Изучение системы ценностных ориентаций студенческой молодежи Армении как составной части этнического самосознания субъектов поли- и моноэтнической среды
Modern researchers study very intensively ethnic identity from the standpoint of the importance of value orientations, which are considered as structural units and components of ethnic identity.
In March 2011 scholars met in Prague at the conference Interculturalism, Meaning and Identity. This event revitalised this important theme related to Diversity and Recognition. The terms 'interculturalism' and 'integration' are experiencing a renaissance. As the extent of human movement between nations increases attempts are made to balance cultural difference and social cohesion. In some contexts immigration and settlement policies are becoming more draconian in response. Because of this, interculturalism can take on many meanings. However, pivotal to the way interculturalism is understood is identification. As the relationship between nation, ethnicity and language becomes more complex so too do the ways in which people represent them selves. The cultural resources drawn on and the processes used to form identities are examined in this truly international collection. So too are the implications of these developments for how we theorise culture, meaning and identity.
This is a book about the “how to” of one of the most important aspects of diaspora engagement — leveraging countries’ talent abroad to support development at home. The understanding that the diaspora (emigrants and their descendants who retain ties to their countries of origin or ancestry) can be a critical partner for development has emerged fairly recently, due in large part to the experience of two new global powers — China and India — whose rise to prominence owes much to the contributions of their talent abroad. In the amazingly short span of about 15 years, the importance of the diaspora to development has evolved from a novel and somewhat heretical hypothesis to conventional wisdom. Now it is commonly acknowledged that diasporas can be important, but the path of developing policies and programs to help realize the promise of diasporas has been fraught with frustration and disappointment. Diaspora contributions seem to come spontaneously rather than as a result of policy interventions; they are a matter of serendipity. By focusing on policy interventions that effectively promote diaspora contributions, the book fills an important gap in the literature.
The results of the field research of intergroup attitudes in Southern Russia (N=723) demonstrated that the relationships of the valence and uncertainty of ethnic identity, perceived discrimination and level of religious identity with intergroup attitudes depend on a group status (majority – minority) and the type of settlement (dense-sparse). The perceived discrimination predicts the intolerance of intergroup attitudes among the majority group members whereas, the valence and uncertainty of ethnic identity – among the minorities members. The salience of ethnic identity and high level of religious identity predict intolerant attitudes among migrants with the dense way of settlement, the valence of identity and perceived discrimination predict intolerant attitudes among the migrants with the sparse type of settlement. The willingness to distinguish between people by religion provides the maintenance of their group boundaries and identity in multicultural regions of Russia. The growth of uncertainty of ethnic tolerance provides better adaptation of migrants in multicultural regions of Russia.
Bilingual education including, on the one hand, access to dominating language, and, on the other, - teaching in minority languages or teaching only languages themselves at school is an important part of language politics of a state. In many regions we observe a paradoxical situation: school education does not promote acquisition of a disappearing language, though it is highly valued by members of community. The article considers features of teaching minority languages at school in the Russian Federation on two examples - Nivkh and Kalmyk. Interviews with parents, pupils, former pupils and teachers allow to describe teaching native language at school as a procedure of maintaining identity of community.
The author researches the key problems of the formation of the Russian-speaking Diaspora in a separate poly-ethnic region. The major trends of the adaptation of the Russian-speaking Diaspora in Finland have been studied as well.
The article focuses on interconnection between ethnic and civic identity characteristics and acculturation strategies of migrants in two federal districts of Russia. Positive correlation between intensity of migrants’ ethnic identity and a “Separation” strategy was revealed. Moreover, the paper provides evidence of positive interdependence between intensity of migrants’ civic identity and an “Assimilation” strategy.