European Policies and
Practice twds Minorities
Jean Monnet Module
Department of Public and Social Policy
Institute of Sociology Studies, FSV UK
Winter term 2004/05
Lecturers
Interdiscriplinary approach
• Public Policy/Psychology/Education: Laura Laubeová
– Units 1,4,6,8,9 & coordination
• Social Theory: Lucie Cviklová – Units 2, 5
• Political Philosophy: Selma Muhic – Unit 3
• Social policy: Míťa Castle-Kaněrová – Unit 7
• Law: Petra Zhřívalová – Unit 10
Background
• Amsterdam Treaty (Article 13)
• two Directives (2000/43/EC, 2000/78/EC)
• European Framework Convention for
protection of national minorities (FCNM)
CERD, CRC, CEDAW, ICCPR, ICESCR, etc.
framework for public policies promoting positive interethnic relations,
elimination of discrimination and racism.
Unit 1
Introduction to the course and
terminology:
Ethnicity, race, minority,
multiculturalism & racism
Laura Laubeova
laubeova@chello.cz
Unit 1 - structure
• Syllabus, readings, assessment
• Ethnicity, race, multiculturalism, & racism
• Activity on inclusion – diamond ranking
• Activity on identity
Syllabus & readings
http://tolerance.cz
or
http://tolerance.cz/courses/monnet/monnet.htm
ECTS Credits:
6 (six hours of work per week)
Assessment:
Three AQCI’s and their presentation
An oral presentation
Final essay
(up to 3,000 words, due the first day of week 11)
45%
15%
40%
AQCI
ARGUMENT- QUESTION – CONNECTIONS- IMPLICATIONS
1.CENTRAL QUOTATION
2. ARGUMENT
3. QUESTION
4. EXPERIENTIAL CONNECTION
5. TEXTUAL CONNECTION
6. IMPLICATIONS
Examples at:
www.tolerance.cz/courses/monnet/winter2003/essays.htm
Reader
tolerance.cz/courses/monnet/winter2004
/reader1.doc
course outline & timetable
Week 7 – Holiday (Nov. 17)
Week 13 – virtual (Jan.)
(i.e. we have only 11 weeks)
Ethnicity, race, culture, identity,
racism, discrimination
• Eriksen, T. H.: “Ethnicity, Race, Class and Nation “,
text 4, in Hutchinson, John, Smith Anthony, eds. (1996) Ethnicity
• Van den Berghe, Pierre: “Does race matter?”,
text 9, in Hutchinson (above)
• Cornell, S., Hartmann, D. (1998) Ethnicity and Race.
Making Identities in a Changing World
text on The definition of race
• Richmond, A. (1994) Global Apartheid
on power, conflict, identity (good description of race and ethnicity)
Definitions related to ethnicity
From ethnic category to concepts of ethnic community.
“Ethnie“ is
a named human population with myths of common
ancestry, shared historical memories,
one or more elements of common culture, a link with a
homeland,
a sense of solidarity among at least some members.
- covers both majority and minority population.
vs
multiple identities,
situational (transcending) ethnicities,
hybridity
2 basic + 3 complementary approaches:
1. Primordialists
focus on primordial ties ( but static naturalist, ethnic id.
overlapping with other types of id.)
Sociobiologists - mechanisms of nepotism and
inclusive fitness based on genetic reproductive
capacity (reductionism)
2. Instrumentalists
Symbols for political goals, rational choices. Socially
constructed nature of ethnicity.
But neglect wider cultural environment, affective and
collective dimensions. Interests only in material
terms.
Approaches to ethnicity – cont.
3. Transactionalists
Frederick Barth – social boundaries, ascribed ethnicity
4. Social psychological
Horowitz, Tajfel
5. Ethno-symbolists
Myths & symbols. nostalgia… AD Smith, Armstrong
(Hutchinson, Smith: Introduction)
See also Cornell, Hartmann, in Reader p. 15:
Circumstantialists vs Primordialists
Race
• Biology & natural sciences – no longerr since 70´s
• Race remains a legitimate concept for sociological
analysis because social actors treat is as real and
organise their lives and practices by reference to it
(van den Berghe)
• Robert Miles: race is only an ideological construct
that is used by social scientists for legitimising the
status quo
• D. Mason : “Clearly there are no such things as
races. Yet it is equally clear that large numbers of
people behave as if there are”
Race in biology
see researches in genetics in the 80´s
e.g.
