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In 1983, in typically Parisian manner, J. F. Lyotard claimed that redistributive conflict had gone out of fashion, with the focus of postmodern conflict revolving increasingly less around issues of resource allocation. Contemporary societies were having to deal with le différend, with horizontal conflicts rooted in heterogeneous languages, instances, and rules. The concern and claims of one group could not be understood within the languages of the other (Belohradski, 1990; Lyotard, 1983).

This collaborative study, conducted by two social studies teacher educators, examines how one university supervisor translates his theoretical commitment to transformative multiculturalism into his practice with student teachers. The value of this study is that it (1) illustrates the subtle nuances and applications of the transformative multicultural approach to social studies; (2) provides concrete examples of how a university supervisor, cooperating teacher, or mentor can coach a novice teacher to incorporate dimensions of transformative multiculturalism into his or her practice; and (3) explores some potential barriers to implementing a transformative multicultural perspective with pre-service and novice teachers through an honest reflection of where the university supervisor has fallen short of his professed commitment to transformative multiculturalism.

The purpose of this paper is to bring to light the double edges faced by individuals who have international and multicultural experiences. The implication is that these individuals encounter acculturation challenges, and also gain from their multiculturality. The authors adopt Berry’s (2011) integration and multiculturalism framework to analyze the experiences and challenges that multi-culturals face. This paper suggests ways to glean the silver lining within organizations to help manage and master multicultural experiences in the workplace to benefit both individuals and organizations.

The authors used empirical materials from expatriates who have worked across multiple cultural contexts. Based on these the authors present three examples to illustrate how expatriates and multicultural individuals place themselves in situations where they experience contact and challenges associated with adopting multiple cultures. The authors then analyze these examples to show how the experiences involve psychological-level integration challenges for Multi- and n-culturals.

The three multicultural expatriate examples suggest that individuals with international and multicultural experiences who are successful at managing their experiences develop cognitive and behavioral complexity. However, these individuals also face continuous acculturation including cognitive and ethno-cultural identity conflicts such as, rejection from multiple cultural perspectives because they continually cross-multiple cultural microcosms. Suggestions are presented to help maintain one’s sense of self-worth and minimizing ethno-cultural conflicts.

Notwithstanding the value of analyzing the examples of expatriate acculturation experiences, the limitation to the examples is that it is limited to the experience of three individuals. However, the examples were effective in raising points to discuss relevant challenges and/or the double-edged reality faced by boundary spanners, multi-, and n-culturals.

The paper presents possible ways multi- and n-culturals navigate through their multiculturalism, including suggestions to help individuals who struggle with their multiculturalism through mentoring.

The paper highlights the challenges of acculturation and suggests ways that individuals can overcome these challenges. It further suggests how organizations can take advantage of such individuals by utilizing existing personnel within the organization.

The paper is one of the few that acknowledge multiculturalism is highly challenging even for successful multi-culturals and n-culturals. Currently the literature is scant concerning how individuals can manage and master multicultural experiences in the workplace. The paper suggests a number of useful strategies for individuals and organizations to manage the challenges.

Globalisation has made higher education increasingly multicultural. Although multicultural university students' attitudes and interactions with different cultures affect their academic success as well as entrepreneurial intentions, only a few studies have analysed this topic. Therefore, this study examined the assumption that positive psychological capital (PsyCap) mediates the relationship between attitudes towards multiculturalism and entrepreneurial intentions.

A model was proposed and empirically tested 564 university students in Northern Cyprus. Data were analysed using SPSS 23 and AMOS 18 using the PROCESS Macro and Bootstrap methods.

The results indicated that improving university students' attitudes towards multiculturalism will have a beneficial effect on their entrepreneurial intentions. Moreover, PsyCap is a mediator variable on the relationship between multicultural attitudes and entrepreneurial intentions.

This study contributes to the literature by theoretically and empirically examining how attitudes towards multiculturalism and PsyCap impact university students' entrepreneurial intentions. Its limitations can be overcome through future research.

