Reflective Essay
CULTURE, ETHNICITY & IDENTITY
JAN 9
Global Citizenship
Photo Credit: https://en.unesco.org/gced
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CULTURE, ETHNICITY & IDENTITY
WELCOME
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We recognize we are on the traditional lands of the Kwsepsum [Koh-samp-sen] (Esquimalt) and Lekwungen [L’kwong-gun] (Songees) peoples, whose ancestors and families lived, hunted, fished and gathered here since time immemorial, and shared these traditional land resources with the neighbouring Scia’new [Chee-a-new] (Beecher Bay) and T’Sou-ke [Tsa-awk] (Sooke) Nations.
http://www.royalroads.ca/about/aboriginal-relations/first-nations-chiefs-welcome
CULTURE, ETHNICITY & IDENTITY
ACTIVITY
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Cultural Norms: How Close Can You Go?
In this activity, divide in half and make two separate parallel lines. Each person
will then be asked to pair off with a person across the room in the other line.
One person begin a conversation with the person across from them with the following question: “What type of food do you like?" The other person answers and they continue talking about food.
During the conversation, the lines of students move toward each other while continuing to discuss the question.
When one student feels uncomfortable, he or she should say, "Stop."
After everyone has stopped, we can compare and discuss different comfort levels of personal space.
CULTURE, ETHNICITY & IDENTITY
TODAY
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FRENCH PHILOSOPHERS & GLOBALIZATON - ARNARSON
CONDERCET
COMTE
NATIONALISM AND INTERNATIONALISM
WHAT DOES CULTURAL DIVERSITY MEAN TO YOU?
UNESCO 2001 UNIVERSAL DECLARATION ON CULTURAL DIVERSITY
REFLECTION ACTIVITY
REFLECTION PAPER ASSIGNMENT
CULTURE, ETHNICITY & IDENTITY
THE ENLIGHTENMENT
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A European intellectual movement of the late 17th and 18th centuries emphasizing reason and individualism rather than tradition.
Questioned traditional authority and embraced the notion that humanity could be improved through rational change.
Francis Bacon, Thomas Hobbs, Renee Descartes, John Locke, Galileo
http://www.history.com
CULTURE, ETHNICITY & IDENTITY
THE FRENCH REVOLUTION
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Began in 1789 and ended in the late 1790s French citizens razed and redesigned their country’s political landscape, uprooting centuries-old institutions such as absolute monarchy and the feudal system.
Influence by Enlightenment ideals, particularly the concepts of popular sovereignty (especially against British monarchy) and inalienable rights of citizens.
Movement played a critical role in shaping modern nations by showing the world the power inherent in the will of the people.
http://www.history.com
CULTURE, ETHNICITY & IDENTITY
ARNARSON OVERVIEW
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Explores 2 different ideas of a ”just world order”
Nicholas Condorcet: Infinite Progress of the Human Mind: Toward a vision of equality
- Rights based
August Comte: Religion of Humanity
- Obligation based
Cultural Imperialism:
Imposition of a particular set of values upon a culture with another value set
CULTURE, ETHNICITY & IDENTITY
1743-1794
Marie Jean Antoine-Nicolas de Caritat, Marquis of Condorcet, known as Nicolas de Condorcet, was a French philosopher, mathematician, and early political scientist
Progress of the Human Mind, 1794
An expectation of universal happiness
Every individual guided by reason could enjoy
true independence
Obvious biological differences do not lead to intellectual differences
Advocated for a free and equal education, constitutionalism and equal rights for women
Believed in total equality between whites and blacks
ANTOINE-NICOLAS DE CONDORCET
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CULTURE, ETHNICITY & IDENTITY
Addresses the “problem” of the monopoly on knowledge
This monopoly has negative effects
Democratization of knowledge has positive effects
Inequality between different groups within society leads to oppression
Material inequality
Legal discrimination
Inequality of instruction
Inequality between black/white & men/women
Inequality as the cause of war
Argues for free trade between nations as equal partners
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ANTOINE-NICOLAS DE CONDORCET
CULTURE, ETHNICITY & IDENTITY
AUGUST COMTE
1798-1857
One of the most important French philosophers as founder of Sociology
Sociology studies society in a scientific way – including all its complexities
Experiment – Observe – Historically
Analyze
Develops social religion based on morality Comte considered himself primarily a founder of a new religion that promised salvation for all the ailment of mankind. Comte thus tried to create a purely social religion. He went so far as writing to the Catholic Pope and suggested he abdicate and let Comte take his place.
