ACQI 2
19.10.2015
Lena Apfel
-Rex, John (2001) “The concept of a multicultural society” in Guibernau, Montserrat and Rex, John (eds): The Ethnicity
Reader. Nationalism, Multiculturalism and Migration, Cambridge, UK: Polity Press, pp. 205-220
-Kuper, Leo (2001) “Plural Societies” in Guibernau, Montserrat and Rex, John (eds): The Ethnicity Reader.
Nationalism, Multiculturalism and Migration, Cambridge, UK: Polity Press, pp. 220- 227
1. Central Question: “What I have tried to suggest is that a multicultural society must find a place for both
diversity and equality of opportunity. “ (Rex, 2001, p.217- 218)
2. Arguments: John Rex argues that an ideal multicultural society must be based on the equality of respect and
equality of opportunity for all individuals and groups. Generally, it can be distinguished between the public
domain, which involves the abstract law and morality of law, politics and economics, and into the private
domain, which folk culture and morality direct affairs in family and kinship structures, religion and
socialization. While public domain needs to promote equality for each individual, the private domain on the
other hand must allow diversity and therefore promote rights for minority cultures. Allowing their impact in
the private domain regarding socializing their own moral principles and culture, is crucial for the whole
society as these provide individuals with a self-concept rooted in the community.
3. Question: The establishment of institutional structures for minority cultures as intra-communal schools or
ethnic social work seems easy in countries like Germany, where relatively few minority cultures exist. But is
it doable for states with a great number of minorities, taking into account not only the existence, but also
the quality?
4. Experiential Connection: I especially agree with the author regarding education for minority cultures. To
integrate children into the (multicultural) society, it is necessary not to segregate them for cultural education,
but to promote an exchange of culture, morality and religious belief. In my school life I noticed conflicts and
segregation into social networks along cultural cleavages. I think with the teaching of minority culture to all
students (also from different minorities) as well as the teaching of majority culture this could have been
avoided, as there would be a ground of mutual understanding between each other.
5. Textual Connection: “In this tradition, the stability of plural societies is seen as precarious and threatened
by sharp cleavages between different plural sections, whose relations to each other are generally
characterized by inequality (Kuper, 2001, p.220).” This underlines the distinction to ideal multicultural
societies, where individuals and groups enjoy an equality of respect. This equality is the basis for an equality
of opportunity. Furthermore it shows the separation of groups along all lines of state, public and private life,
whereas multicultural societies share the same values in the public domain.
6. Implications: Minority groups require allowance to impact the public domain, where public and private
domain collaborates in terms of education and socialization. In Western and Central Europe, Muslim
communities grow in numbers and relevance in Christian-shaped societies. To establish a multicultural
society, teaching of religion must be either taken out of school, as suggested, or combined. In Germany the
subject “Religion” is separately taught according to confession. Students with religious beliefs beyond
Christianity as well as non-religious students are ignored up to a certain age. It would be beneficial for society
to teach this as a general subject, to light not only the own religious belief of the students, but also the beliefs
he is surrounded with. First, it gives another basis for understanding and exchange (as stated in the
experiential connection) and second, it fosters integration. It gives the students the feeling to be a part of
the society as well as their Christian classmates.
AQCI ASSESSMENT FORM
Student’s
name:
Lena Apfel
Essay title:
AQCI 2
Name of
assessor:
Excel
lent
1) Is the chosen quotation central to the
author’s argument?
Go
od
Max BabilonCrockett
Aver
age
Po
or
Not
accept
able
Date:
19.10.15
Comments
xx
X
x
2) Has the main argument been fully
understood (including its ‘for’ and
‘against’ sides, if applicable)?
xx
3a) Is the question raised
important/relevant/interesting?
3b) Has this question not been fully
answered in the text?
Might need more context
Xx
x
x
4) Is the experiential connection
relevant/interesting?
5a) Is the textual connection
relevant/interesting?
5b) Has it been cited properly?
5c) Has it been adequately explained
how the present text's argument
contrasts with, contradicts, confirms,
clarifies, or elaborates the other text's
argument or point?
xx
Brief, but acceptable
xx
Could be expanded
xx
The practical side is
definitely there. More
implications could be
discussed though.
xx
6) Have the implications been well
understood, can they have a practical
impact for policy making?
7) Expression/Presentation
a) Are the style, grammar and general
use of English adequate?
b) Is the AQCI professionally presented?
Essay grade:
Further comments:
Personal, but not really an
individual experience
x
x
x
x
Hopefully my suggestions
clean it up. It’s just about
ready.