Required Questions1. Assume that Donna is right to resist Thoma.docx

Required Questions:
1. Assume that Donna is right to resist Thomas' demands for
aggressive accounting. What are her options and the
consequences of each of the options?
2. How should Donna go about winning the argument if she
attempts to convince Thomas that it would be wrong to
implement the financial reporting alternatives that he has been
proposing?
3. Think about Thomas' main arguments (reasons and
rationalizations) that she is trying to counter. What is at stake
for the key parties (i.e., Donna, Thomas, its employees, and
shareholders)?
Running head: EUROCENTRISM IN NATIONALISM AND
INTERNATIONALISM 1
Effects of Eurocentrism on Nationalism and Internationalism
Royal Roads University
JUST 203
20th January, 2018

EUROCENTRISM IN NATIONALISM AND
INTERNATIONALISM 2
Introduction
In this paper, I will reflect on the effects of Eurocentrism on the
meaning of Nationalism and
Internationalism. I was always labeled “Westernized” in my
own country because of my familiarity
and connection with American and European culture, and during
the lecture on Nationalism and
Internationalism as well as the talk about Eurocentrism I was hit
with an eerie thought; could it be
possible that Eurocentrism and Internationalism are so entwined
that Internationalism has become
only a relic of Eurocentrism? Dr. Schellhammer claimed the
area of Eurocentrism to be over, but I
wonder if the deep roots of Eurocentrism have been woven into
our definition of Internationalism
too far for us to realize and be able to distinguish. Using the
concept of Nationalism and
internationalism (Hans, 1995), class discussions and
presentation on Janurary 11th, 2018 along with

the guest speaker talk on Janueary 19th, 2018 I will reflect on
my experience growing up in a non-
English speaking country with a traditional culture that has no
tolerence for Westernized ideas and
lifestyle. In the next sections, I will clarify the definations of
Eurocentrism, Nationalism and
Internationalism, elaborate on my own experience and reflect on
how this course has cultivated my
perception of modernity and Internationalism. In the light of
this awareness, I will identify traits of
Eurocentrism and will conciously alter my demeanor in order to
be a National and International
citizen without compromising my values and culture.
Reflection
Nationalism and Internationalism
Internationalism is the concept of being aware and concerned
about the world as a whole.
Hans (1995) expands on this definition by stating that
Internationalists are those who appreciate the
cultural value of their own nation as well as others, wishing to
build an association of all nations.
Using that definition, Nationalism could be defined as the idea
that we belong to and are a part of

INTERNATIONALISM 3
our own nation, a concept that can easily escalate to hatred of
other nations and thinking one’s own
nation is stronger or better.
In learning about Nationalism and Internationalism, I
acknowledge that I have usually found
it difficult to connect to the deep feeling of belonging that
Nationalism brings. Growing up, my
personal influences came from Western movies, books and
music and being surrounded by those
influences alienated me from my own culture; that is why the
concept of Eurocentrism and
Westernization in relations with Nationalism and
Internationalism intrigues me. Internationalism is
a concept of being aware and concerned about the world as a
whole and while that is significant and
crucial, it seems so interconnected and intertwined with
Eurocentrism to me that the lines of where
one starts and one ends are blurred.
Eurocentrism
The notion of Eurocentrism is highly deceitful. Amin (2009)

states Eurocentrism is “to view
the particulars European way of articulating nation … as a
model that reveals the specificity of the
European spirit… a model for others to follow if they can” (p
256). That idea comes from the
historical events of colonialization when major European
countries took over Asian, African and
South American countries and enforced their own culture,
language and education on the society.
While that absolute domination appears to be over, most of the
colonized countries seem to be stuck
in neocolonialism. Neocolonialism happens when “direct
political and military control has given
way to abstract, semi-indirect largly economic forms of control”
(Shohat and Stam, 2014). This
subtle control of specific countries over others redefines their
culture and what they come to define
as Nationalism. Moreover, the European way of thinking has
been implanted as the better and more
logical way of living, spread around the world and what we
typically would think of
Internationalism seems to very influenced by it.

