Suchergebnisse

Analyse der Entwicklung der wirtschaftlichen, politischen und militärischen Beziehungen der UdSSR zu Ägypten bzw. zur Arabischen Union vor dem Hintergrund der innenpolitischen Reformen im sozialistischen Ägypten Nassers. Untersuchung der Auswirkung der ideologischen Differenzen und einseitigen Abhängigkeit auf die Qualität der Beziehungen. (BIOst-Klk)

AbstractThis article explores the nexus between language policies and language ideologies in Equatorial Guinea and West Africa. By analyzing spoken and written discourses in Spanish and Pichi, I identify a set of ideas and beliefs about Pichi and the semiotic processes by which they have emerged. The comparison of Pichi with Krio, Nigerian Pidgin, Cameroon Pidgin and Ghanaian Pidgin English shows that Pichi is the most disadvantaged of the West African English-lexicon creoles with respect to a number of sociolinguistic characteristics. I argue that linguistic ideologies about Pichi have contributed significantly to disregarding language policy options for elevating the status and extending the uses of Pichi in Equatorial Guinea. Pichi is nevertheless expected to expand its social functions by gradually conquering additional domains of use as has been the case with the other English creoles of West Africa.

Although ethnic differentiations began with colonialism, racism was not widely addressed in Latin American social sciences until recently, since class perspectives were predominant. Within this, studies on residential segregation and urban exclusion have ignored race and ethnicity, with the exceptions of Brazil and Colombia. However, these issues have recently become crucial because of the adoption of multiculturalism, the impact of postcolonialism and postmodernism, the emergence of black and indigenous social movements, changes in state policy, and new trends in migration. A review of debates and evidence from Mexico, Colombia, Chile, and Argentina shows that persistent colonial ideologies, narratives, and popular perceptions of ethno-racial denial sustain various kinds of urban exclusion in the region. The evidence calls for a new research agenda to decolonize urban studies that adopts a critical perspective on the coloniality of power. Aunque las diferenciaciones étnicas comenzaron con el colonialismo, el racismo no se abordó ampliamente en las ciencias sociales latinoamericanas hasta hace poco, ya que predominaban las perspectivas de clase. Los estudios sobre la segregación residencial y la exclusión urbana han ignorado la raza y el origen étnico, con excepción de Brasil y Colombia. Sin embargo, estas cuestiones se han vuelto cruciales recientemente debido a la adopción del multiculturalismo, el impacto del poscolonialismo y el posmodernismo, la aparición de movimientos sociales negros e indígenas, los cambios en la política estatal y nuevas tendencias en la migración. Una revisión de los debates y evidencia en México, Colombia, Chile y Argentina muestra que las ideologías coloniales persistentes, las narrativas y las percepciones populares de la negación etnoracial sostienen varios tipos de exclusión urbana en la región. La evidencia exige una nueva agenda de investigación para descolonizar los estudios urbanos y adoptar una perspectiva crítica sobre la colonialidad del poder.

The United Nations Principles for Responsible Management Education (PRME) champion responsible management education and research globally by instilling social responsibility values in students through teaching, research, and service. As investment capital shifts toward sustainable opportunities and companies recognize the limitations of an exclusive focus on shareholders (to the exclusion of broader stakeholders), the demand for social responsibility focused students has increased. How can business schools meet the dual challenge of recognizing those students with strong global sustainability perceptions, while encouraging those without those perceptions to shift? Our empirical approach uses a freed measurement model to offer a holistic understanding of the precursors of students' perceptions of ethics and social responsibility. We provide actionable steps for business schools in implementing new pedagogical interventions that provide individualized approaches for increasing students' perceptions of social responsibility. For students without strong prosocial values, we propose improving their perceptions of social responsibility indirectly through changing attitudes or directly via value system rank order change.