The study's findings are valid in two areas: (1) assisting policymakers, researchers and academics to better understand the critical influence of university students' attitudes towards multiculturalism on their entrepreneurial intentions, particularly since this topic had not been extensively studied; (2) advancing theoretical discussions by examining the positive effects of internal factors such as PsyCap in terms of multicultural attitudes and entrepreneurial intentions.

The study provides empirical evidence that academics and university administrators should pay attention to multicultural attitudes to increase university students' entrepreneurial intentions. Hence, it focused on the relationship between multicultural society, entrepreneurial intentions, and PsyCap.

Attitudes towards multiculturalism influence students' entrepreneurial intentions through PsyCap. The context of cultural values and multiculturalism determines the premises of entrepreneurial intentions. This study is unique and innovative as it brings a new focus to academic literature.

Since prior research into the effects of multiculturalism on job satisfaction in multinational corporations (MNCs) is rather scant and inconclusive, the purpose of this paper is to review the literature and explain why these results are inconsistent as well as propose a new model aimed at responding to these irregularities.

In the narrative review of the prior research and the proposed model the authors discuss how multicultural settings influence job satisfaction. A Positive Organizational Scholarship (POS) lens is applied to the model.

The effect of multiculturalism on job satisfaction is inconsistent, i.e. the authors concluded that multiculturalism may be positively related to the cognitive component, yet it appears to be negatively associated with the affective one. By applying a POS lens, the proposed model broadens the view on job satisfaction and its links with multiculturalism.

The authors’ model suggests that managers in MNCs should both enhance employees’ positive attitudes towards their job as well as foster positive emotions at work. They should exhibit more concern for employees’ affective states and how they affect cross-cultural interactions. Managers of MNCs need to boost thriving as it benefits both employees themselves and their organizations.

Since today’s societies are becoming more and more multicultural, there is a need to increase individuals’ awareness of plausible positive outcomes flowing from multiculturalism, exchange views and experience among diverse individuals and ensure the conditions in which individuals can thrive.

By applying a POS lens to the analysis, the authors attempt to intertwine the positives experienced at work that appear to be associated with MNCs’ multicultural settings, namely job satisfaction and emotional balance. The results may contribute to the literature on job satisfaction in MNCs with regard to multiculturalism.

This paper examines cases of multiculturalism in Singapore and Malaysia. Through causal sociocultural mechanisms, the authors observe how two countries in proximity, with shared histories and demographic profiles, achieve differing outcomes in regard to social cohesion and competitiveness.

The paper employs case-centric process tracing (CPT) to build a “plausible” explanation of causal mechanisms that can contribute to social cohesion and competitiveness. The authors adopt a common analytical framework to distil the nuances of generalizability and a cross-case analysis in order to ascertain factors that enable multiculturalism.

Different causal mechanisms result in diverging outcomes in the two countries. In managing multiculturalism, Singapore has pursued policy actions emphasizing “integration and pragmatism,” while Malaysia has followed a model of “separation and preferentialism.” Judging by a selected number of established indicators, Singapore's multiculturalism outcomes seem more successful than that of Malaysia in respect to areas of national competitiveness and interethnic tolerance.

This paper sheds insights on the policy actions that promoted multicultural integration. The process tracing approach is found to be a useful tool in helping policymakers understand how intrinsic mechanisms can contribute to more/less desirable socioeconomic outcomes.

Together with the evidence using the CPT approach, the paper draws attention to multiculturalism evolving through distinctive sets of public policy. The authors ultimately suggest that such policies can be paralleled to the function played by institutions in leading to “varieties of capitalism” and have an impact on achieving cohesive and competitive societies.