Rose, Steven, Lewontin, Richard, Kamin, Leon
(1990) Not In Our Genes. Biology, ideology and
human nature, London: Penguin Books
Stephen Gould (1996) The Mismeasure of Man
Ellis Cashmore (1996) Dictionary of Race and
ethnic relations
Race – cont.
Mason: „race is a social relationship in which
structural positions and social actions are
ordered, justified, and explained by reference
to systems of symbols and beliefs which
emphasise the social and cultural relevance
of biologically rooted characteristics“.
• In other words, the social relationship race
presumes the existence of racism and
institutional racism.
Preamble of the EU Race Directive
“The European Union rejects theories which
attempt to determine the existence of
separate human races. The use of the
term "racial origin" in this Directive does
not imply an acceptance of such theories”.
Race is a social construct, i.e. a category
without any biological underpinning
Race vs ethnicity
• Race is often treated as ideology
• ethnicity as a real phenomenon.
• Racial refers mainly to physical terms,
• ethnic rather to cultural terms.
• Race refers to them,
• ethnicity to us.
• Both concepts always imply social relationship.
Minority
• ”group of people distinguished by physical
or cultural characteristics
• subject do different and unequal
treatment by the society in which they live
• and who regard themselves as victims of
collective discrimination“
1945 Louis Wirth
Minority - cont.
• must be a 'non dominant' group;
• its members must 'possess ethnic, religious or
linguistic characteristics differing from those of
the rest of the population‚
• must also 'show, if only implicitly, a sense of
solidarity, directed towards preserving their
culture, traditions, religion or language'
(Capotorti as quoted from MRG).
Minority - cont.
• Also non dominant groups that may
be a numerical majority in a state,
• those who are not necessarily
nationals or citizens of the state
where they reside.
MRG
Multiculturalism
• Descriptive
• Normative- see bellow
• Government policy
(Canada, Australia)
• Institutional policies
(UK – racial equality, CERES)
See Unit 4
Multiculturalism – cont.
• Conservative (diversity as a deficit, communit.)
• Left essentialist (Afrocentrism, also comm.)
• Liberal (natural equality, lack of opportunities,
decontextualisation, depolitisation)
but procedural liberalism vs communitarian liber. –
Kis, Taylor, Kymlicka (see also politics of recognition)
• Pluralist - salad bowl (exoticism, affirmation) vs
melting pot
Multiculturalism – cont.
• Critical MC (Frankfurt School, power,
emancipation, soc. justice, self reflection)
• Antiracist (life chances - CERES)
• Reflexive (Ali Ratansi – Derrida + Giddens)
• Cosmopolitan
• Ethnicity as habitus (Bourdieu)
• Hybridity (H. Bhabha, Paul Gilroy, St. Hall)
rooting vs shifting
(see S. May, P. McLaren, etc)
Multiculturalism – cont.
V. Parrillo: three models of minority integration:
• Assimilation (majority- comformity)
• Amalgamation (melting pot)
• Accommodation (pluralism) (multiculturalism)
Multiculturalism = diversity + cooperation
Parillo, 1997
Multiculturalism – cont.
Eva Sobotka: policies twds the Roma in CEE:
•
•
•
•
Exclusion
Assimilation
Co-existence
Multiculturalism
Sobotka 2003
Multicultural Policy target
groups/requirements
•
•
•
•
•
•
Indigenous (Nunavat, Sami)
National minorities (Canada, Europe)
Legal immigrants (USA, Australia)
Irregular & illegal immigrants – denizens/metics
AfroAmericans
Roma, Ch. Jews, Amish, etc
See Unit 3
Kymlicka –
stages: communitarian, liberal, nation building
Multiculturalism – cont.
Integration, inclusion, inclusive education
Intercultural vs multiculrural
Politics
of redistribution,
of recognition (Frazer) –
• politics of equal dignity (Autonomy) &
• politics of difference (Authenticity) (Taylor)
Racism & isms
……… sexism, disableism, ageism, homophobia
Neil Thompson
Racism can be defined as an attitude (ideology) or
action (behaviour) that disadvantages
individuals or groups on the basis of their
“racial” inferiority[1], mainly by means of
limiting their access to scarce resources.
1] Racial difference or racial inferiority is often
perceived or constructed in terms of different
culture, ethnicity, religion, language, etc.
See Unit 6
Explanations of racism:
1. Psychological ”Some people are like that”
2. Lack of knowledge, ignorance
„To know is to love“
3. Intergroup relations ”Birds of a feather”
4. Individuals are racists because the
structures, practices, and values of our
society are racist.
