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| Autor/in | Williams, Colin H. |
|---|---|
| Institution | Staffordshire Polytechnic, Stoke-on-Trent (England). Dept. of Geography and Recreation Studies. |
| Titel | The Cultural Rights of Minorities: Recognition and Implementation. Discussion Papers in Geolinguistics No. 18. |
| Quelle | (1991), (42 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISSN | 0262-9291 |
| Schlagwörter | Cultural Awareness; Cultural Differences; Foreign Countries; Language Maintenance; Language Standardization; Legislation; Minority Groups; Official Languages; Political Issues; Regional Attitudes; Social Problems; Sociolinguistics |
| Abstract | This plenary opening address on cultural and language rights emphasizes both the opportunities and constraints facing selected European minorities in their struggle both to reproduce their culture and to have their efforts recognized as a permanent, legitimate, and democratic contribution to modern society. The central thesis is that although the recognition of minority group rights is often a major sociopolitical advance in European states, it is of little applied value unless the state also recognizes the significance of establishing conditions under which the rights are exercised as a normal function of daily life. The discussion focuses on: (1) assessing the development of the recognition of cultural and language rights; and (2) analyzing the difficulties and lessons learned from the implementation of such rights in selected cases, such as those of the Flemish, Basque, Catalan, Frisian, Irish, Welsh, and certain Greek minorities. Selected language and minority legislation at the international, state, and national/regional levels is reviewed, and four principles for neutralizing conflicts are illustrated with Canadian and Belgian examples. Eight key questions on territory and language are presented that include such factors as class implications, mass media, technology advances, and the role of the European Community and other international organizations. (LB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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