Advancing Professional Development for Teachers in Intercultural Education

In Latin America, intercultural education aims to acknowledge the cultural, ethnic, and linguistic diversity of its citizens, and to advance the efforts to dismantle the oppression of such diversity, particularly that of Indigenous and Afro-descendant peoples. While discussions of intercultural education often reference such peoples as their target beneficiaries, too few studies addressing the professional development of teachers recognize the importance of Indigenous scholarship, pedagogies and methodologies themselves as resources for the advancement of the theory and practice of intercultural education. This article engages in theoretical reflection in order to highlight well-documented Indigenous methodologies for teaching and learning, and their implications for professional development for enriched intercultural education. The authors emphasize the need for greater attention to the work and scholarship of intercultural and Indigenous university graduates to lead the way in the development of intercultural education professionals.

"Re-Imagining" the Homeland? Languages and National Belonging in Ukrainian Diasporas since the Euromaidan

From the first days of the Euromaidan protests, Ukrainian diasporas around the globe took an active part in supporting democratic change in Ukraine. These diasporic communities actively used social media to “represent” their national identity, to promote their visions of Ukraine’s past and future, and to network and coordinate their actions. This paper argues that the events of the Euromaidan made Ukrainian diasporas in Western countries “re-invent” and “re-imagine” their national belonging. In these processes historical memory, language, and regional identifications play a crucial part within the continuum between conservative ethnonationalist identities and “civic” ones that try to accommodate the ethnic and linguistic diversity of Ukraine in the diasporic setting. This study reveals that “civic” identity elements became more visible across Ukrainian diasporas, but that Russian aggression somewhat haltered the acceptance of diversity and reinforced previously existing conservative sentiments.

Language and ethnic statistics in twentieth century Sudanese censuses and surveys

The article investigates the creation of language statistics in the Sudan, from the beginning of the twentieth century up to the division of the country into two states. Like many other African countries, Sudan is characterized by a high degree of ethnic and linguistic diversity that has participated in the fueling of murderous civil wars since independence. The article recontextualizes the construction of the ethno-linguistic categories and statistics within their broader political and administrative contexts. It analyzes the objectives and output of each type of statistics and questions their influence on the foreign and native representations of Sudanese society.

Learning of social studies in elementary school as a medium to strengthen multicultural education in the curriculum era 2013

The writing of this article aims to describe the learning of social studies in elementary schools as a medium to strengthen multicultural education in the era of the curriculum 2013. Writing methods used are qualitative descriptions and literature studies. Social studiesis one of the subjects found in the basic education curriculum.Social studies essentially examines human relationships with the environment. The environment in question here is one of the ethnic, religious, racial, ethnic and linguistic diversity in Indonesian. Become, the context of social studies learning is multicultural education.Multicultural education is a process of developing human potential that values heterogeneity as a consequence of diversity based on the principle of equality, mutual respect, and mutual acceptance and understanding of the moral commitment to bring about social justice. But in fact, social studies learning has not been applied as a medium of multicultural education.Therefore, through the implementation of curriculum 2013 Social studies subjects as a medium to strengthen multicultural education.This is because the implementation of the 2013 curriculum is oriented towards the formation and development of learners' character in diversity.

Crime and Ethnic Diversity: Cross-Country Evidence

Is the level of crime in countries explained by ethnic diversity? This study attempts to answer this question by providing empirical evidence that examines the effects of ethnic and linguistic fractionalization on various measures of crime rates, including prosecution and conviction rates. Drawing on data across 78 countries, our study addresses the endogenous nature of the association between ethnic diversity and crime. Our empirical findings show, rather unexpectedly and counterintuitively, that higher levels of ethnic and linguistic diversity tend to aid in the reduction of crime rates and, consequently, lead to lower prosecution and conviction rates. We advance possible reasons for this unexpected result and outline some policy recommendations.

Middle Horizon Imperialism and the Prehistoric Dispersal of Andean Languages

The dispersal of the Romance language family by the Roman Empire is an attractive model for examining the spread of Quechua. Wari and Tiwanaku are often considered the first Andean empires, during the Middle Horizon (cal. ad 650–1050). Despite being contemporaries sharing the same religious iconography, they were unlikely to have spoken and dispersed the same language. Tiwanaku material culture rather implies ethnic and linguistic diversity, not least in its best-documented colonization in Moquegua. Wari, meanwhile, appears culturally and administratively unified, colonizing and controlling a territory across southern Peru, from Cuzco to Nasca. If Wari was responsible for a language dispersal, then this should represent its core territory; and it is indeed the heart of Southern Quechua. In northern Peru, Wari presence seems less intense, its rule more complex and indirect. The Moche region remained essentially beyond Wari influence, while for the central coast and distant Aguada culture more research is needed.