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CULTURE, ETHNICITY & IDENTITY
AUGUST COMTE
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Religion of Humanity
A universal value system
Universal religion: Based on the common denominator of Christianity and Islam
Post-theological and post-metaphysical
An atheistic religion
Requires a balance of masculine and feminine
Three pillars of the religion are:
Altruism: Selfless concern for the well-being of others
Order: Authoritative command
Progress: Moving forward
At the core of this religion would be obligations instead of rights
CULTURE, ETHNICITY & IDENTITY
ARNARSON DISCUSSION
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EXPLORATION: (10 minutes)
1s explore – INTRODUCTION / CONCLUSION – WHAT IS ARNARSON SAYING?
2s explore – COMTE RELIGION OF HUMANITY
3s explore – CONDERSET VIEWS
DISCUSS: (10 minutes)
Come back together to answer key Arnarson questions (15 minutes)
REPORT: (10 minutes)
Report answers to the class
CULTURE, ETHNICITY & IDENTITY
QUESTIONS: ARNARSON
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What does Arnarson conclude about the arguments of Comte and Condorcet in relation to the question of globalization?
Can the export of supposedly Western values can be justified at all?
Globalization
The development of an increasingly integrated global economy marked especially by free trade, free flow of capital, and the tapping of cheaper foreign labor markets
CULTURE, ETHNICITY & IDENTITY
NICHOLAS HANS OVERVIEW
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Internationalism
Created by 18th century philosophers who promoted a universal culture of humanity (Comte’s followers)
Opposition to wars between nations
Sought a federation of all nations
Nationalism
Can be considered in an open and encompassing way
Can be considered in a narrow, protectionist way
CULTURE, ETHNICITY & IDENTITY
QUESTIONS: HANS
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Work together as 1s, 2s & 3s
How does Nicholas Hans answer these questions in his essay:
What is nationalism and what is internationalism?
Are these two terms contradictory or complimentary?
How does he reach his conclusions?
What is the support he provides for his conclusions?
CULTURE, ETHNICITY & IDENTITY
UNITED NATIONS
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The United Nations is an international organization founded in 1945, at the end of WWII .
Current UN consists of 193 Member States.
The United Nations brings together its member states to confront common challenges, manage shared responsibilities and exercise collective action in an enduring quest for a peaceful, inclusive and sustainably developing world, in conformity with the principles of justice and international law.
In 1945, representatives of 50 countries met in San Francisco at the United Nations Conference on International Organization to draw up the United Nations Charter with representatives of China, the Soviet Union, the United Kingdom and the United States.
Source: http://www.un.org
CULTURE, ETHNICITY & IDENTITY
UNESCO
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What is UNESCO?
United Nations Educational, Scientific and Cultural Organization, Established 1945 in France
What does UNESCO do?
UNESCO’s mission is to contribute to the building of a culture of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information.
UNESCO works to create the conditions for dialogue among civilizations, cultures and peoples, based upon respect for commonly shared values. It is through this dialogue that the world can achieve global visions of sustainable development encompassing observance of human rights, mutual respect and the alleviation of poverty.
(www.unesco.org)
CULTURE, ETHNICITY & IDENTITY
UNESCO
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KEY DOCUMENTS
UNESCO 2001 Universal Declaration on Cultural Diversity
Adopted by the 31st Session of the General Conference of UNESCO: PARIS, 2 Nov 2001
UNESCO 2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions
Adopted by the 33rd Session of the General Conference of UNESCO: PARIS, 20 Oct 2005
Convention vs. Declaration?
A convention is a binding agreement between states; used synonymously with Treaty and Covenant. Conventions are stronger than Declarations because they are legally binding for governments that have signed them. When the UN General Assembly adopts a convention, it creates international norms and standards, as is legally binding under international law.
REPORTS
2009 UNESCO World Report: Investing in Cultural Diversity and Intercultural Dialogue
2015 UNESCO Re|shaping cultural policies. A Decade Promoting the Diversity of Cultural
Expressions for Development
CULTURE, ETHNICITY & IDENTITY
CULTURAL DIVERSITY
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UNESCO 2001 Universal Declaration on Cultural Diversity
Human rights are universal
Human rights include many cultural rights
Human rights are not unlimited
Cultural rights are limited where they infringe on other human rights
“No one may invoke cultural diversity to infringe
upon human rights guaranteed by international law, nor limit their scope.”
