The cultural rights movement has provoked attention to protect the rights of groups of people, or their culture, in similar fashion to the manner in which the human rights movement has brought attention to the needs of individuals throughout the world.
Cultural rights are rights related to art and culture, both understood in a large sense. The objective of these rights is to guarantee that people and communities have an access to culture and can participate in the culture of their selection. Cultural rights are human rights that aim at assuring the enjoyment of culture and its components in conditions of equality, human dignity and non-discrimination. They are rights related to themes such as language; cultural and artistic production; participation in cultural life; cultural heritage; intellectual property rights; author's rights; minorities and access to culture, among others. Focusing less on the preservation of cultures as an end in itself and more on the realization of "ecological" relations between cultural groups as a condition for equitable interactions and the potential for organic cultural change, Meyjes proposes the interchangeable terms "cultural justice", [1] [2] "ethno-cultural justice" [3] and intercultural justice — which he defines as the principle of maximally accommodating the culturally-specific values and practices of minority groups and their members, in the form of rights, within the overall legal, regulatory, or policy limits of the institution, community, or society concerned (also see universalization).
Cultural rights of groups focus on such things as religious and ethnic minorities and indigenous societies that are in danger of disappearing. Cultural rights include a group's ability to preserve its way of life, such as child rearing, continuation of language, and security of its economic base in the nation, which it is located. The related notion of indigenous intellectual property rights (IPR) has arisen in attempt to conserve each society's culture base and essentially prevent ethnocide.
The cultural rights movement has been popularized because much traditional cultural knowledge has commercial value, like ethno-medicine, cosmetics, cultivated plants, foods, folklore, arts, crafts, songs, dances, costumes, and rituals. Studying ancient cultures may reveal evidence about the history of the human race and shed more light on our origin and successive cultural development. However, the study, sharing and commercialization of such cultural aspects can be hard to achieve without infringing upon the cultural rights of those who are a part of that culture.
Cultural rights should be taken into consideration also by local policies. In that sense, the Agenda 21 for culture, the first document with worldwide mission that advocates establishing the groundwork of an undertaking by cities and local governments for cultural development, includes as cultural rights as one of the principles and states: “Local governments recognize that cultural rights are an integral part of human rights, taking as their reference the Universal Declaration of Human Rights (1948)”. [4]
"Cultural rights are vested not in individuals but in groups, such as religious and ethnic minorities and indigenous societies." All cultures are brought up differently, therefore cultural rights include a group's ability to preserve its culture, to raise its children in the ways it forebears, to continue its language, and to not be deprived of its economic base by the nation in which it is located." [ citation needed ] Anthropologists sometimes choose not to study some cultures beliefs and rights, because they believe that it may cause misbehavior, and they choose not to turn against different diversities of cultures. Although anthropologists sometimes do turn away from studying different cultures they still depend a lot on what they study at different archaeological sites. [ citation needed ]
Ethnology is an academic field & discipline that compares and analyzes the characteristics of different peoples and the relationships between them.
The term multiculturalism has a range of meanings within the contexts of sociology, political philosophy, and colloquial use. In sociology and in everyday usage, it is a synonym for "ethnic pluralism", with the two terms often used interchangeably, and for cultural pluralism in which various ethnic and cultural groups exist in a single society. It can describe a mixed ethnic community area where multiple cultural traditions exist or a single country within which they do. Groups associated with an indigenous, aboriginal or autochthonous ethnic group and settler-descended ethnic groups are often the focus.
Cultural relativism is the idea that a person's beliefs and practices should be understood based on that person's own culture. Proponents of cultural relativism also tend to argue that the norms and values of one culture should not be evaluated using the norms and values of another.
Cultural genocide or culturicide is a concept which was proposed by lawyer Raphael Lemkin in 1944 as a component of genocide. Though the precise definition of cultural genocide remains contested, the Armenian Genocide Museum defines it as "acts and measures undertaken to destroy nations' or ethnic groups' culture through spiritual, national, and cultural destruction".
An ethnic conflict is a conflict between two or more ethnic groups. While the source of the conflict may be political, social, economic or religious, the individuals in conflict must expressly fight for their ethnic group's position within society. This criterion differentiates ethnic conflict from other forms of struggle.
An ethnicity or ethnic group is a grouping of people who identify with each other on the basis of perceived shared attributes that distinguish them from other groups. Those attributes can include a common nation of origin, or common sets of ancestry, traditions, language, history, society, religion, or social treatment. The term ethnicity is often used interchangeably with the term nation, particularly in cases of ethnic nationalism.
Cultural diversity is the quality of diverse or different cultures, as opposed to monoculture. It has a variety of meanings in different contexts, sometimes applying to cultural artifacts like music recordings or art works in museums, and sometimes applying to the variety of human cultures or traditions in a specific region, or in the world as a whole. It can also refer to the inclusion of different cultural perspectives in an organization or society.