Discourse among the media and general public has associated the term ‘multicultural’ with multiculturalism; however, Tiryakian (2003, p. 22) argues that the two should be seen as analytically distinct but empirically complementary. In its demographic-descriptive meaning, the term multicultural refers to cultural or ethnic diversity or the coexistence of different cultural groups within a particular locality; in this sense it represents heterogeneity over homogeneity. This descriptive approach, adopted by governments and public officials in Australia, describes those spaces shared by a variety of groups as ‘multicultural’. I want to confine this particular construction of multicultural to the category of ‘multiethnic’. On the other hand, the word ‘multiculturalism’ alludes to a normative category and refers to philosophical arguments regarding the legitimacy of claims surrounding the recognition of particular identity groups. The normative view accepts that pluralism and diversity are good in themselves and assumes that all difference should be valued and given a voice in the public realm. This version of multiculturalism has been evident in the United States, but has come under increasing attack by neo-conservatives. In its programmatic-political dimension, couched in liberal terms in Australia, multiculturalism pertains to policies designed to respond to the problems posed by diversity. Advocates of such policies believe that they foster toleration and equal opportunity. Another category entails an attitude towards the cultural ‘other’ and refers to an inter-subjective mode of being. The typology constructed here is based on a continuum consisting of monocultural, multiethnic, multiculturalism, and multicultural and will be used to interpret a city's relationship to its diverse population. This typology also raises some interesting questions. How many different cultural groups need to exist within a designated urban space before a city can legitimately or authentically represent itself as ‘multicultural’? Can one judge to what extent a city is multicultural based on the type of social interaction that exists among culturally-diverse groups? If multiculturalism extends beyond a demographic phenomenon, then it is possible to distinguish multiethnic cities from multicultural cities. These questions and issues can also shed light on the politics of representation.

Web 2.0 is a collaborative web development platform that has had tremendous usage in building effective, interactive, and collaborative virtual societies at home and abroad. Multicultural study is another trend that has tremendous possibilities to help people in the fight against racism and enables them to become active members of a democratic society. Based on the advanced and interactive features, Web 2.0 technologies could be appropriate media to build many virtual collaborative societies among students in local and global classrooms. Students and teachers from any corner of the world would be able to participate in such virtual communities to practice effective multicultural skills with no or minimum cost. The purpose of this paper is to address these issues.

This is a conceptual framework of a Web 2.0 model. This paper focuses the background of Web 2.0 technologies and multiculturalism and a feasibility study of using Web 2.0 technologies in the teaching and learning of multiculturalism, and depicts a conceptual framework involving use of a Web 2.0‐based collaborative model for a multicultural classroom using one of the simple but powerful Web 2.0 tools, blogging technology.

Web 2.0 technologies could be crucial tools for students, teachers, educators and social workers to build and participate in many virtual collaborative societies to practice effective skills of multiculturalism.

Participants from different corners of the world are able to participate in virtual communities simultaneously to practice effective multiculturalism.

This is a newly developed model.

One key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education.

A qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out.

The research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach.

This study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.

Purpose – This chapter reflects upon my experiences as a PhD researcher examining the portrayal of multiculturalism in contemporary Welsh- and English-language fiction about Wales. It discusses my emotions regarding my identities as a second-language Welsh speaker and as an early career researcher, and how they affected my participation in this field.

Methodology/Approach – The chapter draws on my PhD research, which examined how different cultural groups were portrayed in fiction as ‘others’ due to Wales’s complex linguistic and cultural position. This involved analysing contextual research about multiculturalism in Wales to explore discourses of belonging and alienation. This chapter reflects upon my emotional responses to the field as a Welsh speaker and new academic, and how this in turn affected my research.

Findings – Embracing my changing relationship with my Welsh-speaking identity, I reflect on how my research touched upon contradictory feelings I had about the Welsh language and Welshness. I discuss the effects my changing feelings over time about linguistic hybridity, and my growing confidence as a young academic, had on my engagement with different texts and writers. This is discussed in light of the relationships I was able to form with some creative authors and academics in Wales’s close-knit literary and scholarly society.

Originality/Value – This chapter argues that confronting their own emotional engagements with their research topics enables researchers to better understand why certain subjects are so contested. It can also prepare researchers to communicate their ideas effectively in the difficult debates that arise around such subjects.