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 & coordinationPublic Policy/Psychology/Education: Laura Laubeová – Units 1,4,6,8,9 & coordination Social Theory: Lucie Cviklová – Units 2, 5Social Theory: Lucie Cviklová – Units 2, 5 Political Philosophy: Selma Muhic – Unit 3Political Philosophy: Selma Muhic – Unit 3 Social policy: Míťa Castle-Kaněrová – Unit 7Social policy: Míťa Castle-Kaněrová – Unit 7 Law: Petra Zhřívalová – Unit 10Law: Petra Zhřívalová – Unit 10

Background Amsterdam Treaty (Article 13)Amsterdam Treaty (Article 13) two Directives (2000/43/EC, 2000/78/EC)two Directives (2000/43/EC, 2000/78/EC) European Framework Convention for protection of national minorities (FCNM)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

Unit 1 - structure Syllabus, readings, assessmentSyllabus, readings, assessment Ethnicity, race, multiculturalism, & racismEthnicity, race, multiculturalism, & racism Activity on inclusion – diamond rankingActivity on inclusion – diamond ranking Activity on identityActivity on identity

Syllabus & readings or ECTS Credits: 6 (six hours of work per week) Assessment: Three AQCI’s and their presentation 45% An oral presentation 15% Final essay (up to 3,000 words, due the first day of week 11)40%

AQCI ARGUMENT- QUESTION – CONNECTIONS- IMPLICATIONS 1.CENTRAL QUOTATION 2. ARGUMENT 3. QUESTION 4. EXPERIENTIAL CONNECTION 5. TEXTUAL CONNECTION 6. IMPLICATIONS Examples at:

Reader tolerance.cz/courses/monnet/winter2004 /reader1.doc tolerance.cz/courses/monnet/winter2004 /reader1.doc course outline & timetable 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 “,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?”,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 WorldCornell, S., Hartmann, D. (1998) Ethnicity and Race. Making Identities in a Changing World text on The definition of race Richmond, A. (1994) Global ApartheidRichmond, 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. - 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. 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´sBiology & 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)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 quoRobert 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”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.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 ideologyRace is often treated as ideology ethnicity as a real phenomenon.ethnicity as a real phenomenon. Racial refers mainly to physical terms,Racial refers mainly to physical terms, ethnic rather to cultural terms.ethnic rather to cultural terms. Race refers to them,Race refers to them, ethnicity to us.ethnicity to us. Both concepts always imply social relationship.Both concepts always imply social relationship.

Minority ”group of people distinguished by physical or cultural characteristics”group of people distinguished by physical or cultural characteristics subject do different and unequal treatment by the society in which they live subject do different and unequal treatment by the society in which they live and who regard themselves as victims of collective discrimination“and who regard themselves as victims of collective discrimination“ 1945 Louis Wirth

Minority - cont. must be a 'non dominant' group;must be a 'non dominant' group; its members must 'possess ethnic, religious or linguistic characteristics differing from those of the rest of the population‚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'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,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.those who are not necessarily nationals or citizens of the state where they reside.MRG

Multiculturalism DescriptiveDescriptive Normative- see bellowNormative- see bellow Government policyGovernment policy (Canada, Australia) Institutional policiesInstitutional policies (UK – racial equality, CERES) See Unit 4

Multiculturalism – cont. Conservative (diversity as a deficit, communit.)Conservative (diversity as a deficit, communit.) Left essentialist (Afrocentrism, also comm.)Left essentialist (Afrocentrism, also comm.) Liberal (natural equality, lack of opportunities, decontextualisation, depolitisation)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 potPluralist - salad bowl (exoticism, affirmation) vs melting pot

Multiculturalism – cont. Critical MC (Frankfurt School, power, emancipation, soc. justice, self reflection)Critical MC (Frankfurt School, power, emancipation, soc. justice, self reflection) Antiracist (life chances - CERES)Antiracist (life chances - CERES) Reflexive (Ali Ratansi – Derrida + Giddens)Reflexive (Ali Ratansi – Derrida + Giddens) CosmopolitanCosmopolitan Ethnicity as habitus (Bourdieu)Ethnicity as habitus (Bourdieu) Hybridity (H. Bhabha, Paul Gilroy, St. Hall) rooting vs shiftingHybridity (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)Assimilation (majority- comformity) Amalgamation (melting pot)Amalgamation (melting pot) Accommodation (pluralism) (multiculturalism)Accommodation (pluralism) (multiculturalism) Multiculturalism = diversity + cooperation Parillo, 1997

Multiculturalism – cont. Eva Sobotka: policies twds the Roma in CEE: ExclusionExclusion AssimilationAssimilation Co-existenceCo-existence MulticulturalismMulticulturalism Sobotka 2003

Multicultural Policy target groups/requirements Indigenous (Nunavat, Sami)Indigenous (Nunavat, Sami) National minorities (Canada, Europe)National minorities (Canada, Europe) Legal immigrants (USA, Australia)Legal immigrants (USA, Australia) Irregular & illegal immigrants – denizens/meticsIrregular & illegal immigrants – denizens/metics AfroAmericansAfroAmericans Roma, Ch. Jews, Amish, etcRoma, 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) – of recognition (Frazer) – politics of equal dignity (Autonomy) &politics of equal dignity (Autonomy) & politics of difference (Authenticity) (Taylor)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. [1] 1][1] 1] 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

Racisms – cont. from violent attacks or scapegoatingfrom violent attacks or scapegoating to paternalistic crypto-racist assistance to m.to paternalistic crypto-racist assistance to m. tendency to deny racism (unacceptable)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, “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. PrejudiceDiscrimination Inequality „Racism, in short, involves (a)stereotypes about difference and inferiority (b)use of power to exclude, discriminate, subjugate“ The Parekh Report, 2000 AttitudesBehaviourStructures

Racisms – cont. ExclusionDiscrimination Prejudice

Assimilation and Racism Assimilation and Racism (Bauböck) assimilation is possible yesno assimilation is required yescompulsory assimilation racist double-bind nopluralismsegregation

assimilationist policies inclusiveness

Assimilationist model DIFFERENCEDEFICIT ASSIMILATION COMPENSATORY PROGRAMMES Does the individual fit into the System or ‘Institution’? into the System or ‘Institution’? ASSIMILATION

Curriculum (Multiculturalism) model Cultural Effects CULTURES CULTURES LIFESTYLES ATTITUDES LIFESTYLES ATTITUDESPLURALIST TOLERANCE AND HARMONY Does the organisation of this ‘institution’ Does the organisation of this ‘institution’ recognise Diversity ? recognise Diversity ? PLURALIST

Equity/Rights Model Social and Political Effects EQUITY PARTICIPATION EQUITY PARTICIPATIONANTIDISCRIMINATORY LIFE CHANCES Are people enabled in this ‘institution’? Do the structures allow for achievement, growth and opportunities? ANTIDISCRIMINATORY

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.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

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)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.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.