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The purpose of this paper is to provide an overview of obstacles to socioeconomic integration faced by highly-skilled immigrant women (HSIW) to Quebec, followed by a discussion of Quebec’s socio-political context and interculturalism, in an effort to better situate these obstacles. With these in mind, implications for diversity management are discussed.

The paper is largely based on a review of the immigrant integration, interculturalism and diversity management literatures pertaining to the socioeconomic integration of highly-skilled immigrants. It focusses on the socioeconomic integration of HSIW in the Quebec context.

The authors find that researchers should continue to examine aspects of the social and political contexts in which immigrant integration and diversity management take place when conducting studies in these areas. The authors also encourage continued research pertaining to specific groups, as these may bring to light-specific dynamics that can lead to exclusion.

This paper includes implications for diversity management in organizations seeking to foster inclusive practices with regards to ethnic minorities and immigrants in general, and HSIW in particular.

The paper sheds new light on immigrant integration and diversity management in Quebec by bridging the gap between three areas of study that are interconnected but seldom discussed together: socioeconomic integration of immigrants, interculturalism and diversity management in organizations.

This chapter aims to analyze the interrelationships between the elements of sustainability, socio-interculturalism, and governance. This analysis advances from the assumption that the sustainable socio-intercultural governance requires to be supported by the development of systems that enable the economic growth, the social development and environmental socio-ecosystems of communities, institutions, organizations, and individual levels. The method employed is the reflective-analytical based on the review of literature. It is concluded that the new geographies of sustainable socio-intercultural governance are affected by the coexistence that have solutions to the capacity deficits and dysfunctionalities of processes, institutions, and knowledge systems which have many systemic failures on the capacities of the natural resource management systems. This analysis proposes a new model of socio-intercultural sustainable governance.

This chapter extends Henri Lefebvre's writings on rhythm to explore how time, space, power and difference articulate themselves in the uneven social relations of intercultural space. Taking Lefebvre's ‘Seen From the Window’ chapter as a theme, I propose a variation of rhythmanalysis which interrogates the politics of copresence at a dance party in Munich, Germany. Plug in Beats is a participatory party – songs are selected by the crowd through a karaoke-like process. The monthly event was initiated in 2015 when a refugee camp was installed near an arts and cultural center. The party creates a space for dialogue between new migrants and established locals occupying a wide range of social positions. I look at the implications of rhythm for studying intercultural dance through a rhythmanalysis of one party in June 2018. The methodological approach is framed around the embodied multisensory participant observation advocated by Lefebvre; however, the analysis draws on additional ethnographic data from interviews, audio recordings, Shazam (a song identification app) and video footage. I propose a relational rhythmanalysis which engages the historical and geographic power dynamics at work in music, dancing and in the party space. Such an approach, I argue, reveals how participants negotiate and sometimes reconfigure social relations of difference through rhythm itself. While there are limits to the questions that rhythmanalysis allows the researcher to ask and answer, it is a valuable means to engage how power and difference work – and might be more equitably reworked – in migrant-receiving and otherwise heterogeneous spaces.

The overarching purpose of this paper is to explore the transformation of intercultural education in Cyprus in the context of European integration. More specifically, it indicates the ways in which intercultural policy has been formed by complex and often counteractive influences. The analysis draws upon policy documents collected from the Ministry of Education and Culture (MEC) and interviews carried out with Cypriot policy-makers. Europe has come to play an important role in the development of Cypriot intercultural policy by becoming a mechanism of pressure for educational change. Through monitoring processes, Europe has indicated problems deriving from the culturally pluralistic character of the Cypriot society that should be addressed by national policies. In this context, Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Nonetheless, the findings of this research assert that there is a gap between policy rhetoric and practice.

This study reports on an analysis of the policy dynamics influencing intercultural education in the Greek–Cypriot context. The authors aim to examine the context and content of educational policies and directives which have been initiated and/or developed at the Greek–Cypriot level. To this end, the authors drew upon policy documentary and data derived from interviews conducted with Greek–Cypriot policy-makers and education officers.

It appears that intercultural education became an important part of the state’s rhetoric. Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Therefore, since 2008, the state and particularly the MEC have replaced the previously used term of multicultural education with the rhetoric of intercultural education and inclusion as the preferable educational responses to immigration.

