Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
114
result(s) for
"Cyprus Race relations."
Sort by:
Ethnicity and racism in Cyprus : national pride and prejudice?
\"Investigating the relationship between ethnic pride and prejudice in the divided community of Cyprus, this book focuses on the ethnic stereotypes that Greek and Turkish Cypriot secondary school students develop of each other and other ethnic groups in Cyprus\"-- Provided by publisher.
Book
Divided Cyprus : modernity, history, and an island in conflict
[U]shers the reader into the complexities of the categorical
ambiguity of Cyprus [and]... concentrates... on the Dead Zone of the divided
society, in the cultural space where those who refuse to go to the poles
gather. -- Anastasia Karakasidou, Wellesley College The
volatile recent past of Cyprus has turned this island from the idyllic island
of Aphrodite of tourist literature into a place renowned for hostile
confrontations. Cyprus challenges familiar binary divisions, between Christianity
and Islam, Greeks and Turks, Europe and the East, tradition and modernity.
Anti-colonial struggles, the divisive effects of ethnic nationalism, war, invasion,
territorial division, and population displacements are all facets of the notorious
Cyprus Problem. Incorporating the most up-to-date social and cultural research on
Cyprus, these essays examine nationalism and interethnic relations, Cyprus and the
European Union, the impact of immigration, and the effects of tourism and
international environmental movements, among other topics.
eBook
Past in Pieces: Belonging in the New Cyprus
On April 23, 2003, to the surprise of much of the world, the ceasefire line that divides Cyprus opened. The line had partitioned the island since 1974, and so international media heralded the opening of the checkpoints as a historic event that echoed the fall of the Berlin Wall. As in the moment of the Wall's collapse, cameras captured the rush of Cypriots across the border to visit homes unwillingly abandoned three decades earlier. It was a euphoric moment, and one that led to expectations of reunification. But within a year Greek Cypriots overwhelmingly rejected at referendum a United Nations plan to reunite the island, despite their Turkish compatriots' support for the plan. InThe Past in Pieces, anthropologist Rebecca Bryant explores why the momentous event of the opening has not led Cyprus any closer to reunification, and indeed in many ways has driven the two communities of the island further apart. This chronicle of the \"new Cyprus\" tells the story of the opening through the voices and lives of the people of one town that has experienced conflict. Over the course of two years, Bryant studied a formerly mixed town in northern Cyprus in order to understand both experiences of life together before conflict and the ways in which the dissolution of that shared life is remembered today. Tales of violation and loss return from the past to shape meanings of the opening in daily life, redefining the ways in which Cypriots describe their own senses of belonging and expectations of the political future. By examining the ways the past is rewritten in the present, Bryant shows how even a momentous opening may lead not to reconciliation but instead to the discovery of new borders that may, in fact, be the real ones.
eBook
The Cyprus Problem
For nearly 60 years, the tiny Mediterranean nation of Cyprus has taken a disproportionate share of the international spotlight. In The Cyprus Problem: What Everyone Needs to Know®, James Ker-Lindsay--recently appointed as expert advisor to the UN Secretary-General's Special Advisor on Cyprus--offers an incisive, even-handed account of the conflict. Ker-Lindsay covers all aspects of the Cyprus problem, placing it in historical context, addressing the situation as it now stands, and looking toward its possible resolution.
eBook
Winning Turkey: How America, Europe, and Turkey Can Revive a Fading Partnership
Turkey has always been a crossroads: the point where East meets West, Europe meets Asia, and Christianity meets Islam. Turkey has also been a close and important American ally, but a series of converging political and strategic factors have now endangered its longstanding Western and democratic orientation. In \"Winning Turkey\", two leading analysts explain this worrisome situation and present a plan for improving it. The stakes are clear. Turkey is the most advanced democracy in the Islamic world, bordering a number of the world's hotspots, including Iraq, Iran, and the Caucasus. It occupies the corridor between Western markets and Caspian Sea energy reserves. A stable, Western-oriented Turkey moving toward EU membership would provide a growing market for exports, a source of needed labor, a positive influence on the Middle East, and an ally in the war on terror. The picture has darkened, however, as rising anti-Americanism, deflated hopes for EU accession, civil-military tensions, and terrorist threats have destabilized an already volatile Turkish political system. \"Winning Turkey\" designs a plan to ease tensions in this critical part of the world. In addition to proposing a \"grand bargain\" between Turkey and the Kurds, it advocates greater support for increased liberalism and democracy, a renewed commitment by both Europe and Turkey to promote EU membership, a historic compromise with Armenia, and greater Western engagement with Turkish Cypriots.
eBook
Suppressing the expression of prejudice and prejudice reduction from childhood to adolescence: the view of genetic social psychology
We propose genetic social psychology as a theoretical framework to render intelligible both the suppression of the expression of prejudice and prejudice reduction in childhood. In particular, we explore the role of positive in-group norms in prejudice reduction in childhood and adolescence and their interplay with realistic and symbolic threats and subgroup identification in the post-conflict setting of Cyprus in a sample of 303 (51.5% female) 7–12-year-old students (mean age = 8.73 SD = 1.58) and 387 (60.2% female) 12–17-year-old students (mean age = 14.24 SD = 1.45) collected from a random sample of thirty-nine schools in the Greek Cypriot community. The following hypotheses were tested (a) threats and social identification will form a closer link with prejudice in older than younger children (H1), (b) positive in-group norms will “trump” threats in relation to the expression of prejudice in older children (H2), (c) strength of identification would enhance the effect of positive in-group norms in the expression of non-prejudicial views (H3), and finally (d) strength of identification would enhance the impact of positive norms on prejudice reduction in childhood, through a deeper conversion process of threat reduction, whereas on the contrary, it will diminish their impact in adolescence through ideological resistance (H4). We found broad support for our hypotheses and discuss practical implications of the findings for education.
