1437 18 30/11/2015
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18 1437 30/11/2015 1st ECRC International Scientific Conference University of London- London 18 / Safar/ 1437 30/11/2015 Conscious Immigrant Integration into Western Cultures
Transcript of 1437 18 30/11/2015
181437 30/11/2015
1st ECRC International Scientific Conference University of London- London
18 / Safar/ 1437 30/11/2015
Conscious Immigrant Integration into Western Cultures
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229 Alexia kapeampail 253 Fouzia Guorroudj 273
Christina Velentza 282 David Rennie- F.Dnceralp kocalar 288
Dr.Mariane Gazaile 301
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Abstract The role of social networks in the growing phenomenon of terrorism
The study aimed to find out the concept of terrorism, highlight the new media, stand on the major challenges facing young Muslims in the new media age, the results of scientific exit contribute to increasing the awareness of young people recognized the seriousness of the terrorist organizations and extremist ideas.
The importance of the study in the research efforts at colleges and a few sections of the media of Arab universities in the field of new media compared to other traditional subjects.
The researcher used the descriptive analytical and historical, but in the collection of information about the phenomenon has relied on the observation of direct and indirect interview (satellite TV) programs, books and Web sites.
The study found the following results: the numerous advantages of social networking was the reason behind the recruitment of terrorist organizations to achieve their goals, terrorist organizations benefit greatly from the capabilities of foreign fighters in the media field, the scarcity of studies and research on new media in Arab universities, lack of adequate education for young people driven by falling into the trap of extremism, Twitter and Facebook of the important means to achieve the objectives of terrorist groups.
The researcher recommended the following: the need for attention to foster the culture of dialogue among all the owners of intellectual trends and avoid violence, the need for the Arab governments to find job opportunities for young people, the need for young people the dangers of terrorism and extremism awareness, the need to take advantage of Arab States from the experience of Saudi Arabia like the house of experience in dealing with stray Categories Extreme, training courses and workshops on the best ways and strategies to combat terrorism and extremism, encourage the media colleges Arab universities to increase interest in the study of new media and social security, intellectual and effects.
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(3) https://en.wikipedia.org/wiki/Latin_America رودریجیث : اوخینیو تشانج ، ثقافة وحضارة امریكا اللاتینیة ، ترجمة : عبد الحمید غلاب و احمد شحاد ، المجلس (4)
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16. https://en.wikipedia.org/wiki/Latin_America 17. http://palestiniansurprises.com/surprise/former-president-of-honduras-carlos-
roberto-flores-facusse 18. https://en.wikipedia.org/wiki/Antonio_Saca 19. https://en.wikipedia.org/wiki/Carlos_Menem 20. https://en.wikipedia.org/wiki/Carlos_Slim
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8. http://pewresearch.org/pubs/2214/religion-religious-migrants-christians-muslims-jews
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12. http://mrcssi.com/wp-content/uploads/2011/10/Shafia-trial
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212
2
Abstract To speak on integration during the French occupying period in Algeria, we
should,at first,distinguish between willing integration and unwilling integration. The former consists on rapprochement between the French and the Algerian willingly. The later consists on an imposed rapprochement by the powerfull party,which is France.
Unlike the point of view of French party concerning integration which spare no effort to encourage the French to learn Arabic dialect,which is an obligatory capacity to get a work regarding the communicative aim of the French policy to maintain the occupying for long time, Algerian party has not an unified opinion. While political parties support partial integration that is to say communicate with the French but preserving the Algerian social status including marriage,divorce,heritage and so on,the elite supports total integration into French system to get social equality without taking specificity of its society into account.
Association of Algarian Ulama has different and distinguished position regarding integration. Actually,it rejects ,totally,all forms of integration because the fact that this integration opposes to foundations of its civilized project,which are Arabic and Islam.
213
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.148م، ص1990، 1لإسلامي، الجزائر، طالتراث ام في مدینة بني منصور، نال الشھادة العالمیة من الأزھر سنة 1983) محمود شلتوت: فقیھ مصري، ولد سنة 2(
م.1963م بقلمھ ولسانھ، توفى رحمھ االله سنة 1919م، شارك في ثورة 1918 .7/173م، 1997، 12ط انظر: الإعلام لخیر الدین زركلي، دار العلم للملایین، بیروت،
) انظر الفتاوى: دراسة لمشكلات المسلم المعاصر في حیاتھ الیومیة العامة: محمود شلتوت، دار الشروق، القاھرة، 3( .433م ص1991-17ط
بتصرف. 215-214، ص1) انظر: الھجرة إلى بلاد المسلمین، عمادي عامر، دار ابن حزم، بیروت، ط4(ھـ، لھ مواقف 661م بن عبد السلام بن عبد االله بن تیمیة الحنبلي، ولد في حران بدمشق سنة ) ھو: أحمد بن عبد الحلی5(
مشھورة في مقاومة التتار والتصدي لھم. من أشھر مؤلفاتھ: السیاسة الشرعیة في إصلاح الراعي والرعیة، ھـ. 827والفرقان من أولیاء االله والشیطان، كانت وفاتھ في سجن دمشق
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) انظر: مجموع الفتاوى لابن تیمیة، جمع وترتیب عبد الرحمن بن محمد بن قاسم، طبعة المدینة المنورة، وزارة 1( م.1995-ھـ1436الشؤون الإسلامیة والأوقاف
. 5/296للأبحاث ودراسة السیاسات، جلسان العرب، المركز العربي ) انظر:2( 5، ص: 1) انظر: الاندماج الاجنماعي وبناء المواطنة، محمد المالكي ط3(
236
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3/390) انظر: تفسیر ابن كثیر، ج2( 7/167تفسیر القرطبي،ج ) انظر:3( 513/ 8، ج2)انظر: الفقھ الاسلامي وأدلتھ، وھبة الزحیلي، دار الفكر، دمشق، ط4(
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97
ي 511ھـ، تولى قضاء الجماعة بقرطبة سنة 405) ھو محمد بن أحمد بن محمد بن رشد المالكي، ولد سنة 1( رع ف ، ب
نة وفى س رائض، ت روع والف ول والف م الأص ب الم 520عل ل كت دمات لأوائ ھ: المق ن مؤلفات ـ م ان ھ ة، البی عرف والتحصیل
روت ي، بی راث العرب اء الت اد دار إحی ن العم ي اب د الح انظر: شذرات الذھب في أخبار من ذھب لأبي الفلاح عب4/62.
ھـ، تفقھ على ید 468) أبو بكر محمد بن عبد االله المالكي المعروف بابن العربي، الملقب بالقاضي، ولد بالأندلس سنة 2( ھـ.543فاتھ: أحكام القرآن، عارضھ الأحوذي، المحصول في الأصول، توفى في سنة أبى حامد الغزالي. مؤل .12/228انظر: البدایة والنھایة:
رى لمسنون 3( ة الكب امش المدون ى ھ ) انظر: المقدمات والممھدات لابن رشد، دار الفكر للطباعة والنشر، مطبوع عل3/345-346.
رازي 4( ر ال ن بك رآن لاب ام الق ر: أحك ابي ) انظ ى الب ة، عیس ب العربی اء الكت اوي، دار إحی د العم ي محم ق: عل ، تحقی وشركاؤه.
.5/419) أنظر: المحلي، دار الكتب العلمیة، بیروت تحقیق الدكتور عبد الغفار البنداري 5( 17/551ھـ. 1405، 3) انظر: شرح كتاب النبیل وشفا العلیل لأبي طفیش، مكتبة الإرشاد ، جدة، ط6(
238
98
97 99
)1(
)2(
)3(
فتح القدیر الجامع بین فني الروایة والدرایة في علم التفسیر للشوكاني، وثق أصولھ وعلق علیھ سعید اللحام، ) انظر: 1(
.1/762دار الفكر
) ھو جریر بن عبد االله بن جابر البجُلي، أسلم سنة عشرة للھجرة شھد فتح الدائن، والقادسیة لقُب بیوسف ھذه الأمة 2(
.2/233الإصابة: ھـ، انظر : 52لحسنھ، توفى سنة
، والترمذي محمد بن عیسى تحقیق 2645، رقم 3/45) أبو داود كتاب الجھاد، باب النھي عن قتل اعتصم بالسجود، 3(
م، في السیر، باب ما جاء في كراھیة المقام 1994-ھـ1414محمد عبد القادر عطا، مكتبة دار الباز، مكة المكرمة
م، السنن الكبرى 1991-ھـ1411، 1السیوطي، دار بیروت، ط، 1604، رقم: 4/155من أظھر المشركین:
لأحمد بن شعب النسائي.