The findings of this study suggest that the development of intercultural education requires the re-conceptualisation and re-structuring of the Cypriot educational system and schooling. The state should adopt a balanced governance model between school autonomy and centralised management.

This paper can help schools and teachers to improve their intercultural education approach.

The findings could be helpful for improving the intercultural education policy in Cyprus.

These research finding are the first that deal with intercultural education policy in Cyprus.

Transformational learning outcomes of short-term faculty-led international service-learning experiences can by stymied by cultural shock and improperly facilitated programs. Moreover, dissonance in dimensions of the self in contrast to foreign traditions and social interactions can be especially salient in American student encounters in India. How students resolve and make meaning of their own emotional entropy is traced across two institutional programs, two courses (1 undergraduate and 1 graduate), and multiple India community partner sites. An evidence-based pedagogical model and strategies for preparation, praxis, and processing are offered in supporting student reflection of themselves as global beings and in development of global agency which is manifested as intrapersonal, interpersonal, intercultural, academic, and professional competencies.

In this chapter, we will be describing the situation of minority groups in the labour market and in organizations in Québec and Canada. We will be focussing mainly on the situation of women and ethnocultural minorities. First, we will present a statistical picture of their situation. Second, we will explore in more depth the situation of two ethnocultural groups – the Maghrebians and the French – in Québec, ¹ to demonstrate the complexity of the situation of minority groups that cannot be portrayed by statistics alone. Then, third, we will examine some tensions specific to Western societies that have an impact on the dynamics of culturally diverse enterprises. This assessment will show that even though much progress has been made, especially for women, there is still much to do to ensure full equality and greater fairness between minority and majority groups in Québec and Canada. Furthermore, by means of a more qualitative analysis of the situation of these two ethnocultural groups, we will see that statistics do not tell the whole story.

Migration is an increasing challenge faced by countries, institutions and individuals both for sending and host countries. The integration of migrants is a multidimensional issue, including several areas, for example, social, cultural, economic, legal and politics. These dimensions can strengthen each other in equal areas, but the economic and social dimensions seem to be the most important regarding immigrant inclusion in the society of the country of settlement.

In a macro perspective, there have been few national models of integrating migrants which are culturally and historically specific in various European countries, but the current approach is focussing on interculturalism.

Considering migrant integration in a meso perspective, one may point to the growing importance of multilevel governance engaging many actors in this process (e.g., municipalities, cities, nongovernmental organizations, SMEs, corporations, churches, etc.), which are partners for national-level policymakers.

The individual effort for successful integration of migrants depends on the host country nationals' attitude, openness and tolerance as well as on incoming foreigners.

This chapter provides an overview of the postcolonial literatures and their critiques relevant to internationalising curriculum in the educational administration and leadership field. The aim is to both examine the problems culturally and institutionally with primarily Anglo-American globalised curriculum that still holds a hegemonic position internationally as well as identify proposals in diversifying the field to reflect context, policy requirements and practices, and cultural values and principles. Discussed also are a number of initiatives that have been taken that provide a foundation for furthering this kind of curricular development, and a set of principles for internationalising the field that indicate the various levels and factors involved.

The aim of this chapter is to survey present globally present societal trends in the era of globalization, which are creating a new context for education and for the field of Comparative and International Education. The trends include the ecological crisis, the population explosion and demographic dynamics, increasing mobility, the technological revolution, especially the ICT revolution, growing affluence, the neo-liberal economic revolution, the rise of a knowledge society, the fourth industrial revolution, changing social relations, democratization, the demise of the once omnipotent nation-state, the persistent but new presence of religion, and the rise of the Creed of Human Rights. These powerful, interrelated set of societal changes, which are getting spread worldwide on the wings of globalization, is creating a new world, of (in Comparative Education nomenclature) an unprecedented new context, forcing the scholars in the field to tread unknown territory. These forces depicted in this chapter constitute a framework for subsequent chapters in the book, where the response of humanity in the education sector, to meet the challenges these forces constitute, will be the theme.

This chapter is about the multiple forms of collaboration that are crucial to designing and implementing a school and community-based early childhood teacher preparation program. Maintaining quality in education and teacher education is a systemic, interdependence among individuals, institutions, and local, state, and national policy makers. We conclude that teacher education redesign is less about courses and pedagogies and more about systemic relationships, routines, and evaluations over time.