cultural diversity

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cultural diversity
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research history 1

• Attempting to fit in the round hole
• researching diverse sites and speeches,
• verifying all sources
• participating in various
  conferences on cultural diversity

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research history 2these are half the quantity
of sites and documents I researched without
finding clearly articulated, well-defined policies

• wsis gazette.pdf
• wg-b_e.pdf
• grant_vf.pdf
• Hanley.pdf
• PLNNAT03-te.pdf
• canadian.pdf
• 9901pospaper.pdf
• acheson_culture.pdf
• CBC_Submission_May_ 2002.pdf
• Lachapelle.pdf
• http//216.239.39.104/search?qcacheOxHnoz0XxYsJ
  www.manhattan-institute.org/hazlett/canadian.pdfb
  ritish,canadiantelevisionpolicieshlenieUTF-
  8
• http//www.pch.gc.ca/pc-ch/pubs/info-news/vol_01/n
  o_03/culture_e.cfm
• http//www.mcc.gouv.qc.ca/international/diversite-
  culturelle/eng/network.html
• http//www.crtc.gc.ca/eng/INFO_SHT/b308.htm
• http//www.pch.gc.ca/progs/ai-ia/ridp-irpd/02/queb
  ec_e.cfm
• Patrimoine Québec and Heritage Canada sites

• http//www.crtc.gc.ca/ENG/publications/reports/Pol
  icyMonitoring/2002/gic2002.htm
• http//www.chin.gc.ca/English/Intellectual_Propert
  y/Developing_Policies/goals.html
• http//www.cpa.ca/cjbsnew/1996/ful_noelcle.html
• http//216.239.39.104/search?qcachePxZPdzupSN0J
  www.incore.ulst.ac.uk/home/policy/eval/canadian.pd
  fanglophoneandfrancophonetelevisionpolicyhl
  enieUTF-8
• http//www.mcc.gouv.qc.ca/international/diversite-
  culturelle/eng/speeches00.html
• http//www.cdc-ccd.org/Anglais/Liensenanglais/even
  ts/meeting/mccaskill_eng.html
• http//216.239.39.104/search?qcache6qg_kurQZOsJ
  www.iigr.ca/conferences/311003/pdfs_311003/Lachape
  lle.pdfculturaldiversityandsheilacoppsandlo
  uisebeaudoinhlenieUTF-8
• http//www.mcc.gouv.qc.ca/international/diversite-
  culturelle/eng/review2003-2.html
• The speeches of Sheila Copps and Louise
  Beaudoin

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research history 3 since unable to find
succinct, well-defined policies to compare, at
any of the sites with the exception ofthe unesco
universal declaration on cultural diversity,
(paris,november 2nd) which is made up of 12
articles, and 20 steps to be used towards
implementation. which can be found
athttp//portal.unesco.org/culture/en/ev.php_at_URL
_ID2977URL_DODO_TOPICURL_SECTION201.html
or the pdf 127160m-2.pdf
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scope

• I decided, to instead of focusing on
  macro-social, and comparing policies of different
  nations, to take the micro-social or
  intra-personal approach
• meaning I will not be taking cities, countries,
  nations, or continents and their policies as
  samplesinstead, I will be taking myself in the
  context of the concepts learned in this class, to
  make an attempt at expressing my own paradigmatic
  views as politiquecomparing how they differed
  before and after the accident

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what were we supposed to learn in this course?

• 2 overt goals
• -understand globalisation
• -understand comparative analysis
• 1 covert goal
• -as a p.h.d. student one is expected to not
  only understand these conceptsbut to
  develop ones own point of view relative to
  each of these goals (a self-reflexive p.o.v.)

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because I was unable to find clear, concise, and
meaningful policies to compare, I decided to use
my own experience to create some policies of my
own.

• But to do so credibly meant that
• -I had to translate my own paradigms into
  policies (politiques)
• -demonstrate an understanding of globalisation
• -demonstrate an understanding of comparitive
  analysis

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cultural diversity and moi
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definition of terms used in this presentation

• globalisation (my understanding of the term)
• comparative analysis
• culture
• cultural diversity
• Me x 5 (incarnations, disguises, or chapeaux)
• me1 television professional
• me2 accident victim
• me3 dysfunctional handicapped member of society
• me4 student
• me5 director
• and still counting

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globalisation

• primarily an economic phenomenon, involving the
  increasing interaction, or integration, of
  national economic systems through the growth in
  international trade, investment and capital flows
  .
• Which also involves a rapid increase in
  cross-border social, cultural and technological
  exchange as part of the phenomenon of
  globalisation.

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comparative analysis

• to use Smelsers definition
• -a form of analysis permitting the discovery of
  specific variation between human beings, social
  arrangements, and the fruits of their endeavours.
  
• -now, in a sense, all description, all
  explanation, and in fact all language itself is
  based on comparative analysis. -Smelser defines
  it as follows the description and explanation of
  similarities and differences (mainly differences)
  of conditions and outcomes, among large-scale
  social units, usually regions, nations,
  societies, and cultures.

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culture

• At its simplest level, is any form of epistemic
  community. Any group with shared knowledge.

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Cultural diversity

• an acceptation, and sometimes a celebration of
  the extent to which individuals in that community
  vary (both a reduction and vulgarisation).

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Me x 5 (disguises, or chapeaux)

• me1 television professional
• me2 accident victim
• me3 dysfunctional handicapped member of society
• me4 student
• me5 director
• and counting

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our context

• north american, quebecois, montrealais,
• uqam-ien, student of communications, at the
  doctorate level
• very multicultural, very multilingual,
  multi-experiential, and very diverse in general
• strong bonhommie mutually encouraging
• -an extremely postmodern setting

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my politiques differencesin the sense that
Gaetan Tremblay explained Le politique
secteur des relations de pouvoir.

• I now believe
• I now think being handicapped definintely places
  you as other, but I now realise so does
  everything else in life
• it definitely places youoneme, into a group
  that is limiting both by members of that group,
  and by the society in which it lives
• I now believe that many things constitute being
  diverse, and that it is up to the desire and
  force of the individual to accept them, or reject
  them in part or in their entirety

• I used to think
• I used to (and still do, to an extent), think of
  being handicapped as other
• use to think that being handicapped means that
  you one is functionally, intellectually, and
  psychologically impotent
• growing up in Montreal, I used to think that
  speaking a different language constitutes being
  diverse

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my politiques differencesin the sense that
Gaetan Tremblay explained Le politique
secteur des relations de pouvoir. La gouvernance
de soi par rapport aux autres. A cultural studies
point of view.

• I used to think
• In terms of (social) power, one had none when and
  if one is put in the handicapped stereotype
• that social status very much affects how you are
  percieved and treated by others

• I now believe
• That there is a wealth of latent strength and
  power whether one accepts the sterotype, or if
  one plays with it
• I can now confirm how critical ones social
  status is, that it goes wayyyyy beyond ones
  physical appearance, manners, grooming and
  politeness in determining how you are percieved
  and dealt with

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conclusion

• Everybody in society should undergo an extreme
  accident
• For two reasons
• to undergo extreme shock and severe trauma to
  force an alternate perception of reality
• to experience what it is like to being diverse
  first hand
• , perhaps imposing the extreme shock is
  impractical and unrealistic, but a role-playing
  exercise complete with assets to gain and lose,
  AND with different strategies to use