TY - JOUR A1 - Schmidt, Imanuel Clemens T1 - A Secular Tradition BT - Horace Kallen on American Democracy in the United States and Israel JF - PaRDeS : Journal of the Association for Jewish Studies in Germany JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien N2 - This article focuses on the social philosopher Horace Kallen and the revisions he made to the concept of cultural pluralism that he first developed in the early 20th century, applying it to postwar America and the young State of Israel. It shows how he opposed the assumption that the United States’ social order was based on a “Judeo-Christian tradition.” By constructing pluralism as a civil religion and carving out space for secular self-understandings in midcentury America, Kallen attempted to preserve the integrity of his earlier political visions, developed during World War I, of pluralist societies in the United States and Palestine within an internationalist global order. While his perspective on the State of Israel was largely shaped by his American experiences, he revised his approach to politically functionalizing religious traditions as he tested his American understanding of a secular, pluralist society against the political theology effective in the State of Israel. The trajectory of Kallen’s thought points to fundamental questions about the compatibility of American and Israeli understandings of religion’s function in society and its relation to political belonging, especially in light of their transnational connection through American Jewish support for the recently established state. KW - modern Jewish history KW - United States KW - Israel KW - 20th century KW - Horace Kallen KW - cultural pluralism KW - intellectual history KW - moderne jüdische Geschichte KW - USA KW - Israel KW - 20. Jahrhundert KW - Horace Kallen KW - kultureller Pluralismus KW - Geistesgeschichte Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-532868 SN - 978-3-86956-520-0 SN - 1614-6492 SN - 1862-7684 IS - 27 SP - 85 EP - 100 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Schwarzenthal, Miriam A1 - Schachner, Maja Katharina A1 - van de Vijver, Fons J. R. A1 - Juang, Linda P. T1 - Equal but Different BT - effects of equality/inclusion and cultural pluralism on intergroup outcomes in multiethnic classrooms JF - Cultural diversity & ethnic minority psychology : official journal of American Psychological Association Division 45 N2 - Objectives: Integrating research on intergroup contact and intercultural relations, we investigated effects of 2 types of cultural diversity norms (equality/inclusion and cultural pluralism) on outgroup orientation and perceived discrimination among students of immigrant and nonimmigrant background. Method: Our sample comprised 1,975 6th graders (M-age = 11.53, SDage = 0.69, 47% female) in Germany, of whom 1,213 (61%) were of immigrant background, defined as having at least 1 parent born in a different country. A total of 83 countries of origin were represented. We applied a multilevel framework to assess the impact of individual-level and class-level predictors on intergroup outcomes, controlling for the classroom ethnic composition, school track, and individual-level covariates. Immigrant background was treated as a moderator. Results: The 2 types of cultural diversity norms were generally associated with more positive intergroup outcomes. Some of the associations differed in strength between students of immigrant and nonimmigrant background. There were stronger associations of equality/inclusion with higher outgroup orientation among students of nonimmigrant background and with lower perceived discrimination among students of immigrant background. Ethnic composition, as well as the classroom-aggregated diversity norms (diversity climate) showed weaker relations with the outcome variables. Conclusions: Equality/inclusion norms and cultural pluralism norms can make complementary contributions to positive relations between students of immigrant and nonimmigrant background. Equality/inclusion norms foster positive contact and equal treatment, while cultural pluralism norms emphasize that it is also important to value diversity. 1 KW - cultural diversity KW - multiethnic classrooms KW - intergroup relations KW - equality KW - cultural pluralism Y1 - 2018 U6 - https://doi.org/10.1037/cdp0000173 SN - 1099-9809 SN - 1939-0106 VL - 24 IS - 2 SP - 260 EP - 271 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Schachner, Maja Katharina T1 - From equality and inclusion to cultural pluralism BT - evolution and effects of cultural diversity perspectives in schools JF - European journal of developmental psychology N2 - Schools are a major context for academic and socio-emotional development, but also an important acculturative context. This is notably the case in adolescence, which is a critical period for the development of a social and ethnic identity, as well as moral reasoning and intergroup attitudes. How schools approach cultural diversity issues is therefore likely to affect these developmental and acculturative processes and adaptation outcomes. In the present article, the manifestation and effects of the most prominent approaches to cultural diversity, namely those guided by a perspective of equality and inclusion, and those guided by a perspective of cultural pluralism, are reviewed and compared in the context of multi-ethnic schools. The aim is to explore when and how the potential of cultural diversity can best flourish, enhancing the academic and socio-emotional development of culturally diverse students. KW - Cultural diversity KW - school KW - adolescence KW - equality and inclusion KW - cultural pluralism Y1 - 2017 U6 - https://doi.org/10.1080/17405629.2017.1326378 SN - 1740-5629 SN - 1740-5610 VL - 16 IS - 1 SP - 1 EP - 17 PB - Routledge, Taylor & Francis Group CY - Abingdon ER -