Public Policy and Social Conflict in Multicultural Societies: Case Studies of the Politics of Education in Philadelphia, 1800-1860, and Montreal, 1960-1981

Type of resource
Author/collaborator
Title
Public Policy and Social Conflict in Multicultural Societies: Case Studies of the Politics of Education in Philadelphia, 1800-1860, and Montreal, 1960-1981
Abstract
The author focuses on patterns of social conflict and political accommodation in severely divided multicultural societies. Drawing largely from the insights of consociational analysis, his main argument is that decentralized, community-based forms of political institution design and public policies which maximize ethnocultural group autonomy offer the best strategy for ameliorating culture group conflicts. Policies which ignore minority community sensibilities tend to have disastrous consequences in multicultural societies. The problem is approached in an historical and comparative fashion, examining educational policy and social conflict in nineteenth century Philadelphia and twentieth century Montreal. In Montreal, the two main educational policy issues bearing on ethnocultural relations have been the language of instruction in publicly funded schools, and varying plans for school governance reorganization in the city. In both policy areas, efforts by the Francophone majority since the mid-1960s--in the province of Quebec at large and in the city of Montreal itself--to implement policies favorable to them have engendered intense conflicts and even some violence.
Type
PhD dissertation
University
University of Pennsylvania
Place
Philadelphia, PA
Date
1982
# of Pages
vii-689p.
Language
en
Citation
Levine, Marc V. “Public Policy and Social Conflict in Multicultural Societies: Case Studies of the Politics of Education in Philadelphia, 1800-1860, and Montreal, 1960-1981.” PhD dissertation, University of Pennsylvania, 1982.
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