”Its the system”
Discrimination/isms:
Personal – Cultural - Structural
Neil Thompson
P
C
S
Racisms – cont.
•
•
•
from violent attacks or scapegoating
to paternalistic crypto-racist assistance to m.
tendency to deny racism (unacceptable)
two main meanings:
1) ideology (beliefs) about racial superiority
2) “the whole complex of factors which produce
racial discrimination” and sometimes also
“those which produce racial disadvantage”
Cashmore
Racism as ideology
1. the so called “scientific racism of the 19th century”,
manifested for example in the publication by
Herrnstein, Murray, 1995
2. “popular” racism or “common sense” racism that is
based on ethnocentrism, a tendency to believe
that one´s own cultural paradigm is universal,
neutral and superior to any other culture
In other words…
Racism
1. denies
all
difference in the name of
universality of the human nature, but
unconsciously it takes back this universality to
the dominant model;
2. uses the obvious differences to turn them into
instruments of
domination, exploitation,
condemnation, exclusion, or extermination.
Racisms- cont.
„Racism, in short, involves
(a)stereotypes about difference and inferiority
(b)use of power to exclude, discriminate, subjugate“
The Parekh Report, 2000
Attitudes
Behaviour
Structures
Prejudice
Discrimination
Inequality
Racisms – cont.
Prejudice
Discrimination
Exclusion
Assimilation and Racism (Bauböck)
assimilation is possible
yes
no
yes
compulsory
assimilation
racist
double-bind
no
pluralism
segregation
assimilation
is required
assimilationist policies
inclusiveness
Assimilationist model
DIFFERENCE
DEFICIT
ASSIMILATION
ASSIMILATION
COMPENSATORY PROGRAMMES
Does the individual fit
into the System or ‘Institution’?
Curriculum (Multiculturalism) model
Cultural Effects
CULTURES
LIFESTYLES
ATTITUDES
PLURALIST
PLURALIST
TOLERANCE AND HARMONY
Does the organisation of this ‘institution’
recognise Diversity ?
Equity/Rights Model
Social and Political Effects
EQUITY
PARTICIPATION
ANTIDISCRIMINATORY
ANTIDISCRIMINATORY
LIFE CHANCES
Are people enabled in this ‘institution’?
Do the structures allow for
achievement, growth and opportunities?
Activity:
Diamond ranking exercise to help you
think about INCLUSION
• There are nine concepts listed on the next slide. Copy
them onto slips of paper. Feel free to substitute your
own ideas for any of them, but you need to work with
nine concepts. In groups of three, do a diamond
ranking exercise in which you decide between you
which (in your view) is the most important idea for
INCLUSION, which are the next two most important
ideas, then three, then two again, ending up with the
one you think is less important than the others. It is
not a competition, there are no “right or wrong”
answers; merely a game to get you to think about the
respective ideas.
•
•
•
•
•
•
•
Tolerance and respect for others
Strong opinions about issues
Willingness to allow others their point of view
Everyone has an equal right to vote
Notions of being fair to a minority
The majority decides
A strong/charismatic leader to hold the
factions together
• Becoming helpfully involved in the life and
concerns of your neighbourhood
• AS A GROUP, YOU DECIDE ON THE NINTH
STATEMENT
1
2
4
3
5
7
6
8
9
Identity and Inclusion
• Citizens are not only individuals, but also
members of particular religious, ethnic,
cultural and regional communities….Britain is
both a community of citizens and a community
of communities…Every society must find a way
both to nurture diversity and foster a common
sense of belonging and a shared identity.
(Parekh, 2000, pp. viii-ix)
Activity
Spend a moment now thinking about your own
multiple identities
• I have thought about my own and started off
with…..white woman, wife, mother, grandmother,
grandchild of Russian immigrants who fled the
pograms; raised in South Africa, lived and worked in
England for most of my life; teacher and writer;
immediate connections through my upbringing and my
family with Dominica in the Caribbean, Canada, South
Africa, West Africa, New Zealand, Guatemala; loves
music and gardening.
When you have done this, the next step is for you as
a group to learn about each other and consider the
overlaps between your own and others’ sense of who
they are
.
Physically move around the room to form small groups
who share at least one of your identities (e.g. thinks
themselves as musical). Change the categories decide
for yourselves a category.
Whilst you are emphasising your
personal and individual identities
through let us say, art, poetry, music
or dance, the important concept here
is how identities overlap.