CULTURE, ETHNICITY & IDENTITY
HISTORY
http://unesdoc.unesco.org/ images/0024/002428/242866e.pdf
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CULTURE, ETHNICITY & IDENTITY
ACTIVITY
https://www.youtube.com/watch?v=ndWTMXe7jTQ
What does cultural diversity mean to you?
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CULTURE, ETHNICITY & IDENTITY
ASSIGNMENT 1:
Reflection Paper Due Jan 20
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End of Unit 1: The first mid-term paper enhances the learning objectives of Unit 1, that is an understanding of the historical evolution of the Western discourse on cosmopolitanism and cultural diversity, with a focus on the UNESCO Universal Declaration on Cultural Diversity.
Connect the unit’s content to your experiences of culture, ethnicity and identity.
You must reference at least one article presented in the class.
and include it as a references in APA 7 style.
Complete the paper outside of class and submit on MOODLE Jan 20 @1155pm.
The paper should be 1000-1200 words with references.
The Reflective Essay can highlight any aspect of the learnings in Unit 1 (theories, academic literature, UN documents, etc.), as long as it demonstrates critical thinking and a depth of knowledge gained thus far in the course. For guidance, go to:
http://writeonline.ca/reflective-essay.php?content=section3 and
http://writeonline.ca/media/documents/ReflectiveEssay-Sample.pdf.
CULTURE, ETHNICITY & IDENTITY
ASSIGNMENT 1:
Reflection Paper Due Jan 20
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Clarity of Expression
Accuracy (information presented as fact is accurate) Originality (offers a personal perspective)
Relevance (speaks directly to the experiences and the knowledge of the student)
Substance (reflects comprehension and ability to apply course concepts in meaningful ways)
Intercultural Sensitivity (contributes to a climate of respect, avoids stereotyping and expressions of ethnocentrism)
CULTURE, ETHNICITY & IDENTITY
ASSIGNMENT 1: Learning Outcomes
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2.3 Make informed and logical judgements regarding the arguments of others.
Uses research to support arguments and explains all the assumptions necessary to fully understand the student's perspective.
Identifies possible fallacious arguments and more importantly missing elements in an argument in
critically assessing class materials or contributions in class.
3.1 Analyze the impact of global economic, socio-political and cultural issues on local and regional societies.
Identifies and describes significance of issues in various global settings.
Describes global trends and their implications on societies.
Employs evidence in analysis and stating a position.
3.3 Examine and compare different social and cultural perspectives on topics essential to human well-being.
Recognizes cultural diversity as an ontological feature of humanity.
Analyzes cultural particularities and resulting conflicts with other cultural groups.
Tests possible resolutions to such conflicts based on existing models.
3.4 Acknowledge and articulate different world views which are foundational to contemporary global values and attitudes.
Outlines specific features of cultural diversity.
Gives examples of different cultural world views and expressions.
Assesses the principle of unity through diversity.
CULTURE, ETHNICITY & IDENTITY
REFLECTION ACTIVITY
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Answer the questions:
What was the most interesting thing you learned today and why?
(write 3 or more sentences for full participation grade)
Was there anything that confused you that needs clarification? OR What would you like to learn more about?
(write 2 or more sentences for full participation grade)
NEXT WEEK
JAN 13 – BRING LAPTOP!!!
UNESCO. (2001). Section 25: UNESCO Universal Declaration on Cultural Diversity. In Records of the General Conference, 31st Session, Paris,15 October to 2 November, 2001: Volume 1: Resolutions (pp.61-64).
2001 UNESCO Universal Declaration on Cultural Diversity
http://unesdoc.unesco.org/images/0012/001271/127162e.pdf
UNESCO (2009). UNESCO world report: Investing in cultural diversity and intercultural dialogue: Executive summary.
MUTLIPLE LANGUAGES: www.unesco.org/new/en/culture/resources/report/the- unesco-world-report-on-cultural-diversity
JAN 16
2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions. http://en.unesco.org/creativity/sites/creativity/files/passeport- convention2005-web2.pdf
REPORT IN MULTIPLE LANGUAGES: https://en.unesco.org/creativity/convention
Nuti, Paul J. (2005). UNESCO and cultural diversity: an unconventional approach? Anthropology News, 46(9), 25.
J• UScSheTllh2am0m3er,:E. (20C04)U. JLusTticUe sRtudEie,s –EaTn eHnigNmIaC? ITY & IDENTITY