239
1
)2(
13
)3(
، واصطلاحاً: منع الوسائل المؤدیة إلى المفاسد فما 6/96) الذریعة لغة: الطریق إلى الشيء. انظر: لسان العرب:1(
محمد عبدالكریم بركات، یؤدي إلى محظور فھو محظور". انظر: مجلة جامعة القرآن الكریم والعلوم الاسلامیة: 135م، ص:2008 -ھـ1429، 16عدد:
.130) انظر: الھجرة إلى بلاد غیر المسلمین: ص2( .348ص 7، البغوي ج311ص 22.، وتفسیر الطبري ج310ص 16) انظر: تفسیر القرطبي، ج3(
240
8
)1(
)2(
)3()4(
)5()6()7(
)8(
5
.89، ص8) تفسیر ابن كثیر: ج1(ھـ، كان زاھدًا، حافظاً، ورعاً، شُغل 631ولد نبوي سنة ) ھو: محي الدین یحیى بن شرف الحزامي النووي الشافعي،2(
بالعلم عن الزواج. لھ مؤلفاتھ مشھورة مثل: المجموع شرح المھذب وروضة الطالبین، وشرح على صحیح مسلم، ھـ.676توفى سنة
.168-5/166: 2وطبقات الشافعیة الكبرى للسبكي، دار المعرفة بیروت، ط 13/278انظر: البدایة والنھایة: ) انظر: المجموع شرح المھذب، محي الدین النووي، حققھ وعلق علیھ وأكملھ محمد المطیعي، دار إحیاء التراث 3(
م.1995-1415العربي ھـ، من أشھر مؤلفاتھ جامع البیان في 224) ه: محمد بن جریر أبو جعفر الطبري، نسبة إلى طبرستان، ولد سنة 4(
ھـ.310تفسیر القرآن، توفى سنة انظر: طبقات الشافعیة الكبرى، تاج الدین أبو نصر عبد الوھاب من تقي الدین السبكي، دار المعرفة، بیروت
.11/145. وانظر: البدایة والنھایة: 126، ص2، ج2ط )2553/ رقم(4) صحیح مسلم، باب: معرفة الركعتین اللتین كان یصلیھما،ج5( .322، ص23) انظر: تفسیر الطبري. ج6(للھجرة، 626افي: ھو شھاب الدین أبو العباس أحمد بن أبي العلاء إدریس بن عبد الرحمن الصنھاجي ولد سنة ) القر7(
1/94من مؤلفاتھ شرح الأربعین في أصول الدین. انظر: الاعلام للزركلي: .23-3/21) انظر الفروق: 8(
241
)1(
)2(
3
)4 (
5
)5(
.40، ص3) انظر: تفسیر ابن كثیر، ج1(
.432-431، ص3بالبحر المحیط، محمد بن یوسف الاندلسي، دار إحیاء التراث ج ) انظر: التفسیر الكبیر المسمى2(
.2/625) النكاح لغة: بمعنى العقد ویأتي بمعنى الوطأ. انظر لسان العرب: 3(
واصطلاحاً: "ھو عقد بین الرجل والمرأة بقصد استمتاع كل منھما بالآخر"
ام انظر: الزواج في الشریعة الإسلامیة، محمد صالح ال عثیمین، والشیخ عبد العزیز بن محمد مطبعة جامعة الإم
.16م، ص1985ھـ ـ1405محمد بن سعود،
ن 60ھو : قتادة بن دعامة السدوسي. ولد سنة ) 4( ھ م م أرى من ھؤلاء أفق ر: ل ھ معم ال فی ھ. ق ى وأكم ان أعم ـ، ك ھ
ھـ.117الزھري وحماد وقتادة. توفى سنة
109 -103/ 6، تفسیر الطبري: 21/ 2انظر: تفسیر ابن كثیر، ج) 5(
242
)1(
)2()3(
)4(
زوج ) 1( ھو عثمان بن عفان بن أبي العاص بن أمید القرشي، ثالث الخلفاء الراشدین، ولد بعد عام الفیل بست سنین ت
ھ سنة -صلى االله علیھ وسلم -من ابنتي رسول االله ي بیت رآن ف رأ الق ھیدًا وھو یق ـ، 35زینب ورقیة نین، قُتل ش ھ
روت ط انظر: الاصابة في تم ل، بی اوي، دار الجی د البح ي محم ق عل ر العسقلاني. تحقی ، 1یز الصحابة لابن حج
.419، ص 2م، ج1992 -1412
دائن سنة ) 2( ي الم ات ف لم ، م ھ وس لى االله علی ـ، 35ھو حذیفة بن الیمان الأزدي. أُشتھر بصاحب سر رسول االله ص ھ
1/317انظر: الاصابة في تمییز الصحابة:
ة ذھب ابن عمر ر) 3( رأي ذھب الإمامی ك ال ى ذل ى الاطلاق وال ة عل ن الكتابی لم م ضي االله عنھ إلى عدم جواز المس
.3/328م، 1983، 3والزیدیة. انظر: المنتقى شرح الموطأ: سلیمان الباجي، دار الكتاب العربي، بیروت، ط
د ) 4( ن بل ر وم ف من شخص لآخ د تختل ھ أن الحق: أن الفتوى تقدر شخصًا ومكانًا كذلك فھي ق ي علی ر . إذ ینبغ لآخ
یحسن الاختیار منھم أولاً وأن لا یكون في ھذا النكاح ضرر على الزوج نفسھ أو ذریتھ فینتج عنھ ضیاع للأولاد
في دینھم وخلقھم.
وإلى ذلك ذھب البوطي ـ رحمھ االله ـ فیقول: "مثل ھذا الزواج قد یصبح حرامًا حسب الأثار الناتجة عنھ كضیاع
ف الأولاد والا ة الإسلام فكی حتكام إلى قوانین الكفرة، وقد كره عمر الزواج من الكتابیات في ظل قوة ومنعة دول
بمن یعیش في بلاد الكفر!"
ارابي، ة الف وطي مكتب ان الب عید رمض د س رة لمحم ة معاص ایا فقھی ى قض ك الرجوع إل ن التفصیل یمكن لمزید م
.209م، ص 1994، 1دمشق، ط
243
1)1(
)2(
)3(
لیوم بأثیوبیا، وتقع في القرن الأفریقي. وأصل تسمیة الحبشة من أحبوش بضم أولھ.بلاد الحبشة: تعرف ا) 1(
اھرة: ) 2( رمین الق راھیم، دار الح د المحسن إب ن عوض االله وعب ارق ب ق: ط د، تحقی ن أحم لیمان ب ي: س رواه الطبران ).7440، رقم (258، ص 7ھـ، ج1415
ي 1403، 1المكتب الإسلامي، بیروت، ط وعبد الرزاق في مصنفھ: تحقیق حبیب الرحمن الأعظمي، - ـ ف ھـ ).9743، رقم (384/ 5باب في ھاجر إلى الحبشة:
اء، 1407والھیثمي في مجمع الزوائد، دار الریان للتراث، القاھرة، - / 8ھـ، باب النھي عن السجود والانحن39.
ة 3( ق ومراجع ر العسقلاني، تحقی ن حج ب ) انظر: فتح الباري شرح صحیح البخاري لاب دین الخطی ي محب ال : قص .227/ 7م، ج1986، 1وفؤاد عبد الباقي، دار الرباني، ط
244
)1 ()2(
)3(
)4()5(
)6(
)2190)، مسلم (2617أخرجھ البخاري () 1(ھـ، بجماعیل من نابلس كان شیخ الحنابلة، 541ھو أبو محمد عبد االله بن أحمد بن محمد بن قدامة الحنبلي، ولد سنة ) 2(
ھـ، انظر: شذرات الذھب لابي العماد، دار 620ي مسألة القرآن، توفى سنة من أشھر مؤلفاتھ: المغنى والبرھان ف .101- 13/99، وانظر : البدایة والنھایة 88، ص5احیاء التراث العربي:
.262/ 9انظر: المغني ) 3( مجاھد بن جبر المكي التابعي المشھور فھو مولى بني مخزوم ویقال لھ بن جبیر. ) ھو4(مھ زینب بنت مظعون الجمحیة ولد سنة ثلاث من المبعث ر بن الخطاب بن نفیل القرشي العدوى،ھو عبداالله بن عم )5(
4/187النبوي. من أكثر الصحابة اقتداء بھ صلى االله علیھ وسلم. انظر: الاصابة في تمیز الصحابة. -ھـ 1423 :2محمد بن فتوح الحمیدي، دار ابن حزم، بیروت ط الجمع بین الصحیحین البخاري ومسلم، )6(
)1296رقم( 3/147م،2002
245
)1(
)2(
لمزید من الصور والإیضاحات ارجع لكتاب: التعایش مع غیر المسلمین في المجتمع المسلم منقذ محمود السقار، ) 1(
10 -5م، ص 2006 -ھـ1421، 1مكة المكرمة، ط-رابط العالم الإسلامي
المصالح المرسلة "ھي المصالح التي لا یشھد یقول صاحب كتاب المنھاج الواضح في علم أصول الفقھ في تعریف )2(
لھا أصل بالاعتبار ولا بالإلغاء في الشرع لا بالنص ولا بالاجتھاد وتسمى بالقیاس المرسل أو الاستدلال".
انظر: "المنھاج الواضح في علم أصول الفقھ وطرق استنباط الأحكام" د. عبد المجید عبد الحمید الدیباني،
233/ 2م، ج 1995 1یونس، ط منشورات جامعة قار
246
279
)1(
1
)83رقم ( 4/227سنن الدار قطني، باب المرأة تقتل اذا ارتدت، )1(
247
2
3
4
5
6
1 2
3
4
248
1
2 3
4
249
1 1986
2
1967
3
4
5
6
14141994 7
8
9
1 1411 1991 10
1415
11 11403
1407
12
11986
13 2
1423 2002
14
15
1386 1966
250
16
12125 17
11990
18
1415 1995
19
17 1991
20
1436 1995
21
22
11969
23
24 2
25 31405
26 31983
27 11994
28
11412 1992
29
30 21411 199014135
139
31 1219977173
251
32
33
11995
34
114181998
35 36
37 16
1429 2008 38
14051985 39
11421 2006
40 1
41 1
252
253
142939
Christensen&Jacobson,2000,p33
1424131 132
142627
1
Acceptance
11392
254
712140251795
1418607
130011540
Acceptance
AcceptOxford Wordpower, 2006, pp.4-5
Accept*
Accept1*Accept
2***Acceptance3*
1381 392
391
* (v. )to recognize that something cannot be changed.
** (v. ) to take something willingly that somebody offers you.
*** (v. )to admit or recognize that something unpleasant is true.
* (n. ) the act of accepting or being accepted .
255
1427
137
Christensen&Jacobson, 2000, p.33
142487
1408
45
142557 101
Christensen&Jacobson,
2000, p.126
142515
1 1
256
The differences
14131045
3952991
1392251
142211
1395178 79142193
Difference
Oxford Wordpower, 2006, pp.217-218
Difference1*
Difference in something
2**
* (n.) the way that people or things are not the same or the way that somebody or something
has changed) . . * (n.) the amount by which people or things are not the same or by which somebody or
something has changed .
257
1425
332
1421109 120
1421
93
1381156
14189
1429
117
Acceptance the differences
258
14287
14302
14269
) Other1(
142739
* Other : in addition or different from the one or ones that have already been mentioned or
understood . or the rest of a group or number of people or things ( Oxford Wordpower ،2006 ،p. 544.)
259
1 2
141854
14264 5
142519 20
260
14261
142671 75
1426
48
261
Tolerance)1(
200766
34 41
1428185
2006294
142343
200665
1421782
Christensen&Jacobson, 2000, p.33
Coexistence2
* Tolerance : the ability or willingness to allow or accept something that is unpleasant or that
you do not like or agree with .the opposite is intolerance (Oxford Wordpower ،2006 ،p. 811).
