that comprises an open and respectful exchange or interaction between individuals, groups and organisations with different cultural backgrounds or world views. Among its aims are a) to develop a deeper understanding of diverse perspectives and practices, b) to increase participation and the freedom and ability to make choice, c) to foster equality and d) to enhance creative processes. In this sense, intercultural dialogue processes or encounters are to go beyond a mere 'tolerance of the other' and can involve creative abilities that convert challenges and insights into innovation processes and into new forms of expression. The "shared space" in which such processes take place can be located outside of physical spaces, situated in the media or in a virtual environment. (Retrieved from here)

FLORIDA, Richard and GATES, Gary (2001) “Technology and Tolerance: The importance of diversity in High-Technology growth” The Brookings Institution. Retrieved in June 28th 2010 from: Click here

This survey finds that diversity - measured by the proportion of gay couples, artists, and foreign-born residents - is a very strong indicator of a metropolitan area's strength in high- technology businesses. A large gay or otherwise diverse population does not directly cause high-tech success in a particular place. Rather, talented tech workers are drawn to places known for diversity of thought and open-mindedness.

“Forced to Flee: Frequently asked questions about refugees and asylum seekers in Northern Ireland”.(2002) Refugee Action Group, Belfast. Retrieved in July 5th from: Click here

GARVEY, Therese (2004) “Intercultural education : the case of Ireland and Lesotho primary teacher education support project” Thesis Ph.D.

IPSOS MORI (2010) “Global Learning evidence briefing March 2010” Development Education Association, London. Retrieved in July 6th 2010 from: Click here

In this briefing DEA pulls together the main data from its MORI research around the need for and impact of global learning. The document also references recent research from the Geographical Society and also Ofsted's reports which call for a greater focus on global learning.

JAMES, Malcom, (2008) “Interculturalism: Theroy and Policy” Retrieved in June 28th 2010 from: Click here
In this paper, Malcolm James from the Department of Sociology of the London School of Economics and Political Science, reveals that debate around interculturality in Europe and the UK is becoming ever more closely aligned. Taking as a point of departure the notion of openness, this paper first discusses how intercultural policy in the UK and Europe has been applied. Second, the paper looks at analysis and criticisms of these policies. The third section reviews some of the leading thinking behind the study of interculturalism. The purpose of this section is to respond to the first two sections and to look how the debate on interculturalism is developing. The final section draws together the central tenets of each author's argument and suggests some important considerations for interculturalism.

McCREA, Niamh (2004) “Steps Towards Inclusion” Young Action against Racism and Discrimination. Retrieved on June 29th 2010 from: Click here

This report details the circumstances of separated asylum-seeking children in Ireland. Separated children are those young people who arrive in Ireland to seek refuge without the care of a parent or guardian. It outlines their rights and entitlements and their needs in relation to youth work. The report provides concrete suggestions for youth workers for integrating separated children and other young people from ethnic minority groups into their activities.

SHORT, Clare (1999) “Bulding Support for Development: Raising public awareness and understanding of international development issues” Strategy Paper from the Department for Inernational Development, London. Retrieved in July 5th 2010 from: Click here

SINGH, Darra (2007) “Our Shared Future” Comission on Integration & Cohesion. West Yorkshire. Retrieved on 14th July 2010 from: Click here

This report sets out our practical proposals for building integration and cohesion at a local level. These are based both on a combination of new evidence, and on our annalysis of the excellent response to our consultation process. The proposals we have developed bring to life four key principles that we feel uderpin a new understanding of integration and cohesion: Shared futures, A new model of rights and responsibilities, A new emphasis on mutual respect and civility and Visible social justice.

UNESCO (2007) “World Report on Cultural Diversity: Investing in Cultural Diversity and Intercultural Dialogue” Unesco Publishing. Retrieved in July 2nd 2010 from: Click here

Based on the analysis of recent initiatives, concrete examples, case studies and successful practices, this report advances a number of pathways worth exploring for renewing development strategies in favour of poverty eradication, environmental action and sustainable, human-centred governance. Summary available here.

WIETER, Patricia (2008) “Intercultural dialogue in the framework of the European Human Rights Protection” Council of Europe, White Paper Series, V.1. Retrieved in July 2nd 2010 from: Click here

This report analyses the jurisprudence of the European Court of Human Rights in terms of the promotion of cultural diversity, as championed by the Council of Europe particularly through its "White Paper on Intercultural Dialogue" (2008). The Court's views on the governance principles and preconditions of intercultural dialogue - and particularly the case law on freedom of thought, conscience and religion, freedom of expression and freedom of association and assembly - provide guidelines for politicians, academics and practitioners alike.

WOOD, P., LANDRY, C. and BLOOMFIELD, J. (2006) “Cultural diversity in Britain
A toolkit for cross-cultural co-operation” Joseph Rowntree Foundation.
Retrieved in June 28th 2010 from: Click here

With the current debate about ‘multiculturalism’, this study sets out a new
approach to cultural diversity. It explores ways of unlocking the potential in
diversity and identifies strategies to aid greater exchange between different
cultural groups.