Search results

The purpose of the paper is to report the findings of a Swedish national survey study finalised in late 2010. The purpose of the project was to create a picture of Swedish library services directed to the five minority groups defined as “national minorities” in the country: Romani, Sámi, Jews, Tornedalians and Swedish Finns. The study focuses on media, cultural activities, and co‐operation.

In the study, a survey questionnaire was used as the primary method. The questionnaire was sent to all 289 county libraries of Sweden. A total of 181 were returned and used in the study. The theoretical stance is emancipatory in that it takes the position that libraries may play a vital role not only for the social integration of the concerned minority groups, but also for spreading interest in, and understanding of, the unique identities of these groups in the majority society.

The findings of the study show that Swedish public libraries have very limited services towards the national minority groups in focus. In some cases, like service to the elderly and out‐reach activity, no activity whatsoever could be measured.

The research reported in the article is original in that it is the first time that the services to the national minority groups of Sweden are mapped and measured at a national level. The value of the result is high as it shows major weaknesses in library services and the study provides a good point of departure for developing minority services in Swedish libraries.

The focus of this paper is a comparative case study of the symbolic role of the Croatian and Serbian languages and writing in discourses of the Nation and the National. Our research is situated at the intersection of the scientific fields of sociolinguistics, memory studies, and studies on nationalism. Using Anthony D. Smith’s ethno-symbolist approach to the study of nationalism, which focuses on the reciprocal relationship between elites and the people, we analyze the case of anti-Cyrillic protests in Vukovar, Croatia, which were triggered by the implementation of Croatian minority rights legislation. This research analyses the role of language and its use as a symbol in memory practices and accompanying discourses in Croatia and its echoes in Serbian public space. The top-down perspective observes state-promoted events and populist implications of language mis(use). Alternatively, the bottom-up approach encompasses various actions and initiatives of so-called “activists” who belong either to “nationalist” organizations or to liberal/democratic NGOs. The majority of voices that are not aligned with the above-mentioned organizations are neglected in the public space (Obradovic-Wochnik, 2013).

We explore the dynamics created between social groups promoting populist ideas, other groups promoting alternative practices, and their influence on the ideological pattern adopted by ruling elites.

“Multiculturalism” is a troubled concept, in a political as well as in a scholarly sense. What has triggered this paper is the authors’ experience of the hardships involved in understanding the power structures embedded in societies termed “multicultural”; we find ourselves equipped with a set of conceptual tools that are confusing, and with policy makers that compound that confusion. This presentation takes as its point of departure the tension engendered at the interface between popular democracy ground rules and minority rights, and turns in its second part to current political vocabulary in Norway. Thematically, the discussion moves from the intricacies of “cultural rights” to a closer look at the bias implicit in the benevolent phrase “fair terms of integration.” The suggestion is that hidden underneath the niceties, we find the unavoidable and seemingly unspeakable dilemmas of a welfare state confronted with non-economic, humanitarian principles. Let us be clear about one thing, however; the aim of this presentation is not to solve problems, but to face them.

The purpose of this paper is to present the findings of a small scale study the aim of which was to survey the information needs and library usage of major long‐established national minorities (Serbian, Hungarian and Slovak) in eastern Croatia (Osijek‐Baranya county); in particular in relation to the information and reading material in their native languages.

Owing to spatial limitations this paper focuses on the Serbian national minority. Data were gathered with the help of quantitative methodology. Self‐administered questionnaires were distributed through Serbian cultural associations (the snowball sampling method). In total, 140 valid and usable questionnaires were returned. Descriptive statistics and variant analysis were used to analyse the data.

The study indicated that respondents had the need for diverse information and reading material in their mother tongue and that for that purpose they used public libraries less often than some other information sources, such as TV, newspapers, internet and local Serbian cultural associations.

The limitations of the research are inherent in the methodology. The authors will, in the next phase of the project, carry out in‐depth interviews with respondents.

The importance of this research lies in its implications for the development of library services to multicultural communities in Croatia, as well as offering suggestions for improving collection building in Croatian public libraries. This study could encourage librarians in Croatia to systematically collect and analyse information about their local community minorities; especially their library and information needs.

This is the first investigation into the information needs and library usage of long‐established national minorities in Croatia.

In this chapter, the author characterises the situation of Roma in the educational system of Sweden, focusing on achievements after year 2000 and on challenges for the future. A brief historical background is initially presented to frame the discussion, including the processes of getting access to the formal educational system, followed by an overview of the socioeconomic situation of Roma and a presentation of the recognition of Roma as a national minority in 2000 and the Strategy for Roma Inclusion 2012–2032. The second part of the chapter is focusing on the educational situation of Roma, more specifically on the years from 2000 until the present, also presenting a Roma example and findings from a study concerning higher education and the first course for Roma mediators working in schools. The conclusion discusses some of the achievements reached during recent years as well as challenges and priorities for the future of the Roma minority.

