3
onate and ree years’
migrant workers”, “refugees” and “asylum seekers” are used, and a distinction may be drawn between first-, second- and even third-generation immigrants.
European ost recent articularly ion.16 Disployment, ion.
This classification of diversity has consequences that range beyond the terminological implications. For instance, unlike “indigenous minorities” or “national minorities”, persons or groups of immigrant origin are not entitled to recognition of collective rights. In their case, the right to preserve their ethno-cultural heritage is recognised as a right to protection in an individual capacity against public or private forms of discrimination.
-country utions, as national or better
all the perer characs sense, it g lifestyles
ted as the e, race, reientation, ps likely to ability” or ed various
f diversity n cultural, or groups.
ral values e and reli-
To be borne in mind Diversity exists not only between cultures but also within individual cultures. It is therefore dangerous to define an individual in terms of his or her membership group as if that individual possessed all the supposed cultural features of that group.
3 3 3
A
Apart from the definitions, the methods used to produce statistics also vary from one country to another. The decision to describe a group as a “minority” arises out of a social or political construct of difference.
Culture is dynamic rather than static. It can change and develop over time. Immigrants often prefer to say that they have a multiple identity covering two or more cultures. They object to the term “foreigner” and see themselves not as “migrants” or members of an “ethno-cultural minority” but as fully fledged citizens participating in the life of their host country.
There are some who criticise this stigmatising attribution of identity, whereby members of minorities are continually linked with their “ethnic” background or specific types of behaviour, as in the case of Travellers. Individuals with a migrant background often fail to recognise themselves in such categorisations. They tend to feel rather that they have a multiple identity combining, rather than differentiating between, a number of belongings.
B
Pluralism in European societies goes beyond ethno-cultural and immigration-related diversity. The existence of new “beliefs” and religious denominations, for example, has made religious diversity more complex and its features more varied. Generally speaking, diversification of life experience tends to create mixed identities.
C
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An inclusive definition of diversity
This guide will focus on the cultural, religious and linguistic aspects of diversity and an inclusive definition of diversity, which recognises the complexity of multiple identity and belonging. The guide will therefore cover and be applicable to other types of diversity and not just ethno-cultural diversity. Whilst taking note of the latter, this approach aims to concentrate more on strategies working with “convergences” between individuals or groups, extending the idea of integration to all citizens making up a society.
A society’s diversity does not arise from cultural or ethno-cultural diversity alone and is not exclusively associated with immigration.
What is an inclusive culture?
Taking into account diversity often implies an extensive terminology to underpin separate principles and approaches. Thus, the term “inclusion” differs from the concepts of assimilation, integration and acculturation.
Inclusion rather than assimilation
dentificaof society customs, tures, etc. ong indiminorities, migrants.
Inclusion runs counter to the assimilation approach, which recognises difference only to neutralise and obliterate it and make individuals conform to the expectations/characteristics of the majority group. The assimilation approach champions a standardised structure, defined by and for the majority group. The inclusion approach, on the other hand, promotes a culture in which all members feel included and valued with their differences. Acknowledgement of difference and taking it into account are integral parts of inclusive institutional practices.
r diversity ch as “im-
dition_en_.pdf,
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Pluricultural realities and institutional responsibilities