* Coexistence : living in peace with each other (Merriam Webster online). is a sure way all conflicts worldwide (www.amrkhal.net ).
262
142554
1429
235 17 18
1423431429
144
Pluralism)1(
141797
1425139
142678 79
142710
1425138
1426146
** Pluralism :a philosophical perspective on the world that emphasizes diversity rather than
homogeneity,multiplicity rather than unity ,difference rather than sameness (The Cambridge Dictionary of Philosophy,2009, p.714).
263
Fanaticism)1(
1432
28
142547
142594
142599
Liberty)2(
142580
1368455
* Fanatic- Fanatical : feeling very strongly or being too enthusiastic about something (Oxford
Wordpower ،2006 ،p.282 ). * Liberty : the freedom to go where you want ،do what you want ،etc. . (Oxford Wordpower ،
2006 ،p.452)-Liberty:isfreedomofchoice (www.thefreedictionary.com/liberty).
264
141460
142560
Dialogue)1(
1427
9
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** Dialogue : a conversation between aperson and something else - an exchange of ideas and
opinions (http: //www.merriam-webster.com/dictionary/dialogue).
265
Difference)1(
142526
13811561395
179 80
141712 13
Dogmatism)2(
1428313 314
1427131
* Difference : the quality or state of being different - disagreement in opinion .http:
//www.merriam-webster.com/netdict/difference. * Dogmatism : dogmatic (adj.) insisting that something is true or right ،not prepared to
consider other opinions (Oxford Wordpower ،2006 ،p. 233 ).
266
1421
51
14273
141713 14
14273
14263
Democracy)1(
11392307
1427250142594
* Democracy : a system in which the government of a country is elected by all of the people .
or the right of everyone in an organization to vote on matters that affect them and to be treated equally (Oxford Wordpower ،2006 ،p. 208).
267
1425114
142560
1429180 181
14251034
142510
1985256
1425100
Consultative)1(
142725
142551
1428463 464
* consultive: giving advice, or an advisory memorandum.http: //www.merriam-webster.com/netdict/difference.
268
1425143
1428471
141788
142624
14061496142531
142531
269
1 14252004
2 1410 1990
3 14272006
4 14222001
5 13811961
6 14262006
7 13921972
2
8 14252004
83 1131425
284 152004211 217
9 142520052
10 14262005
11 14262006
12 14262006
13 14171997
14 14202000
270
15 14252005
16 140219822
17 2003
18 14292008
19 14292008
2
20 14081988
21 14252004
22 14282007
23 14272006
24 14282007
25 14252004
28 30129 172
26 14252004
83 1131425284 1520041025 1034
27 14292008
28 14272006
29 14171997
30 14181997
31 14141993
271
32 142520042
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34 14252004
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36 14292008
37 14212000
5 72000
38 141319933
39 1421200018
20 1419 8 10 1998 103 128
40 14272006
41 1406198612
42 1395 1975
43 1417 1997
44 1981
45 14222001
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272
47 14252004
48 1418198628
49 14252004
50 1425 2004
51 14252004
233 290
52 14232002
53 14282007
54 14171996
55. Christensen, Andrew &Jacobson, Neil S.(2000). Reconcilable Differences , New York,The Guilford Press.
56. Oxford Wordpower Dictionary(2006). Second edition, Oxford: Oxford University Press
273
CONSCIOUS IMMIGRANT INTEGRATION INTO WESTERN CULTURES
RESIDENCE PERMITS IN GREECE Alexia Kapsampeli
Introduction There is no doubt that immigration is a characteristic of globalization. Most
people move to Western societies, mainly in Europe and North America. These societies absorb almost three-quarters of all migrants around the world.
The integration of immigrants is very important, as the segregation and social exclusion of immigrants can be a serious problem.
Although integration isthought to be a public policy goal, rarely has any agreed upon social or political definition.
Generally speaking, integration is defined in terms of how well particular individual immigrants or groups participate in the majority society.
Integration is not only a result of individual choices and decisions, but also is a politically promoted process that sets conditions and gives opportunities and incentives.
Besides, integration policies are often the subject of political controversies and do change according to power
Relations.
The dimensions of this process are: structural, cultural, social and identification integration.
As for the structural integration, it is the acquisition of rights and the access to national citizenship.
My aim is to critically evaluate if the immigrants with residence permit can integrate into the Greek society.
Methodology
The data collected by the author comes from legislation and other sources, especially academic texts journals and electronic resources. In particular, the data obtained from the Internet may not have been monitored.
Residence Permits in Greece
In Greece the legislation protects the immigrantsand enables them to live in the country.
274
In particular, according to the article 5 paragraph 2 of the Greek Constitution, all people living within the Greek territory shall enjoy full protection of their life, honour and liberty irrespective of nationality, race or language and of religious or political beliefs. Exceptions shall be permitted only in cases provided by international law.
The Greek law 4251/2014 is referred to the entry, residence and social integration of third-country nationals on the Greek territory.
The non-EU national citizens can live in Greece, as long as they have residence permit issued by the Greek authorities.
There are several types of residence permit depending on the personal situation of the applicant. In particular, there are residence permits for: 1) working purposes, 2)temporary residence, 3) humanitarian and exceptional purposes,4) studies, 5) trafficking victims, 6) family reunification and 7) long-term residence.
The immigrants with residence permits have the same rights as the Greek people as for the work, the education, social welfare, taxes and travelling in the country.
On the other hand, they are obliged to inform the authorities about any change in their house address and family status.
Notably, two of the residence permits have a common: they enable the foreigners live in any European country.
Firstly, the European blue card allows entry of highly skilled migrants to work in the European countries.
The immigrants with the Blue Card enjoy the same rights as the natives of Greece in employment conditions, freedom of association and professional education and training and social benefits, as long as they have a work contract or binding job offer.
In addition, a single status for long-term resident non European Union nationals has been created in accordance with the directive 2003/109/EC, which is an innovation in immigrant law.
Greece, as other European countries, recognizes long-term resident status after five years of continuous legal
residence. Significant factors for this residence permit are the income,the social security contribution and the knowledge of Greek language.
Holders of this permit have the same rights as European nationals. They can live and work in Greece as well as look for employment in another European country without being trapped within Greek borders.
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Interestingly, they have the opportunity to acquire the Greek citizenship through the naturalization process. According to the Greek legislation, they can submit the documents including this residence permit to the authorities, as long as they want to become Greek citizens.
Conclusion
The immigrants have to start a new life in a new country. Their integration into the western societies is surely a difficult but necessary process. A dimension of the integration is the legal. The western countries’ laws help the immigrants achieve this target. This happen in Greece as well. The Greek legislation enables them to live legally in the country and to integrate into the Greek society under certain circumstances. One way is the residence permit. There are several different types of residence permits depending on the applicant status. If they have the documents, they can live legally in this European country for a couple of years. As a result, they have a series of rights and obligations. Needless to mention the Blue Card and the long-term residence permit which give the immigrants the opportunity to live not only in Greece but also in another European country. In other words, by having these residence permits the immigrants are able to live and work in Europe. There is no doubtit is an innovation in this field, whichmakes the immigrants’ life easier. In conclusion, residence permits are the first important steps for immigrants in order to integrate into the Greek society.
BIBLIOGRAPHY
Muslim Integration into Western Cultures: Between Origins and Destinations, Ronald Inglehart, Department of Political Science - University of Michigan, Pippa Norris, John F. Kennedy School of Government - Harvard University, March 2009
“Patrick Ireland Becoming Europe Immigration, Integration and the Welfare State University of Pittsburgh Press, 2004
“Immigration, Integration and the Law by Cliodhna Murphy “Friedrich Heckmann, Dominique Schnapper The Integration of Immigrants in
European Societies 2003 Greek law 4251/2014 Immigration and Social Integration Code and other
relevant provisions http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=URISERV:l23034 last
accessed on 10.10.2015 http://www.workpermit.com/news/2011-11-02/europe/eu-blue-card-update.htm
last accessed on 10.10.2015 http://greece.greekreporter.com/2013/10/14/new-regulation-for-issuing-
residency-permits-to-immigrants/ last accessed on 26.10.15 The International Comparative Legal Guide to: Corporate Immigration 2014,
1st Edition, A practical cross-border insight into corporate immigration
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lawhttp://www.google.gr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCkQFjABahUKEwjJ5_uHqebIAhVHjiwKHRZtDyA&url=http%3A%2F%2Fwww.kglawfirm.gr%2Fdownload.php%3Furl%3D5411a49bd7b2b.pdf%26name%3DThe%2520International%2520Comparative%2520Legal%2520Guide%2520to%3A%2520Corporate%2520Immigration%25202014%2520-%25201st%2520Edition&usg=AFQjCNFLkIcx4iYmELOvfWKBQl98EazgsA&sig2=WZvPXcnYuSYuNz9pDUnopQ last accessed on 26.10.15
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Immigrant Pupils in English Educational Context: Linguistic and Cultural Perspectives
Guerroudj fouzia
Early school experience usually involves funny memories and a great step in children’s life without their mothers or sometimes even their mother tongues which represents a key concern in sociolinguistics, language policy and planning and human rights’ literature. While the introduction of mother tongue based education at primary level has been widely advocated on political, social and empirical grounds, it has also faced major challenges regarding the translation of language policies into effective educational planning.
This study aims to examine potential challenges and implications of introducing mother tongues of immigrant communities within the English primary state school reported with heavy concentration of immigrant children during the 80s and the 90s.While exploring perceptions about the place and role of immigrant languages in England notably in cultural representation of their speakers.
As an EFL student and teacher I think it is interesting to examine how this country that is traditionally recognised with quality education and institutions handled issues of multilingualism brought by immigrant waves in the post second world war reconstructive period mainly from south Asian countries . Given that importance and need for other languages can be questioned due to the major status and role of English as the key language for every day communication, education, technology and world communication.
Local educational authorities which are governmental bodies responsible for the regional administration of state education services in England and Wales represent an interesting feature in regards to multilingualism, since a local management is supposed to cater more effectively to pupils’ specific needs.
Language Educational Planning is argued as the most influential in Language policy and planning, and explicit intervention in language matters in England occurred mostly in educational contexts through the introduction of Reports such as the Bullock Report (1975) and the Swann Report (1985).
