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there is integration, and in the case of the U.K., EU integration with common political norms. The Guidance goes on to state how schools can contribute to community cohesion at each level. It is the role of the school, regardless of its ethnocultural composition, to ensure that the pupils learn to live with and respect pupils from different backgrounds. In the case of schools that are ethnically diverse, the Guidance notes that such efforts are already underway. In schools that are relatively homogenous, efforts must be made to bring the pupils into contact with persons of diverse backgrounds. This can be done through links with different schools and communities and the provision of extended services. The teaching curriculum would be designed to promote the sense of shared values, especially in the citizenship component. Effective September 2008, the strand “Identity and Diversity: Living together in the U.K.” would allow the pupils to learn about diverse ethnic, religious and regional cultures, moving to national and international links.
The Guidance then spells out in detail how this may be achieved: through extended services such as assemblies between communities, through the Internet, video-conferencing, school-to-school linkages, and greater parental participation in the school’s activities. I shall not to discuss these guidelines in detail, but the important point to note is that these measures are an attempt to translate into practice the findings of the Commission on Cohesion and Integration, that meaningful contact between people of diverse backgrounds, at individual and group levels had the effect of breaking down stereotypes and prejudice. The Guidance
Object Description
| Title | Negotiating pluralism and tribalism in liberal democratic societies |
| Author | Sadagopan, Shoba |
| Author email | sadagopa@usc.edu; shobasadagopan@gmail.com |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Philosophy |
| School | College of Letters, Arts and Sciences |
| Date defended/completed | 2008-08-22 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-15 |
| Advisor (committee chair) | Lloyd, Sharon |
| Advisor (committee member) |
Dreher, John Keating, Gregory |
| Abstract | My aim in this dissertation is to enquire whether toleration as a practice is achievable. It is prior to the question of how it can be grounded as a virtue. I argue that in liberal democratic societies where there are struggles for recognition on the part of ethnocultural groups, it is possible to negotiate pluralism and tribalism in a way that a stable pluralist society can be maintained. My core thesis rests on a theory of interdependence based both on a theory of human nature and on the material fact of globalization. Insofar as we affirm our nature as human beings engaged in productive activity with other human beings, insofar as we value a world that facilitates that activity, toleration is desirable. It is achievable because with globalization there is a tendency towards homogenization that erodes cultural differences. There is less reason for conflict because what we have in common, our interdependence, goes far deeper than culture. A further sufficient condition may be found in well thought-out policies that are executed through education and dialogue. |
| Keyword | toleration; value pluralism; liberalism; cultural homogenization; globalization; common citizenship |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1658 |
| Contributing entity | University of Southern California |
| Rights | Sadagopan, Shoba |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Sadagopan-2395 |
| Archival file | uscthesesreloadpub_Volume26/etd-Sadagopan-2395.pdf |
Description
| Title | Page 152 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 150 there is integration, and in the case of the U.K., EU integration with common political norms. The Guidance goes on to state how schools can contribute to community cohesion at each level. It is the role of the school, regardless of its ethnocultural composition, to ensure that the pupils learn to live with and respect pupils from different backgrounds. In the case of schools that are ethnically diverse, the Guidance notes that such efforts are already underway. In schools that are relatively homogenous, efforts must be made to bring the pupils into contact with persons of diverse backgrounds. This can be done through links with different schools and communities and the provision of extended services. The teaching curriculum would be designed to promote the sense of shared values, especially in the citizenship component. Effective September 2008, the strand “Identity and Diversity: Living together in the U.K.” would allow the pupils to learn about diverse ethnic, religious and regional cultures, moving to national and international links. The Guidance then spells out in detail how this may be achieved: through extended services such as assemblies between communities, through the Internet, video-conferencing, school-to-school linkages, and greater parental participation in the school’s activities. I shall not to discuss these guidelines in detail, but the important point to note is that these measures are an attempt to translate into practice the findings of the Commission on Cohesion and Integration, that meaningful contact between people of diverse backgrounds, at individual and group levels had the effect of breaking down stereotypes and prejudice. The Guidance |
