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A strong current in contemporary Catholic thought -- the theology of interreligious or interfaith dialogue -- stresses the importance of dialogue and collaboration with followers of other world faiths. This article proposes that religious education in Catholic schools, particularly at post-primary level, needs to engage more with this theological resource in order to promote mutual understanding and collaboration in today's climate of growing cultural and religious pluralism in Western Europe. Such work, it is also argued, is particularly challenging and urgent given the reality of the limited and limiting approaches to religious education, especially in regards to Islam, currently found in state schools in England and France. The paper proposes the development of models of religious education predicated on valuable theological insights inherent in the teaching of the Second Vatican Council (1962-1965) and subsequent post-conciliar and theological reflection. It begins with some comments on Western Europe's changing social, cultural and religious circumstances.

In the eighteenth and early nineteenth centuries Russia experienced a considerable lack of teachers. In this situation, foreign migrants became Russia's preferred teachers for more than a century. Foreigners were particularly welcome to teach languages and a whole range of other subjects such as history, geography, and mathematics. All teaching was done in a foreign language. Foreigners became important actors in cultural transfers from Western Europe to Russia. Social elites (the nobility, particularly its upper strata) became the main clients of these foreign teachers. This process ended up producing several generations of aristocracy possessing a sort of hybrid culture, both Russian and Western-European with a particular predominance of French culture starting from the generation of the middle of the eighteenth century. In my paper I will first analyse the national composition of the teaching staff in some major Russian educational institutions, first and foremost the institutions for the nobility or in which noble students were present, and in private education; then I will give a brief overview of the geographical origin of the students in these institutions. I will finally analyse the positive aspects as well as the problems caused by this situation and will show what reactions the predominance of foreign teaching staff in Russia provoked in Russian society.

Copyright of Dos Algarves: A Multidisciplinary e-Journal is the property of Dos Algarves: A Multidisciplinary e-Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper is an attempt to present the experience of co-development in Europe and particularly in Spain. It is focus on the governmental initiatives since the end of the 1990's decade, as a consequence of a massive reception of migrants. Co-development is the policy in which this paper is focused, from its former periods in France to the moment in which it has been considered in Spain. In order to show this evolution and its effectiveness I use the Mexican case, because it demonstrates that there is a feasible link between migration and development. However, this it is only possible if the initiatives are coming from the migrants and their communities. [ABSTRACT FROM AUTHOR]

The current state of knowledge indicates that regular sports practice helps prevent and treat non-communicable diseases. The promotion of sport is, therefore, an important community health intervention for maintaining and improving the health of individuals and populations. Culture is identified as being associated with sports practice and sedentary behaviour of ethnic and national minorities. This study aims qualitatively to analyse the potential for culture as a basis for the promotion of sport among immigrants in four regions of Mediterranean Europe. Ten focus groups (n = 62) were conducted with immigrants—adults and young people over the age of 11—and people involved in promoting sport. Thematic content analysis was conducted. The results enabled identifying two major issues: sport as a vehicle for cultural expression and synergies between sport and culture. Accordingly, sport serves to express global, local and non-ethno-national cultural belonging. Regarding synergies, culture and sport feed each other positively and contribute to immigrants' health and cultural well-being. Culture as a strategy for promoting sports practice requires an interdisciplinary approach that involves collaboration between healthcare practitioners and social sciences professionals. There is also a need to use the various axes of cultural definition—global, local and non-ethno-national—of those involved, and for them to take part themselves in designing sports activities. Moreover, promoting sport through non-ethno-national axes of cultural definition may help with immigrants' social inclusion, as intercultural relations between migrants and newcomers are promoted. [ABSTRACT FROM AUTHOR]

Background: Psychosis rates are higher among some migrant groups. We hypothesized that psychosis in migrants is associated with cumulative social disadvantage during different phases of migration. Methods: We used data from the EUropean Network of National Schizophrenia Networks studying Gene-Environment Interactions (EU-GEI) case–control study. We defined a set of three indicators of social disadvantage for each phase: pre-migration, migration and post-migration. We examined whether social disadvantage in the pre- and post-migration phases, migration adversities, and mismatch between achievements and expectations differed between first-generation migrants with first-episode psychosis and healthy first-generation migrants, and tested whether this accounted for differences in odds of psychosis in multivariable logistic regression models. Results: In total, 249 cases and 219 controls were assessed. Pre-migration (OR 1.61, 95% CI 1.06–2.44, p = 0.027) and post-migration social disadvantages (OR 1.89, 95% CI 1.02–3.51, p = 0.044), along with expectations/achievements mismatch (OR 1.14, 95% CI 1.03–1.26, p = 0.014) were all significantly associated with psychosis. Migration adversities (OR 1.18, 95% CI 0.672–2.06, p = 0.568) were not significantly related to the outcome. Finally, we found a dose–response effect between the number of adversities across all phases and odds of psychosis (⩾6: OR 14.09, 95% CI 2.06–96.47, p = 0.007). Conclusions: The cumulative effect of social disadvantages before, during and after migration was associated with increased odds of psychosis in migrants, independently of ethnicity or length of stay in the country of arrival. Public health initiatives that address the social disadvantages that many migrants face during the whole migration process and post-migration psychological support may reduce the excess of psychosis in migrants. [ABSTRACT FROM AUTHOR]

Copyright of Modern & Contemporary France is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Population (1634-2941) is the property of Institut National d'Etudes Demographiques and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the views of 'immigrant-background' children on their own linguistic and cultural 'differences' within the different educational contexts of primary classrooms in France and England. With the increase in and changing composition of immigration in Europe, the integration of populations from diverse linguistic and cultural backgrounds has become a central issue for European societies. Whilst most studies in France and England tend to focus on immigrant children in secondary schools, this study looks at immigrant children at primary level, in an attempt to 'hear their voices' and explore their perceptions and experiences, in a comparative perspective. Findings based on focus group interviews and participant observation in an English and French classroom, suggest that despite contrasting models of integration, the way 'immigrant-background' children mediate 'difference' as part of their identities as pupils present similarities between the two countries. There remain, however, strong differences between the two national classrooms, which could be attributed to the different contexts and approaches to multicultural differences in France and England. [ABSTRACT FROM AUTHOR]

This article examines the political incorporation of minority migrant groups in Western Europe by analysing voting rates. I present the first quantitative data that compare turnout rates among multiple minority migrant groups in France and show that non-European-origin migrant groups have lower turnout rates than native French metropolitans. I claim neighbourhood effects can explain these turnout differences, suggesting that the underlying determinants of minority migrant voting behaviour in France are similar to those of native metropolitans. However, because non-European-origin migrants are more likely than native metropolitans to live in disadvantaged urban areas they have lower turnout rates. [ABSTRACT FROM AUTHOR]