England lies at a crossroad of different settlements and origins that were drawn to the country and which continue to colour its culture. The country has long attracted immigrants arriving from overseas, such as gypsies, blacks related to the slave trade and Jewish communities beside a drift of refugees, including Dutch Protestants and French Huguenots, who escaped political and religious persecution or came for employment opportunities in the sixteenth and seventeenth centuries (Oakland 1998, p. 52).
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By the 20th Century, however, immigration became a global phenomenon as the world witnessed considerable movements of population towards developed countries. Starting from the late 1940s, people from the New Commonwealthnations of India, Pakistan and the West Indies were drawn to Britain mainly to fill the subordinate and manual jobs during the post Second World War reconstructive period. The linguistic and demographic landscape of the country became noticeably affected in post-war years with the successive independences of the previous English colonies and the consequent mass arrivals of immigrants.
The immigrant languages included Arabic, Bengali, Cantonese, Gujarati, Greek, Hindi, Italian, Punjabi, Polish, Portuguese, Spanish, Turkish, Ukrainian and Urdu (Trudgill 1989, p. 436). These languages are referred to as ‘immigrant languages’, ‘community languages’ or ‘minority languages’.
Wardhaugh points out(2006, p. 29) that questions such as ‘Which language do you speak?’ or ‘Which dialect do you speak?’ may be answered quite differently by people who appear to speak in an identical manner. Many countries in the world provide illustrations of such divisions.
The case of Hindi and Urdu offers an interesting illustration of the complicated relationship that may exist between those immigrant languages. Urdu and Hindi are identified as the same language in terms of grammar. Thus, they are variants of the same language which in its common spoken form used to be called Hindustani. Yet, the religious identities that were emphasized by the Hindu and Muslim revival movements led to the development of both languages in India and Pakistan within different linguistic lines (Dalby 2004, Wardhaugh 2006, p.29). In writing, for example, Devanagari script is used for Hindi while Urdu is written in Persian.
Multilingual education can be challenged by a number of difficulties, for example, Khubchandani (2003 cited in Spolsky 2004 ,p. 47) explains that the variety spoken by the pupils may not be written or related to a standardised form and thus the unavailability of materials and teachers in that variety such as the case of dialectal Algerian Arabic. In addition to the many varieties and languages that may be spoken by pupils of the same classroom, which makes it less possible to respond to each pupil’s communicative needs. Such challenges may indeed widen the gap between reality and the aspirations of mother tongue teaching.
The process of data collection and analysis involves a questionnaire and personal communications to provide the quantitative and qualitative data to illustrate the main elements of the study.
The questionnaire form was distributed by a native English mediator. It was also made available on line.Target population selected consists of 12 second generation immigrants from India, Pakistan, Bangladesh and some Arabic
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countries which are identified among the major immigrant sources in post WWII era of the English history
Respondents are previously enrolled in London state schools and had their primary education in London state schools during the 80s and early 90s when multilingual matters were addressed by the educational system ,with names of institutions kept confidential.
The contribution of the participants indicates the case of English Language Policy as a subject to various developments and pressures towards multilingualism ranging between promotion of linguistic and cultural diversity and endorsement of the English language .Yet, this study aims to draw general suggestions of language policy in a multilingual setting instead of focusing on the strength and weakness of the English experience
The results indicate that mother tongue based education can be challenged by:
The multiplicity of languages spoken by the immigrants which may complicate their use as media of instruction even at their home countries.
The actual use and the availability of teaching material in the language concerned.
Critics to language –identity tie for ignoring the interactive and dynamic aspects of identity.
English language learning as a planning priority to insure social and educational integration
A personal communication with Alan Tonkyn took place at the time when these results started to come out (2013). The communication started by sharing a general impression:
Researcher: In the context of linguistic diversity and public education, how important do you think the consideration of languages in public education is vis-à-vis the social inclusion of immigrant minorities?
Tonkyn: To answer your question properly, one needs to know a bit moreabout what you mean by certain terms….I should say, from my experience of the British situation, that there should be more emphasis on ensuring that all immigrant children acquire as high a level of proficiency in English as soon as possible after arriving, and I would favour this being done initially in special reception classes away from the mainstream, but with teachers who are properly trained in English for academic purposes, and are aware of the types of curricular needs which the pupils will have, and can replicate those language functions in the language classes. … This needn't mean that their ability to use their mother tongue should be in any way disparaged or belittled, but the finite resources of the state
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system should be focused mainly on proficiency in the national language in order to give immigrant children a chance to thrive in their new setting. However, that's my personal view, and is not necessarily shared by all those who work in this area of education.
The introduction of mother tongues at primary schools, thus, involves more ‘practical’ considerations, mostly, the actual use and the availability of teaching material and financial support available in the language concerned in addition to attitudes towards the language in question.
Although teaching a community language can be considered as a form of cultural acknowledgement of the group as a whole, it still constitutes only one aspect of a rich cultural luggage. While many immigrants and people in general may not insist on their languages as the main aspect of their culture or may not be conscious about its cognitive implications in education; they may still appreciate a reference or an acknowledgement of their history or traditions within a public context such as school, especially at primary level, where bullying and peer pressure are major issues of recognition for language teaching/learning. The application of mother tongue based education is mostly a temporary transitional measure to facilitate the transition to the main language of instruction used at school. Meanwhile, school subjects and activities offer opportunities to deal with social differences.
Cultural education with all debate and controversy about its meaning, nature and content helps to develop cultural awareness and sensitivity that are necessary in multicultural context. Tomalin (2008) who argues for culture as a ‘fifth’ language skill points out the importance of these skills for children in particular:
“... there is also another level of understanding of culture....This covers how you build cultural awareness, ..., and how to operate successfully with people from other cultures. This is often considered to be a business skill for adults, such as international sales managers or explorers. But if you think about it there is a set of skills also needed by refugee kids, ‘third culture kids’ following their parents as they are posted around the world” (Tomalin 2008)
Cognitive skills which refer to knowledge process such as thinking and judging can also be endorsed by cultural education, the issue is to identify the nature of such content. Suzuki (1984,p.316) makes an interesting distinction between ‘artificial’ forms of culture such as food, holidays and costumes on the one hand and the understanding of the values underlining these forms, on the other hand.
A key principle of this type of education, according to him, is context relevance which refers to issues from immediate ‘reality’ of pupils’ life, such as racial name calling and peer relationship. Likewise if materials and texts are related to pupils’ background, they are more likely to develop better literacy skills
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as argued by Mc Dermott (1977 cited in Suzuki 1989,p. 314). In that sense, cultural education is even more likely to be considered as a fifth language skill.
Challenges of inclusive education in multicultural contexts are often underlined by prejudice and attitude issues, which imply the need for intercultural understanding that involves wider contributions of the community to shape a better pedagogical context and hopefully cement social cohesion in the wider society. Although this field is usually identified with political and governmental organisations operating at macro levels; it remains essential to acknowledge and even take part in individual contributions with researchers, scholars, educationalists and sociolinguists among others, work together to plan and structure policies to meet educational and language provisions in broader multicultural/ multilingual contexts.
References
Dalby, A. 2004, The Dictionary of Languages, London, A & C Black.
Oakland, J. 1998, British Civilization, Routledge, London.
Spolsky, B. 2004, Language Policy, United Kingdom, Cambridge
Suzuki, B.H. 1984, ‘Curriculum Transformation for Multicultural Education’, Education and Urban Society, vol. 16, no.03, pp. 294-322.
Terrence, G.W. 2009, ‘Language Planning and Policy’ in McKay, S.L and Hornberger, N.H, Sociolinguistics and Language Teaching, Cambridge University Press, Cambridge, pp.103-148
Tomalin, B. 2008, Culture as the Fifth Language Skill, The British Council, UK, viewed March, 2013
http://www.teachingenglish.org.uk/articles/culture-fifth-language-skill
Trudgill, P. 1984, Language in the British Isles, Cambridge University Press, Cambridge, viewed October 2011<http://books.google.dz/books?id=liY4AAAAIAAJ&printsec=frontcover&hl=fr#v=onepage&q&f=false>
Wardaugh, R. 2006, An Introduction to Sociolinguistics, Blackwell Publishing, Oxford.
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Naturalisation process and integration in Greece: the implementation of the new Law 4332/2015
Christina velentza
The new local government structure under “Kallikratis” programme:
It istruethatwith the programme “Kallikratis”1Greek local government structures werere-organised in
2010. As a result, an important part of the everyday implementation of migration and integration policy has been transferred to the newly-formed Decentralised Administration structures. As to the issuance of residence permits to third country nationals, this procedure is carried out in the 55 one-stop-shops of the Decentralised Administration Authorities and the 1 one-stop-shop of the Ministry of Interior.
In addition, this local governmentreform programme, the "Kallikratis" programme, has alsointroduced the setting up of Migrant IntegrationCouncils (MICs) in the 325 Municipalities of the country. MICs are entrusted with a consultative role on issues pertaining to migrant integration in local communities. They also include elected municipal counselors, representatives of migrant communities in each municipality and representatives of related non-governmental organizations. It needs to bementionedthatsince the latest local governmentelectionsin 2010 and until July 2013, 220 MIC’shad been set up, some of which are more active thanothers2.
The difference between an economic migrant and a beneficiary of international protectionin Greece:
According to international and European international law norms3, a beneficiary of international protection is a person who has been awarded political asylum and therefore qualified as a refugee or a beneficiary of subsidiary protection whereas an economic migrant is someone who emigrates from one region to another for entirely economic reasons with the main purpose to seek an improvement in living standards4.
1European site on integration country sheetGreece, 2015 https://ec.europa.eu/migrant-integration/country/greece(accessible at 01/11/2015). 2Ibid,Footnote 1. 3UNHCR, The 1951 Geneva Convention relating on the status of refugees 1951, art. 1 http://www.unhcr.org/3b66c2aa10.html(accessible at 01/11/2015). 4 UNHCR, Asylum and Migration, 2015 http://www.unhcr.org/pages/4a1d406060.html(accessible at 01/11/2015).