The term "minority group" has different usages, depending on the context. According to its common usage, the term minority group can simply be understood in terms of demographic sizes within a population: i.e. a group in society with the least number of individuals, or less than half, is a "minority’. Usually a minority group is disempowered relative to the majority, and that characteristic lends itself to different applications of the term minority.
Cultural assimilation is the process in which a minority group or culture comes to resemble a society's majority group or assimilate the values, behaviors, and beliefs of another group whether fully or partially.
Interculturalism is a political movement that supports cross-cultural dialogue and challenging self-segregation tendencies within cultures. Interculturalism involves moving beyond mere passive acceptance of multiple cultures existing in a society and instead promotes dialogue and interaction between cultures. Interculturalism is often used to describe the set of relations between indigenous and western ideals, grounded in values of mutual respect.
The Universal Declaration of Linguistic Rights is a document signed by the International PEN Club, and several non-governmental organizations in 1996 to support linguistic rights, especially those of endangered languages. The document was adopted at the conclusion of the World Conference on Linguistic Rights held 6–9 June 1996 in Barcelona, Spain. It was also presented to the UNESCO Director General in 1996 but the Declaration has not gained formal approval from UNESCO.
The Baháʼí teachings represent a considerable number of theological, ethical, social, and spiritual ideas that were established in the Baháʼí Faith by Baháʼu'lláh, the founder of the religion, and clarified by its successive leaders: ʻAbdu'l-Bahá, Baháʼu'lláh's son, and Shoghi Effendi, ʻAbdu'l-Bahá's grandson. The teachings were written in various Baháʼí writings. The teachings of the Baháʼí Faith, combined with the authentic teachings of several past religions, are regarded by Baháʼís as revealed by God.
The Baháʼí Faith teaches that the world should adopt an international auxiliary language, which people would use in addition to their mother tongue. The aim of this teaching is to improve communication and foster unity among peoples and nations. The Baháʼí teachings state, however, that the international auxiliary language should not suppress existing natural languages, and that the concept of unity in diversity must be applied to preserve cultural distinctions. The Baha'i principle of an International Auxiliary Language (IAL) represents a paradigm for establishing peaceful and reciprocal relations between the world's primary speech communities – while shielding them from undue linguistic pressures from the dominant speech community/communities.
Multicultural education is a set of educational strategies developed to provide students with knowledge about the histories, cultures, and contributions of diverse groups. It draws on insights from multiple fields, including ethnic studies and women studies, and reinterprets content from related academic disciplines. It is a way of teaching that promotes the principles of inclusion, diversity, democracy, skill acquisition, inquiry, critical thought, multiple perspectives, and self-reflection. One study found these strategies to be effective in promoting educational achievements among immigrant students.
Culture is an umbrella term which encompasses the social behavior, institutions, and norms found in human societies, as well as the knowledge, beliefs, arts, laws, customs, capabilities, and habits of the individuals in these groups. Culture is often originated from or attributed to a specific region or location.
Cultural sensitivity, also referred to as cross-cultural sensitivity or cultural awareness, is the knowledge, awareness, and acceptance of other cultures and others' cultural identities. It is related to cultural competence, and is sometimes regarded as the precursor to the achievement of cultural competence, but is a more commonly used term. On the individual level, cultural sensitivity is a state of mind regarding interactions with those different from oneself. Cultural sensitivity enables travelers, workers, and others to successfully navigate interactions with a culture other than their own.
Intercultural bilingual education(Educación bilingüe intercultural) is a language-planning model employed throughout Latin America in public education, and it arose as a political movement asserting space for indigenous languages and culture in the education system. IBE is designed to address the educational needs of indigenous communities, and consists of various bilingual curriculum designs.
The Pan-Mayan Movement is an ethno-political movement among the Maya peoples of Guatemala and Mexico. The movement emerged in the late 1980s and early 1990s in response to a long tradition of the political marginalization of the large indigenous population of Guatemala, and particularly in response to the violent counter-insurgency policies that disproportionately affected indigenous communities during the Guatemalan Civil War. The movement was organized around an ideology seeking to unite the speakers of Guatemala's many Mayan languages under a single shared cultural/ethnic identity. It was an alternative to either of the parties of the civil war - the communist revolutionaries and the conservative government. Indigenous Mayan linguists trained by North American linguists in the Proyecto linguistico Francisco Marroquin played a major role in organizing the movement. With the 1996 peace accords the movement gained a significant position in Guatemalan politics.
Panamanians are people identified with Panama, a country in Central America and with residential, legal, historical, or cultural connections with North America. For most Panamanians, several or all of these connections exist and are collectively the source of their Panamanian identity. Panama is a multilingual and multicultural society, home to people of many different ethnicities and religions. Therefore, many Panamanians do not equate their nationality with ethnicity, but with citizenship and allegiance to Panama. The overwhelming majority of Panamanians are the product of varying degrees of admixture between European ethnic groups with native Amerindians who are indigenous to Panama's modern territory.
