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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 | |
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| Author/collaborator |
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| Title |
Public Policy and Social Conflict in Multicultural Societies: Case Studies of the Politics of Education in Philadelphia, 1800-1860, and Montreal, 1960-1981
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| 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.
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| Type |
PhD dissertation
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| University |
University of Pennsylvania
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| Place |
Philadelphia, PA
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| Date |
1982
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| # of Pages |
vii-689p.
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| Language |
en
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| 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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