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The new legal framework for the children of second generation migrants in Greece:
According to the new law1, the main precondition for a third-applicant to acquire the Greek citizenship is the ownership of a permanent and definitive type of documentby the applicant2. This meansthat in order to apply for the Greekcitizenship, a third national shouldown a permanent type of documentation which justifies hislegalresidence in Greece. In consequence, this automatically excludes asylum seekers with a temporary document on non-expulsion to their country of origin, temporarydocuments or other types of documents affirming temporary residence in Greece. For the third national minors born in Greece, the new law requires that in order for the children of third nationals to obtain the Greeknationality, the childrenneed to beborn in Greece and both parents or one of them to have adequatelycompleted five years of permanent legal residence in Greece or that the children have successfully enrolled into a Greek primary school for six consequentyearsin Greece.
The competent body to issue the documents or certificates of legal residence is either the local municipalities or Greek police departments. Once all documents are submitted, the procedure has to be completed within six months after successfullysubmitting the documents for the naturalisation process. The citizenship is acquired from the child’s birth under the condition that both parents have completed the criterion of five years legal residence in Greece and within the deadline of three years since the child’s birth. In the case that only one of the parents has completed the criterion of five years legal residence in Greece until the 24th March 2015,there is a still a possibility for the child which was born in Greece to acquire the Greekcitizenship.
In the case that both parents successfullyfulfil the criterion of five years of consequentlegal residence in Greece the only precondition for the child to get the Greek citizenship is six years successful accomplishment in the Greekprimary school. The new Law says that the child acquires the Greek citizenship within six months’ time following the submission of all necessary documents.The Greek citizenship in that case is obtained once the child’s parents submit the necessary documents and within three years’ time from the completion of the legal preconditions and before the child turns eighteen years old or since the submission of the appropriate documents once it was done after the three years period the law states and always before the child turns eighteen years old.
1 Law 4332/2015 amending the previous Law 4521/2014 on Greeknationality, http://www.ypes.gr/UserFiles/24e0c302-6021-4a6b-b7e4-8259e281e5f3/nomos4332-090715.pdf(accessible at 01/11/2015). 2Ibid, Footnote 6 (Article 1A).
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In the case that there is only one parent, the precondition for the child to acquire the nationality is birth on Greek soil or successful completion of six years enrolmentin the primary school in Greece. The same criteria apply for the recognised refugees applying for the naturalisation process in the name of their children or the beneficiaries of subsidiary protection or the stateless people residing in Greece. In the abovementioned cases, the necessary documents for the naturalisation process shouldbe submitted by the sole parent.
In the case that the other parent has passed away, the documents that have to be submitted for the naturalisation process is the certificate of death of the parent, or court decision if the guardianship is awarded to the sole parent according to whichhehas to prove that he is the sole parent who owns the guardianship and explains the facts why this is the case with the submission of a separate legal form.
In the case of an unaccompanied minor, the possibility to acquire Greek nationalityalwaysexists. For the unaccompanied minors which are beneficiaries of international protection1 the submission of legal documents mush be done by their legal representative.2
The naturalisation process in Greece:
According to the Ministry of Interior3, the procedure of naturalisation lasts one whole year. The Ministry of Interior examines each folder and ensures that all preconditions are properly fulfilled. Once the preconditions are properly met 4 the folder is transmitted to the appropriate Committee established on naturalisation process5. If the typical conditions are not fulfilled, the file is automaticallyrejected1
1UNHCR Guidelines on the best interest of the child, 2015 http://www.unhcr-
centraleurope.org/en/what-we-do/caring-for-the-vulnerable/unaccompanied-minors-and-separated-children.html(accessible at 01/11/2015).
2E-themis portal, Putting in place a legalrepresentative for unaccompaniedminors, 2015 http://www.ethemis.gr/ipodigmata/idika-themata-astikis-prostasias-anilikon/etisi-diorismou-epitropou/(accessible at 01/11/2015).
3Ministry of Interior, naturalisation process for thirdnationalsfact-sheet, 2015 http://www.ypes.gr/UserFiles/f0ff9297-f516-40ff-a70e-eca84e2ec9b9/LOIPES_1214.pdf(accessible at 01/11/2015).
4Beforeissuing a decision and afterexamination of the typical preconditions, the Ministry of Interior is obliged to cross-check with other bodies within the Ministry that all conditions are properly met (certificate of criminal record, certificate of non-expulsion and potential violation of national security and public order).
5The interview before the Naturalisation Committee, 2012 http://www.metanastes.gr/ithagenia-omogenia/politografisi-alladopou/209-sinentefksi.html(accessible at 01/11/2015).
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by the Ministry of Interior. The Committee on naturalisation process is obliged to call the applicant for an interview and examine the substantial conditions of his case2. The Committee is obliged to issue an advisory opinion to the Ministry on the particularnaturalisation process case within four months of examination of the typical and substantial conditions.
In the case of a positive advisory opinionissued by the Ministry of Interior, the Ministry is obliged to issue the ministerial decision on the nationality acquisition. Whereas, in the case of a negative decision which should be issued within four months from the examination of the substantial preconditions, the Minister of Interior has the discretion to oppose the Committee’s decision within fifteen days from the notification of the decision to the applicant. In the case that a positive opinion isissued, the process continues and the Greeknationalityis acquired by the third national. If not, a negative ministerial decision is issued along with notification of the decision to the applicant.
Statistical data on the naturalisation process from the Greek Ministry of Interior, 2011-2013:
According to the latest data from the Ministry of Interior in Greece, DG on Nationality3 in 2011, 19.222 people demanded the acquisition of Greek nationality. Among them 3.103 were born or completed their studies in Greece and 1.627 are the children of parents who went through the naturalisation process. 930 were third nationals who acquired the Greek nationality in the year 2011. The equivalent number for the year 2012 was 21.737 and for the year 2013 therewere 24.8944. In 2012, 1.149 third country nationals acquired the Greek nationality and for the year 2013, there was an increaseresulting in 1.866 people obtainingthe Greek nationality.
Other types of visa whichresult to legal residence in Greece (2014):
1According to the new law, thereis a possibility to issue an appeal before the Ministry of
Interior within 30 days form the announcement of the result to the applicant. 2General Directoratewithin the Ministry of Interior, information on the processbefore the
Naturalisation Committee (Questions on Greekhistory, civilisation, social policy and geography), http://www.ypes.gr/el/Generalsecretariat_PopulationSC/general_directorate_ithageneias_migratation/diefthinsi_ithageneiasNEW/bib-syn-plhroforivn/(accessible at 01/11/2015).
3Statistical data for the period 2011-2014, acquisition of Greeknationality, 2015 http://www.ypes.gr/UserFiles/f0ff9297-f516-40ff-a70e-eca84e2ec9b9/StatsCategory2011-2014-20032015.pdf(accessible at 01/11/2015).
4Ibid, footnote 8.
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Apart from the procedure of naturalisation within the Greek system, acquisition of a visa can be the alternative way which permits a third national to legal reside on the Greek territory. In specific, thiscanbedone through work visas, visas on family reunification, visas on studies as well as other types of visas. According to the data from the Greek Ministry of Interior1 during the year 2014, 62.513 were awarded work visas amongst them 42.780 were men and 19.733 women. The majority of the beneficiaries of working visas came from Albania (41.193), Philippines (3.528), Georgia (2.720), Egypt (2.593), Ukraine (2.036), as well as Pakistan (1.953). Other beneficiaries came from countries like Moldavia, Bangladesh, Russia, India, and China.
The number of visas issued under family reunification2 regime reached 217.297 for the sameyear(80.215 for men and 137.082 for women). Most of the beneficiaries of visas issued under the family reunification regime concerned people from China (1.392), Moldavia (4.372), Bangladesh (1.216), Ukraine (9.200), Pakistan (2.374), Russia (1.581), Serbia (1.581), Syria (3.185) and Philippines (1.934). Regarding visas issued for studies purposes, their number attained 2.851 (1.411 for men and 1.440 for women), most of them originated from Russia, the US, Ukraine, Libya, Jordan, Syria, Serbia and Turkey. The number of people having benefited from a visa (work, social, studies, other purposes)generally was 487.094, among them 257.343 are men and 229.721 are women.
Other types of visas3 were also issued by the Greek state and attained the number of 204.433 (132.937 for men and 71.496 for women). Most of these visas wereissued according to the Law 3386/20054 and the Law 4251/20141.
1General DirectorateMinistry of Interior, DG on Migration and Nationality, 2015
http://www.ypes.gr/el/Generalsecretariat_PopulationSC/general_directorate_ithageneias_migratation/diefthinsi_metanasteftikis_politikhsNEW/themataMetanastfsis/(accessible at 01/11/2015).
2Ministry of Interior, DG on Migration and Nationality, 2015 http://www.ypes.gr/el/Generalsecretariat_PopulationSC/general_directorate_ithageneias_migratation/diefthinsi_metanasteftikis_politikhsNEW/themataMetanastfsis/(accessible at 01/11/2015).
3Ministry of Interior, General Directorate, DG on migration policy, different types of visas, 2015, http://www.ypes.gr/el/Generalsecretariat_PopulationSC/general_directorate_ithageneias_migratation/diefthinsi_metanasteftikis_politikhsNEW/themataMetanastfsis/katigories_adeiwn_diamonis_new/(accessible at 01/11/2015).
4 Law 3386/2005 (FEK Α 212/23-8-2005) on entry, residence and social integration to the Greek society for thirdnationals, 2015, http://www.forin.gr/laws/law/2912/eisodos-
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Specifically, 1.558 were issued for humanitarian purposes according to the Law 4251/2014, as well as 6.824 visas wereissued for long-term purposes according to the Law 4251/2014. Other types of visas fall under this category such as visas for establishment of an economic activity, visas for the family members of a third country national, exchange programs, public interest, family members of diplomatic delegations staff, research purpose, professional trainings and vocational courses, fellows awarded a fellowship.
diamonh-kai-koinwnikh-entaksh-uphkown-tritwn-xwrwn-sthn-ellhnikh-epikrateia(accessible at 01/11/2015).
1 Law 4251/2014 whichamended the Law 3386/2005 on entry, residence and social integration to the Greek society for thirdnationals, 2015, http://www.synigoros.gr/resources/docs/n4251_2014.pdf(accessible at 01/11/2015).