This paper aims to test assumptions made in previous research about the consequences of an identity threat in the construction of national identity among minority populations in Latvia and to discover how their approach(es) to constructing national identity is (are) reflected in their attitudes and in organisations.

The study applies a survey method and uses the original scale for measuring collectivistic attitudes according to various target groups and the original scale for measuring organisational culture along its task and relationship orientation. It also draws on social identity theory, self‐categorization theory and segmented assimilation theories.

While the assumptions were not confirmed, it was found that the construction of national identity among minorities in Latvia does not follow the same path and that people with a mixed national identity have significantly lower collectivistic attitudes towards society. Yet, these attitudes are positively related to relationship orientation in organisations in all samples. We propose that while threats to identity have apparently diminished in Latvia in the last four years, the individual's approach to the formation of national identity still moderates his/her attachment to an organisation and support for organisational tasks.

The reliability of one of the scales – collectivistic attitudes towards peers – was low in all samples. Future studies should categorize more specific target groups and look for differences in the corresponding collectivistic attitudes across various cultural and national identity groups.

Supporting good interpersonal relationships in organisations sustains patriotic feelings among all its members, including those with distinct approaches to constructing a national identity, and can strengthen the individual's orientation towards organisational tasks.

Research on the outcomes of demographic diversity in organisations approaches the issue of nationality as a uni‐dimensional construct. The present paper discloses the formation of national identity by uncovering other possible composites of national identity besides nationality. This paper provides insight for managers, academics and students into the role of the construction of national identity in revealing employee attachment to their organisation.

In this chapter, Milena Ivova Ilieva describes the Roma minority in the education system of Bulgaria, where – according to data from non-governmental organizations working directly with the Roma community – the number of Roma people varies between 8-10% of the total population. The situation of the Roma community is characterized by its marginal position in the society at different levels, which stands out more clearly against the process of globalization. Ilieva shows the disadvantages in social situation and presents a general overview of the classification of the Roma Community about educational integration. She analyses the official statistical data and gives reasons for the low education level of Roma in Bulgaria and describes the policy measures for Roma integration after 1989. She concludes that at this stage of their existence, the programs which the Bulgarian State is trying to apply with regard to Roma, are not effective and do not conform to the specifics of the Roma community.

This introduction from Andrea Óhidy and Katalin R. Forray provides a brief overview of the social and educational situation of Roma in the Western Balkan region and the structure of this book. Like in the books Lifelong Learning and the Roma Minority in Central and Eastern Europe (2019) and Lifelong Learning and the Roma Minority in Western and Southern Europe (2020), Roma are here described as a ‘hidden minority’ (Cavioni, 2020, p. 68), because despite the great number and the century-long history of Roma people on the European continent, there is still only limited information and knowledge about them, both in public awareness and scientific research. Although most members of the Roma minority have been living for centuries in their European home countries, their situation is still different from the non-Roma populations: They often suffer from socio-economic disadvantages and hate-motivated harassment and discrimination (EU-FRA, 2020a). This is not only the case in the member-states of the European Union but also in the Western Balkan region. All across Europe, there are Roma groups, which are considered to be the most disadvantaged minority, regarding their health, employment and housing and also in education. To increase their situation, European Union member states have developed common strategies, which play a part in negotiations for an EU-membership status. The so-called Western Balkan states – Albania, Bosnia and Herzegovina, Kosovo, Montenegro, North Macedonia and Serbia – might join the European Union in the coming years. The social inclusion of the Roma minority and the protection of their minority rights in these countries were formulated as a precondition for their application for EU membership. Therefore, several goals, policies and measures were implemented there to break the ‘vicious circle of poverty and discrimination’ (EU-FRA, 2020b). Participation in education and lifelong learning have become central elements of these political measures for Roma Inclusion. This book examines the education situation of Roma across the so-called Western Balkan region.

This study explores the effect of language on service satisfaction among Finland-Swedes, a national minority language group in Finland, in the context of early childhood education. Models of public service satisfaction hold standard process and outcome related factors, such as availability and quality, as drivers of the satisfaction. However, although research has shown significant variation in satisfaction between different groups of citizens (race, ethnicity, age etc.), research has largely overlooked group specific factors as explanations for the satisfaction.

A randomized survey experiment with a 2 × 2 × 2 factorial design analyzed the impacts of language, service accessibility, and quality on service satisfaction. The data was analyzed with ANOVA.

The results revealed that language significantly impacts Swedish speakers’ satisfaction, suggesting that for minority groups, language may override typical satisfaction determinants like quality and accessibility. Interestingly, special linguistic needs are relatively more pertinent in low-quality services than in higher-quality ones.

The study shows how group related factors of public service, in our case language, in an important factor explaining satisfaction with the service. The findings have implications for the literature on citizens’ satisfaction with public services with demographic and identity facets, especially in a typical Nordic welfare state.