Journal Article
Extended intergroup contact in frozen conflicts
How can ethnic reconciliation be achieved in conflict settings where populations are physically separated? We address this question by examining the role of \"extended contact\"—a form of indirect contact which entails learning about the contact experiences of others—in the context of Cyprus's frozen conflict. We field a survey experiment in order to test two pathways through which extended contact works: (1) by helping build a common identity; and (2) by activating empathy. We find that our treatments are associated with greater trust in the outgroup and greater support for cross-ethnic interaction, but only among segments of the population that are initially less favorable toward reconciliation.
Journal Article
Internationalism, migration, and education: Pluralistic disposition in multilingual and multicultural contact zones—Turkish Republic of Northern Cyprus
Cyprus has always witnessed an influx of refugees and migrants as a conflict and contact zone and become a destination country for many international students for the last two decades. In the age of an unprecedented diversity and accentuated internationalist theories worldwide, pluralistic pedagogies embellished with nationally monoglossic discourses have become iconized pressing trends in education precipitating a dichotomous doom‐loop vis‐à‐vis multifaceted parameters of learning environments. Linking critical race theory with internationalism, document analysis, semi‐structured interviews, field notes, observations, and informal chats were deployed for an elaborated scrutiny of students’ perspectives through a normative‐humanistic lens. The results signified that in conflictual contexts, policy‐making may surpass basic humanistic norms such as equity and social justice where parental involvement, sustainable integration, discursive ideological orientations, coproduction among stakeholders, Western‐propelled content revision, preparatory language courses, and teacher education predominantly reconceptualize indispensable aspects of curricula. The findings are especially conspicuous for social partners, policy‐makers, and educators. The Challenge Contemporary pluralist approaches have been the latest trend in foreign language education (FLT) but can they actually advocate for justice, equity, and diversity for all learning groups under any circumstances? The fundamental objective of FLT is to teach students about international cultures and languages and therefore become “international,” but is it therewithal and necessarily “internationalist”? Can pluralist pedagogies be the ultimate remedy or should “pedagogical pluralism” be welcomed? This current study links critical race theory with internationalism to unveil an elaborated scrutiny of students’ perspectives in a unique context through a normative‐humanistic lens.
Journal Article
Meta-Memory: An Empirical Exploration of a New Conceptual Schema for Understanding Ethnic Conflict in Cyprus
Collective memory is the realisation cf the past in the form cf contemporary experience, a social construct formed in economic, social, cultural, political, and ideological frameworks. This paper examines the way intractable corflict is constructed by the transmission cf memories from generations with lived experience cfthe corflict, and the personal experiences that the current generation has cf contemporary events. Additionally, it explores the ways in which the political leaderships in both communities attempt to ir fluence young Cypriots' conceptual framing cf themselves and their imaginary other. Using a qualitative framework, a series cf in-depth semi-structured interviews was conducted with individual Greek and Turkish Cypriots as the basis for an empirical exploration cf their relationship to the events cfthe 1974 war and the subsequent division cf the island. Through a critical review cfthe extant literature combined with the empirical findings cfthis paper, a new concept is proposed, that cf 'meta-memory'. The concept refers to transmitted experiences combined with experiences occurred at a later stage or in succession cfthe initial cor,flict; it is a direct collection and accumulation cf experiences from an ongoing cor,flict that effects current generations' lives in the present. The concept has wide applicability to cor,flict situations around the world since it effers a theoretical paradigm which can shed light into aspects cfongoing/intractable cor,flict that remain unexamined and/or neglected.
Journal Article
Educations in Ethnic Violence
In Educations in Ethnic Violence, Matthew Lange explores the effects education has on ethnic violence. Lange contradicts the widely held belief that education promotes peace and tolerance. Rather, Lange finds that education commonly contributes to aggression, especially in environments with ethnic divisions, limited resources and ineffective political institutions. He describes four ways in which organized learning spurs ethnic conflicts. Socialization in school shapes students' identities and the norms governing intercommunal relations. Education can also increase students' frustration and aggression when their expectations are not met. Sometimes, the competitive atmosphere gives students an incentive to participate in violence. Finally, education provides students with superior abilities to mobilize violent ethnic movements. Lange employs a cross-national statistical analysis with case studies of Sri Lanka, Cyprus, the Palestinian territories, India, sub-Saharan Africa, Canada and Germany.
eBook