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Acculturation of Turkish Immigrant Acculturation of Adult Turkish Immigrants in Canada:
Fulfilling the Dream F. Dinceralp Kocalar
PhD Candidate &
Psychology Department, York University, Toronto, Canada 20 l 5
Dr. David Rennie
Acculturation of Adult Turkish Immigrants in Canada: Fulfilling the Dream
The experience of leaving one’s native land to start a new life in a different society is a challenging, meaningful, and enduring personal and social phenomenon. This phenomenon affects both immigrants and their host societies in rich and profound ways. People decide to leave their homelands for several reasons. Some common reasons for immigration are to obtain better economical, political or educational conditions, and family reunification; to escape the ravages of a natural disaster; or to change one‘s surroundings voluntarily. Moving from one country to another permanently, regardless of its reasons, places people in a complex adjustment process confronting immigrants by a variety of challenges, expected and unexpected. Adapting to all ensuing changes following immigration is a rich, complex and multidimensional human phenomenon. This study aims to have a deeper understanding of adult Turkish immigrants’ acculturation experiences in Canada.
Canada is one of the few countries in the world that has a long history of accepting immigrants from a diverse range of countries. According to the Canadian Census of 2006 (Statistics Canada, 2011), Canada’s population is 32 million, and 19.8 % of the population is made up of immigrants. A majority of the recent immigrants preferred to settle in Toronto, Montreal and Vancouver; thus they make up particularly large proportions of the populations in these cities. For example, 42 % percent of all residents of Toronto were immigrants, which is the largest ratio in Canada. It has been reported that 43,700 Turkish immigrants live in Canada (Turkish Canadian, 2011). Among the reasons to immigrate, the promise of greater economic opportunities in Canada over Turkey appears to be the most
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common. Other reasons to immigrate for Turkish people are the desire for better education and flight from political unrest and oppression.
Canada like many Western countries relies substantially on immigrants to sustain its population and the labor force. Accordingly acculturation of immigrants plays an important role in shaping not only Canada’s population but also its economics and social structure and well-being. The cultural background of members of each specific immigrant population greatly influences their adaptation processes. Thus, acculturation experiences of immigrants should have both common characteristics cross-culturally as well as culture-specific aspects (Castro, 2003; Chun, Organista, & Marin, 2003).
As a part of this picture, what age one is at immigration can be an important factor in the acculturation experiences of that person. According to the study of Cheung, Chudek, and Heine (20l l), adult immigrants often seem less acculturated to their new society than people who immigrated as children. They argued that immigrants identify with a host culture better when they expose to it longer, but only if the exposure started at a relatively young age. If this is true, it is conceivable to assume that people who immigrated after a certain age have a more enduring struggle in their adaptation to the host culture. Thus, studying acculturation experiences of people who immigrated as a young-adult (i.e. the age of 20 to 40) is important to enhance our understanding of what adult immigrants go through in tenns of their psychological, social and practical adaptation to a new culture.
Given that Turkish culture has both individualistic and collectivistic qualities, our study promised specific cross-cultural insights to understanding acculturation experiences of Turkish- Canadian immigrants. Thus, we invested our scientific efforts in an explorative qualitative inquiry with the hope of having a holistic understanding of the phenomenon. The Grounded Theory Method (GTM) developed by Glaser and Strauss (l967) was the preferred method since it involves the development of a plausible theory that is grounded in the data.
Method Participants: Our study involved theoretical sampling of 7 participants(1), who
directly and voluntarily experienced acculturation as a young-adult Turkish immigrant in Canada. Participants were recruited through social network (e.g., friends, acquaintances) and various types of online communication mediums. First an initial telephone interview with each respondent was carried to ensure suitability of the individual. Later the actual interviews were conducted with the eligible respondents who have had some depth of experience with the phenomenon and has the ability to reflect on and articulate their experiences. The language of interview was English. An unstructured interview involving open-ended questions was conducted to capture any relevant experiences of participants about their adaptation to Canada. Our priority was mainly to follow the interviewee in a
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nondirective way with minimum interruptions. On the other hand, to facilitate a reflective process to obtain rich data, some paraphrasing and communication cues were used to show that the interviewer was attentively listening to the participant. After each interview, notes and comments were also recorded about the flow of the session (e.g., its length) and impressions and personal reactions to the participant. Data analysis started after the first interview and continued to progress while the following interviews were proceeded.
In data analysis(2), each individual narrative was broken into smaller passages called meaning units (MUs). MUs are segmented in a way that each meaning unit (MU) envelopes an episode of narrative that has a point made by the interviewee -a discriminated theme. Another task was to create an index for conceptualized categories. Once the content of each MU was summarized to a gist by extracting its key words, the resulting gist is assigned to all categories that either have already been constructed or are currently formulated to represent the meaning of the given MU. A simple word processor will be utilized for this indexation. All phases of analyzing the text involved the constant comparison method described by Glaser (1965). This hermeneutic process led to more abstract level of conceptualization -a hierarchy of categories- and eventually a core category describing the main features of the phenomenon.
- The list of inclusion criteria imposed to restrict the selection of participants is listed in Table I.
- A comprehensive summary of the stages and tasks of the GTM is listed in Table 2.
Results The analysis that went through abstraction phases led to a hierarchical
structure, headed by the core category Fulflling the Dream as the overarching theme underlying the Turkish immigrants’ experiential processes about their immigration. It means that all immigrants carried out the idea of immigration as a longstanding dream and then took a serious set of actions to fulfill this dream. So, this theme subsumed two main categories called the Decision, and Realizing the Dream, which, between them subsume 7 categories serving as their properties. These 7 properties in tum subsume 28 properties and the hierarchical structure consists of four levels (see Figure I).
First main category, the Decision, addresses the processes and factors in the background of this ‘big’ move -the immigration, ranging from the initial seeds of the idea to the actual landing in Canada as an immigrant. This decision involved four aspects, namely desire to escape, inclination towards the West, nature of the person, and pragmatics of the decision-making.
The first three properties refer to an internal track of underlying motives for immigration; the last one involves practical processes of making the decision.
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The interviewees expressed a clear desire to escape from their homeland because, for a variety of reasons, they tended to view living in Turkey as a major cause of discontent. Most participants mentioned that their life was not fulfilling their needs, they felt trapped in discontent, experienced a lack of belongingness, and estrangement/‘rom family and culture. The Turkish immigrants had also a shared inclination towards West, in terms of education, careerism, raising children, etc. The participants had long held a deep admiration for the West. Specifically, their attraction was about living in a more “civilized” society that had better standards of living; respect for human rights and freedom, well-organized public services, peacefulness among different segments of the society, societal consensus about mild-mannered social practices, high quality and worldwide recognized education and professional training utilizing modem science, etc. Rising to the bait refers to the various influences that other people had on these Turkish immigrants which shaped their positive inclinations towards the West.
Nature of the Person as another emerging category refered to the notion that Turkish immigrants’ psychological nature has something to do with their decision to immigrate to Canada, because they tended to make reflections on their personality characteristics and personal tendencies in relation to their immigration. Reflecting on personality, nomadic tendencies, and holding on a long-standing dream unfolded as the properties of the nature of the person. The category of Pragmatics of the decision-making refers to Turkish immigrants’ decision-making processes that involved the transformation of their wish about living in a Western country into a concrete plan of immigrating to Canada. The properties of this category emerged as overcoming mental barriers, shaping personal goals, and concretization.
Realizing the Dream as the second main category involves all relevant experiences of Turkish immigrants after landing in Canada as permanent residents. Realizing the dream has three properties: moving towards adjustment, struggling through challenges, and reflective appraising of the immigration. These three categories, are further broken into a total of sixteen properties (see Figure. l)
Moving towards adjustment captures Turkish immigrants’ experiences and identifies relevant factors that helped them proceed to build a new life in Canada, smoothly adjusting to various aspects of their new environment. Big bang, dedication to a purpose, social support, engagement, identification with the host society, self-growth, endless process of adjustment emerged as the properties of moving towards adjustment. Struggling through Challenges refers to all kinds of actual and subjective difficulties and challenges that the Turkish immigrants went through as part of their experience of immigration after they landed in Canada. This category had seven properties: language barrier, unemployment, being a lonely alien, acculturative stress, emotional hardship, and compromises. Reflective Appraising of the Immigration refers to a continuous comparison between the host
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and original home countries, reflections on acculturation, making sense of the journey, and coming to terms with the choice.
Discussion Our explorative study revealed that, for Turkish-Canadians, immigration to
Canada meant them fulfilling a longstanding dream that involved making this huge decision first and then the process of realizing it. The decision by itself had many interesting motivational factors, challenging processes as well as psychological, social and cultural dynamics underlying it. Realizing the dream appeared to have a strong motivational force that facilitated a rough yet persistent move towards adjustment despite plentiful challenges along the way. Adaptation was an achievement obtained after giving a struggle with so many problems and going through tough times. The study also showed us that, for immigrants, independent from the level of their adjustment, there has been a constant mental processing about making sense of what has been experienced and what all this was about. The hierarchical structure of the developed theory resonated with the immigrants acculturation experiences, thus promised a deeper understanding of the phenomenon.
Similar results were reported in the literature about the adaptation of women and youthful immigrants in North America who were members of immigrant populations other than Turkish (e.g., Lewis, 2000; Moreno, 20ll; Ross-Sheriff; 2001; Yoon, Lee, Koo, & Yoo, 20l0). Also, there appeared to be similar findings about acculturation processes of Turkish immigrants in European countries such as Germany (e. g., Arends-Toth & Van de Vijver, 2007), Belgium (e. g., Snauwaert, Soenens, Vanbeselaere, & Boen, 2003) and some survey studies about Turkish immigrants in North America (e.g., Ataca & Beny, 2002). However, this was the first qualitative study on specifically about Turkish immigrants in Canada or the US. We hope that this study contributed to the literature in helping us deeply understand what phases Turkish immigrants go through in their adjustment to Canada, what happens in their internal world through acculturation processes, what personal or external sources they benefit from along this transition, and what differentiates people who can adapt and who cannot. It also hinted us about some specific cross- cultural issues about Turkish Canadians. It is discussed how the returns can potentially inform support programs and policies for newcomers. Nevertheless, given that this was a discovery- oriented study, the future research on the topic with the comparison groups involving people at different ages, professions and nationalities should add to this theory further.
