Music, Myth and Motherland: Culturally Centered Music & Imagery

This study assessed ethnic identity in adults of Indian origin through Culturally Centered Music & Imagery (CCMI), a music-centered, psychotherapeutic technique that emphasizes socio-cultural context, identity and meaning. The purpose was to examine how participants’ native music, in the context of CCMI, could evoke identity-based imagery and assess ethnic identity in a globalized context. Five cisgender Indian men and women from Hindu backgrounds participated in one CCMI session each, including an interview and follow up discussions. The qualitative methodology of portraiture (Lawrence-Lightfoot, 1997) was used in this study. The results reveal how CCMI can access the cultural and ethnic unconscious, a relatively new area of consciousness in Jungian and GIM paradigms. The study also shows how CCMI can highlight the fluid and multiple nature of ethnic identity, revealing its intersection with other identities such as gender, sexual orientation, caste and religion. In addition, the data support the use of contextual and identity-based music selections in assisting participants to explore, recreate or gain a deeper understanding of their ethnic identity through image and metaphor. Major findings include new categories of ethnic identity such as Aesthetic, Ancestral, Philosophical, Mythological, Spiritual and Core Indian identities. Subthemes include experiences of Rebirth, Disconnection, Unconscious Divide, as well as other socio-cultural identities such as Kaleidoscopic, World Citizen and Global Nomad. These and other themes relate to American, global, spiritual, queer, socio-economic, caste, gendered, and individual contexts. The research also suggests that this technique may be effective in emotionally and psychologically supporting adults who are going through the process of immigration or acculturation

The dilemmas of providing welfare in an ethnically diverse state : seeking reconciliation in the role of a 'reflexive practitioner'

Despite an increasing commitment to tackle disadvantage and discrimination, welfare states in the West struggle to provide accessible and appropriate health and social care to people of minority ethnic populations. This article analyses the dilemmas of welfare provision in an ethnically diverse state by drawing on empirical findings from a qualitative study exploring the perceptions and experiences of family life and social support for people of Pakistani origin living in the UK, and its interface with the state as a site of potentially competing and conflicting sets of social values. We conclude by suggesting that a notion of 'reflexive practitioner' is fundamental to generating a critical insight that can deal with the tensions posed by diversity for a welfare state

Education and Social Equity With a Special Focus on Scheduled Castes and Scheduled Tribes in Elementary Education

The Scheduled Castes (SCs) and Scheduled Tribes (STs) are among the most socially and educationally disadvantaged groups in India. This paper examines issues concerning school access and equity for Scheduled Caste and Scheduled Tribe communities and also highlights their unique problems, which may require divergent policy responses. The paper is divided into seven main parts. The first two sections introduce the reader to the nature of exclusion and discrimination faced by Scheduled Castes and Scheduled Tribes, and outlines the debate on the role of education in improving the socio-economic profile of both groups. The third section explains the socio-economic conditions within which Scheduled Castes and Scheduled Tribes live and their marginalized status in contemporary India. The fourth section provides a discussion of literacy advancement among these groups, and of national policies and programmes which aim to improve school access and equity. The fifth section highlights special efforts made by certain state governments to improve educational participation of these two communities as well as the educational experiments on a more modest scale undertaken by community based Non-Governmental Organisations (NGOs). The sixth section focuses on casteism as a deeply ideological issue that undercuts even the most genuine reform measures, and suggests research and policy options that may help to address underlying structural and ideological issues. The concluding section highlights a few critical areas for further research in the area

The roles of gender, class, housing, and social integration on residential satisfaction and mobility in post-apartheid Cape Town, South Africa

http://www.worldcat.org/oclc/4415684