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Table I. The inclusion criteria imposed for the selection of participants
- Nationality: Turkish-Canadians - Country of Origin: Turkey - Gender: Male or female - Accultu ration of Turkish Immigrants - Age: Between 20 and 40 years old (by the time of immigration) - Mother Language: Turkish - Education: University degree in a science meg or (e.g., engineering)
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- Initial Status and Years of Arrival: Landed in Canada with the status of ‘permanent
- resident’ between the years of 1997 and 2009(3) - Current Residence: Toronto
3 Using this 12 year period as a criterion ensures that the participant’ experience of adaptation to Canada is neither too old to remember nor too fresh that is still in process. Table II. Phases and Tasks of the Research Process with the GTM
Preparatory Phase l. Definition of the phenomenon under question 2. Strategic choices about the design (based on the researcher’s epistemological
stance) A. The method B. Type of data C. Selection of sample D. Structure of the interview E. Other considerations (e. g., when to do literature review, bracketing and theoretical memos) F. The proposal G. Consent form H. Recruitment of participants Constructive Phase(4) 3. Data collection A. Keeping a research journal B. Making interviews C. Transcribing 4. Data Analysis A. Familiarizing with the data B. Segmenting meaning units C. Educing explicit and implicit meanings in each meaning unit (MU) using embodied felt sense and constant comparison method D. Naming each conceptualized category representing the educed meaning as concept E. Condensing the content of MUs to one-liner
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F. Assigning MUs to all categories that it fits using code numbers & aid of computer G Using hermeneutic cycle involving abduction, deduction and induction in creating, comparing, evaluating, redefining categories and the relationships among them H. Building a hierarchy of categories through higher level of abstraction I. Continuing the process until the saturation of categories J. Developing a theory of the core category Final Phase 5. Write-up A. Reviewing existing literature B. Using rhetoric in defining the categories and deciding the quotations and diagrams as illustrations, etc. C. Sharing the returns with participants and colleagues and getting feedback D. Finalizing the report E. Reaching audience through publishing and conference presentations 4 Data collection and data analysis (phase #3 and 4) are not linear processes; rather recursive processes.
Sample Quotations from the Transcripts based on the Categories Lack of belongingness
Even when I was very young, I think I knew that I wanted to get out of Turkey. That was, I think a very strong feeling or desire I had in me, a sort of escape fantasy or being free, and gf I stayed there, I think no matter what happened in Turkey, even let ’s say, gf we assume that everything would turn out to be great, I think I would feel very depressed. When I was seven years-old and I did not know at that time whether I was feeling myself queer. I felt that somehow “I do not belong there. I need to go somewhere else, somewhere out there, there is a world for me. ” another place, there will be less judgement. (Individual A)
Estrangement from family There is [should] a place somewhere [else where] I do not need to face with
my parents about my queerness. (Individual A)
I am not very attached to my family members like not to my mom, not to my father, not to my sisters. I am not very into it that much like I am pretty much independent. (Individual B)
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She [his mother] was a controlling type. Both my parents imposed on us living a life as how they see it. my estrangement/‘rom my family played an important background role in my decision to leave my motherland as well as my mother behind in some sense. (Individual D)
Admiration of the West
My attraction [to Canada] was studying more about in my field and learning more, and doing my job properly and more scienty‘ic way and more like acceptable way, you know, be more in the environment of knowledge. (Individual C )
I did have that idealized image too, for some reason particularly for Canada, too. Traits associated with Western Europe, veijv organized society, very peaceful, Canada fits the bill. (Individual B)
Rising the bait
I guess I always wanted to live in a western country due to probably because of my father. I grew up in a family who idealized life in western nations and the society... and you know, peaceful, wealthy life. And so I grew up with that there was always something in me even in high school that always desired It [a Western country] always seemed as a good thing," that was almost unquestionable, of course it is better to live in Germany," England or Canada. You know, he [his father] was very critical about Turkey. Moving to a Western country means to something better. Yeah, he would always compare, you know, the shortcomings of life in Turkey and how they are perfect in particularly Western Europe. So, the idea was always in me.
(Individual B)
I would hear stories of people who go to the States, or some European countries. And I definitely remember admiring them, because somehow I felt that they lived in a country which was wealthy, clean, and tidy," this was almost a heaven-like place, and which was like totally different than the environment I lived. (Individual A)
Reflecting on personality Now I have a job, I am earning money, I have time, but now I do not
necessarily know how to socialize, how to meet new people, how to make friends, how to be emotionally engaged with others. For example, gf I were a very social person, maybe I would not be able to adapt as good as I am, because probably someone who is very social initially probably would have gone through bigger challenge than me, because it is very difficult here to built social connections.
(Individual/1)
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I think it [coming to Canada] was a, gave me a chance to eliminate bigger groups. So I was more like smaller groups of people. So I think that is the tendency I would already have. I think just feeling more comfortable with smaller groups. I think I have a tendency to put a distance sometimes to groups and I think it is easy to do [it] here. It is natural, already everybody does that automatically, so it is not a good or bad thing, it is just being. I think more the individual space. Yeah, most of the time I do need that distance. I had some privileges at home that might be the reason, but I think it is how you are born. (Individual IU
Nomadic tendencies
I wanted to always go for some reason. I do not know the reason. And when I heard that two persons of every species tend to move once in their lifetime," it made sense to me (laughs). Just I really don ’t have any clue why. I had that intuition maybe j9"om childhood Maybe, I do not know, maybe it is in my genes (giggles). My cousin is here, too. But she came with the family. Maybe some image. I think something when you are, in your childhood, triggers some dream or some image. I think you put this aside for a long time, but once you get the chance to realize it, I think it just comes naturally. Actually the main reason, something embedded (Individual F)
I very often question what am I doing, you know, when am I gonna move, where am I gonna move next. I still feel nomadic. I do not feel landed. I can feel the same way, the same urge that moved me here. I can feel that. (Individual E)
Holding on a longstanding dream
I think it [the urge to move somewhere else], even back in my childhood I think, it existed reading Mark Twain and Jules Verne, you know. I think I really wanted to live in different parts Of the world. I was so curious about Africa for example. I remember as early as age 6 or 7, I was asking my mom, you know, what should I bring with me when I go there? Should I bring colorful things to become friends with the kids there? Would they enjoy a necklace? (Individual E)
Overcoming mental barriers
And but, then, there was a moment that I was like “no, this is enough. I have to get out of here and I am an adult now. And I have the lead to make my dream come true, I am not a child any more, I am not dependent on my parents, I can go wherever I want". With these feelings I came to Canada. (Individual A)
I was ready to feel like a fish out of water. And I experienced it, tried experiencing it a little travelling alone to Croatia and Bosnia right after war. And the war was still going on in Montenegro. Before coming here. I did it just to see, you know, gf I would find enough strength to deal with the circumstances, difficult circumstances, all those encounters, you know, alone. and I liked that level of
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consciousness and I was ready to live with here... so I came with some kind of a comfort. (Individual E)
Shaping personal goals.
I knew that I did not want to continue to my career in banking sector. I knew that that was not something I was going to pursue. I was always interested in science and there was also interest in maybe doing something arts oriented. So I wanted to add something that I would enjoy doing, like engineering or programming. And so, that was always in me. ._ It [career change] would have been impossible in Turkey, because career change in Turkey would have meant I had to go back to study in school in Turkey. In Turkey it meant a long preparation for university examination and after that there would have been financial issues too. So also the societal pressures, it would have been very odd thing to do in Turkey. (Individual B)
Big bang
This motivation, this desire was very helpful in the beginning when I came to Canada, because, once you get here, you realize that it [building a life here] is very difficult. On the other hand achieving the making your dream come true, that is helping a lot. I f somehow, for example, I have been pushed out of Turkey for some reason, political reasons, or some other reason, then I think my adaptation to Canada would have been much more difficult, because when I came here, I was like, “yes, I did it, I managed it and I succeeded this". To be honest with you, I was like “oh yeah, this is where I want to be, this is totally what I am expecting. Yes, I belong here, exactly where I am supposed to be. ” That was my initial feeling. But now I have looked back, that was I think a slightly illusion or delusion or whatever you call it. (Individual A)
[Repetitive words omitted for the sake of clearance]
Dedication to a purpose
Yeah, I had a big motivation. You know, the market was really bad. I always thought that I am not going back. Going back was not an option, no matter what. Yeah, so, I remember I never thought going back although it was difficult. (Individual IU
Social support I had a few friends from East Asia in that previous company. And they
were much older. It was a big chance, you know, to get to learn from their wisdom. They were here in Toronto much longer than I was. They were also helping me with certain things about Toronto. Yeah, they were quite motherly towards me. (Individual F)
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Engagement Within the third year of my work in that job, for Christmas I was invited to
West Virginia.
It was a road trip with my friends. I stayed with a group of people they were not exactly commune but they had certain understanding of life and they tried to be a community together, living their beliefs and, their way of life together. I shared that life with them; it was very encouraging, positive. They just believed in the human nature, all those latent faculties that we have, that we do not have a chance to put forward within this hectic, modern, consumerist, capitalist life style, you know. They were kind of living totally isolated Worn urban life. They were growing their own vegetables, they were on mountains, I was seeing little bambies running around (laughs). It was very encouraging. I saw that it is possible to, you know, come closer and closer to your utopias. They kind of encouraged me to find something that I deserve more and I should look for more. Then I changed my job right after that. That encouragement, yes. I think I could not find it from my immediate friends that I was seeing often in Toronto. (Individual E)
Identification with the host society I think that kindness and we’s, and social fabric here is so strong, so, so
nice. And you feel like you belong there. You easily attach yourself there, feel peaceful, not bothered, you know, not pushed away, not alienated You can lay on to that fabric and feel comfortable there, you know.
At this humanistic [attitude], it made me respect this culture, you know, it brought me respect towards Canada and towards the people. (Individual E )
Language Barrier This [language issue] costs some issues like especially looking for job, or
talking to HR people, those cost some issues for me, because you have to think first and then write it down. It was pretty stressful. And then I was trying to avoid some of them as much as possible. But in every area, I was facing this issue. I think it is a never-ending story. English will be a problem, no matter how you improve. Because the more you improve, you expose yourself to other areas which you again (laughs) face the same language barriers. (Individual F)
Unemployment
I try not to forget how difficult till you find a job here. Life is really scary by then. For example, when I went to work in Jimmy the Greek [a local restaurant chain], I said “I am an engineer", and the man said to me “oh, welcome to Canada, I am a doctor. ” I know people who have PhD still doing taxi driving. So it is a kind of showing how difficult life is here (Individual F)
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Working on Future Professionals’ Prejudice: Verifying the Impacts of the Method of Cognitive Activation
Mariane Gazaille1, Louis Gosselin2, Jean-Nil Boucher2 1Department of Modern Languages and Translation, Université du Québec à Trois-Rivières (Canada) 2Cégep de l’Abitibi-Témiscamingue, Campus d’Amos (Canada)
Intervening ethically and efficiently with diverse clienteles is one of the competencies that future professionals working with people must develop to meet the entry requirements of their future profession. In Québec (Canada), the Human Rights and Youth Rights Commission (abbreviated HRYRC, 2011) recommends that the Ministry of Education, in collaboration with the faculties concerned, ensure that professionalizing programs “contain antiracism and intercultural training, and that the students have acquired intercultural competency upon completion of their studies” (recommendation no. 4, HRYRC, 2011, p. 50). Given that teaching otherness and diversity is not only a question of acquiring knowledge about others, preparing future professionals to interact ethically and efficiently in today’s society has become an important challenge for many post-secondary professionalizing programs. As a matter of fact, teaching otherness and diversity is expressly about changing behaviours and attitudes. Yet, methods to teach openness to otherness and diversity and how to interact with different clienteles and communities do not abound. Moreover, the methods referenced were often limited to the description of people’s characteristics, customs, habits, beliefs, or ways of living, leaving aside the relational and interactional dimensions of intercultural interaction.
Concerned with the issue of racism and based on their teaching experience at the cegep1 level, Boucher and Gosselin (2010) developed the Method of cognitive activation (MCA), a three-step, cognitive-affective teaching method which includes contact with specific clienteles for emotional deactivation (Boucher, 2010), to teach otherness and to foster positive attitudes toward culturally varied communities and stigmatized clienteles. In a first pilot study, Gazaille, Boucher, & Gosselin (2014) found that prejudices held by student police
1 CEGEP is an acronym for Collège d'enseignement général et professionnel, known
officially in English as a “General and Vocational College”. It refers to the public post-secondary education collegiate institutions exclusive to the education system in the province of Quebec in Canada. http://en.wikipedia.org/wiki/Cégep
CEGEPs offer two-year pre-university and three-year technical programs. College education normally follows the fifth year of the secondary cycle.
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officers (SPO) (n = 29) slightly but significantly decreased after taking a course resorting to MCA as its main teaching approach. In continuation with this first study, the current one aims to replicate the implementation of MCA to teach otherness to SPO and to verify its effects on prejudices towards stigmatized clienteles and culturally diverse communities these future professionals may hold.
2. Framework
“[P]rejudices and discriminatory behaviours are not innate but acquired, and their acquisition mainly takes places through the dominant public discourse” (van Dijk, 2005, p. 1, free translation). Prejudices include both a cognitive and an affective dimension. These two dimensions are not entirely independent (see Eagly & Chaiken, 1993) and may interact with each other (see Mackie & Hamilton, 1993). Cognitive dimensions of prejudice are represented as one’s perceptions, judgments, and beliefs about a group (see Ostrom, Skowronski, & Nowak, 1994). In contrast, affective dimensions are generally represented as one’s feelings and emotional responses to a group (see Smith, 1993). In accordance with this bipartite conceptualization of prejudice, some scholars suggest that a combination of cognitive and affective approaches to educational interventions is necessary (Herek, 1987; Sears, 1997).
2.1. Contact Hypothesis
Allport’s contact hypothesis (1954) poses that if the appropriate conditions are present, the more one gets in contact with victimized or stigmatized people, the more their prejudice tends to disappear. Moreover, “studies suggest that Contact Theory is successful in bringing about more positive attitudes towards others [and] reducing prejudice (Center for Social Relations, 2013). For example, the contact hypothesis has proven to be effective in predicting more favourable attitudes and alleviating prejudice directed toward homosexuals (Herek, 1987; Herek & Glunt's, 1993) and Muslims (Novotny & Polonsky; 2011; Savelkoul, Scheepers, Tolsma, & Hagendoorn, 2011). Other researchers have also found that perception and attitude toward outgroup members can significantly be enhanced following contact with a single outgroup member (Wolsko, Park, Judd, & Bachelor, 2003).
2.1. Transformational Learning Theory Mezirow’s Transformational Learning Theory (1991, 2000) postulates that
transformational learning occurs through critical self-reflection and that for new schemas or ways of thinking to emerge, it is necessary for people to assess or reassess their values, beliefs, and assumptions. A transformation in the way one sees and understands the world will likely occur in response to an externally imposed disorienting dilemma (ibid., 1991). These disorienting dilemmas can be critical life events, new life experiences, eye-opening discussions, efforts to know or understand a different culture, etc. Yet, transformative learning cannot be achieved by simply making learners aware or by prompting them to experience a
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disorienting dilemma: it is necessary to involve them by having them critically reflect on their experience and critique their established ways of thinking and behaving.
In sum, both the cognitive and affective dimensions of prejudice should be addressed for a change to be observed in one’s thinking and attitude. In order to teach diversity and openness to otherness, educational professionalizing training should comprise strategies and tasks articulated to work on students’ preconceived ideas and feelings, to prompt contact with culturally diverse clienteles, as well as to exploit critical self-reflection.
2.3. The Method of Cognitive Activation
MCA is an educational tool aiming to improve the teaching-learning of diversity and otherness. In line with Allports’ contact Theory and the principles of active learning, MCA works from the emergence of one’s preconceived ideas to cognitively deconstruct and emotionally challenge these ideas through contacts with targeted clienteles. As a method to teach diversity and otherness, MCA distinguishes itself by its systematic, didactical sequence (prejudice emergence – emotional deactivation – cognitive reconstruction) as well as by the number of mandatory contacts with clienteles studied (Gazaille, Boucher, & Gosselin, 2014). Our presentation’s objective is: to report on the second part of a two-year study conducted to evaluate the effects of MCA on future professionals’ prejudices. More precisely, our aim is to provide insights on the effects of MCA to teach openness to culturally diverse communities.
3. Methodology
In accordance with our conceptual framework and as a replication of the first year of the study, we relied on MCA to teach openness to otherness and diversity to post-secondary students registered in Police Technology. In all three participating establishments, the courses on otherness and diversity were compulsory, and both the witness and control groups were taught by the same teachers in year 1 and year 2 of the study. The pre and post questionnaires comprised 50 questions inspired from Yang and Montgomery’s Q study of attitudes toward diversity (2013). After double coding the data and reversing the negative items, mean differences and paired t-tests analyses were carried out to evaluate the effects of MCA on SPO’s prejudices. Overall, and after pairing pre and post questionnaires, a total of 229 SPO from the three cegep-level establishments (ncontrol-all = 53; nwitness-all = 229) participated in studies 1 and 2. For the current replication study (study 2), 112 SPO completed both pre and post questionnaires (ncontrol-2 = 24; nwitness-2 = 88).
4. Findings This section reports on the effects of MCA on prejudices SPO hold vis-à-vis
stigmatized clienteles and culturally diverse communities. First, we look at the
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evolution of year 1 and year 2 experimental groups. Second, we compare the evolution of control and experimental groups’ prejudices. Finally, we report on SPO’s prejudices in regard to the two types of prejudiced clienteles taught, i.e. stigmatized clienteles and culturally diverse communities.
Tables 1 and 2 (below) look at the evolution of SPO’s prejudices for the two years of the study. Table 1 compares both experimental groups’ levels of prejudices as self-reported before and after the MCA course while Table 2 shows how control and experimental groups’ prejudices changed after taking a course on openness to otherness and diversity.
Table 1. Evolution of student police officers’ prejudices after taking an MCA-based course on otherness and diversity
Groups Pre
(/6)
Post
(/6)
Differences between averages
MCA cohort 1 (n = 29)
2.84 2.70 -0.14
MCA cohort 2 (n = 24)
3.37 2.97 -0.40
Table 1 shows that, after taking the MCA-based course, cohort 2 SPO reported holding less prejudices. Indeed, both cohorts 1 and 2 show a decrease in prejudices held after taking an MCA course. The decrease in prejudices for cohort 2 SPO (-0.40) was nearly three times greater than the decrease for cohort 1 SPO (-0.14). These results support the conclusion drawn from last year’s study to the effect that MCA shows pedagogical potential to teach otherness in professionalizing post-secondary programs.
Table 2. Comparison of the effects of a conventional and an MCA-based course on the evolution of student police officers’ prejudices
Groups Pre
(/6)
Post
(/6) Differences between
averages
Experimental (n =53)
MCA-based approch 3.08 2.82 -0.26
Control (n = 205)
Conventional approach 2.90 2.71 -0.19
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Overall, and for the two years of the study, SPO from the experimental and control groups reported feeling less prejudice toward stigmatized clienteles and culturally diverse communities. Table 2 also shows that the intensity of the prejudices held by SPO in the experimental groups decreased more than that of the control groups. In other words, SPO who were taught with MCA show a greater decrease in prejudices at the end of their course than SPO who were taught with a more conventional approach.
Finally, table 3 (below) illustrates the evolution of SPO’s prejudices vis-à-vis the two types of prejudiced clienteles taught. It can be seen that MCA had a greater effect on culturally-based prejudices (difference between averages: -0.30) than on prejudices held towards stigmatized clienteles (difference between averages: -0.24).
Table 3. Evolution of MCA students’ prejudices vis-à-vis stigmatized clienteles and culturally diverse communities
Clienteles Pre
(/6)
Post
(/6)
Differences
between averages
Cultural 2.89 2.59 -0.30
Stigmatized 2.99 2.85 -0.24
5. Concluding remarks Our objective was to report on the second part of a two-year study on the
effects of MCA on future professionals’ prejudices. We also shed light on the different impacts MCA may have depending on the type of clienteles studied. In sum, our results lead to suggest that MCA supports the premises of Contact theory and that it has potential to teach openness to otherness and diversity in post-secondary professionalizing programs. Further analysis would be desirable in order to explain our results more thoroughly. Moreover, variables such as gender, social context, or one’s representations of his/her future profession in terms of degree of empathy or of authority perceived could be addressed.
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