INTERNATIONALISM 4
Personal Reflection
Coming from a country that was once colonized, I was brought
up by the notion of how
damaging and destructive to a country colonization is. However,
in my head I compared the well-
being of my country that broke free of colonization early on, to
a country that was colonized as
well, India. While India finally managed to gain independence
too, the influences of England lead
to India being an almost bilingual country with progressive
universities and a culture of tourism
acceptance. I perceived India as a success story; they speak
English, are modern, have good
political relations and somehow in this mayhem they even
managed to keep most of their culture.
Now, I realize my idea of a “success” story is scarily familiar
with Eurocentrism. They speak
English as most major European countries do and they are
deemed on track because they go by
European standards of universities and lifestyle.
Although being identified as International is a deep feeling that
comes within through

opening one’s mind and feeling to comprehend and be
compassionate towards more that the people
you share a nation with, the external attributes of
Internationalism are very close to what
Eurocentrism is. International citizens are fluent in at least two
languages, one of which is English.
They typically have a university degree or are perusing one, as
seen in examples of Hans (1955),
and they are from or have lived in a European or North
American country. I acknowledge that not
all International citizens fit in that stereotype and the true
meaning of Internationalism is not what is
being discussed in this article, but there seems to be an
alarming overlap of Internationalism and
Eurocentrism in the stories told by professionals.
Conclusion
Knowing what true Nationalism and Internationalism are helps
International citizens avoid
getting trapped into the Eurocentric mindset and lifestyle and
allows them to preserve and nourish
INTERNATIONALISM 5

their national culture as well as getting to know other countries’
backgrounds. Being consciously
aware of how much Eurocentrism affects us on daily life and
has shaped our perception of
modernity, helps us prevent fitting into stereotypes and keep an
open mind to other points of views
and beliefs. Personally, I have already been struggling to push
past the boilerplate notion of gender
inequality all my life and now realizing how much of that is
affected by Eurocentrism baffles me.
While moving to Canada was a significant progress for me, it
opened my eyes to a more subtle
form of sexism and racism, all of which comes from the simple
fact that I am from Middle-East and
as an International citizen that saddens me. However, I am
determined to resist the wrong
impressions and make a change in myself and those around me
to accept the true meaning of
Internationalism and drop the Eurocentric mindsets.
References
Amin, S. (2009). Eurocentrism. (R. Moore & J. Membrez
Trans.). New York, NY: Monthly Review

Press. (Original work published 1988).
Hans, N. (1955). Nationalism and internationalism.
International Review of Education, 1(2), 144-
153.
Shohat, E. & Stam, R. (2014). Unthinking Eurocentrism:
Multiculturalism and the media (2nd ed.).
New York, NY: Routledge.
INTERNATIONALISM 6
Assignment 1 – Reflective Essay Grading Rubrics
2. Critical Thinking
2.3. Uses research to support
arguments and explains all the
assumptions necessary to fully
understand the student's
perspective.
• Make informed and logical judgements regarding the
arguments of others.
• Identifies possible fallacious arguments and more importantly

missing elements in an argument
in critically assessing class materials or contributions in class.
89
3. Global Perspectives and Citizenship
3.1 Identifies and describes
significance of issues in various
global settings.
• If applicable, analyze the impact of global economic, socio-
political and cultural issues on local
and regional societies.
• Employs evidence in analysis and stating a position.
D
89
3.3 Recognizes cultural diversity as
an ontological feature of humanity.
• Examine and compare different social and cultural
perspectives on topics essential to human
well-being.
7
89
3.4 Outlines specific features of
cultural diversity.

• Acknowledge and articulate different world views which are
foundational to contemporary
global values and attitudes.
• Gives examples of different cultural world views and
expressions.
7
90
Academic Rigour
Presents information with accuracy,
originality, relevance, intercultural
sensitivity and academic rigour
• The reflective essay is well-structured with an introduction,
argument with key points,
conclusion
• The information presented in the essay is original and offers a
personal perspective
• The information presented in the essay is accurate and factual
• The information presented in the essay is relevant to the
assignment, and speaks directly to the
experiences and knowledge of the student
• The information presented in the essay has substance in that it
contributes to a climate of
respect, avoids stereotyping and expressions of ethnocentrism
• The information presented in the essay is well-written,

grammatically accurate, and reflective
of APA style in referencing literature and citations.
7
85
FINAL GRADE: 7
88 / A
Comments: The essay is well-written, includes a high level of
critical thinking and makes a solid argument in through
personal example and supporting literature from class and
research. You also demonstrated that you understand the
philosophical ideas presented in class to be able to weave them
into an original argument. Making the connection
between Westernization and neocolonialism, which you adeptly
argue can be heightened in systems that promote global
approaches to Justice. The reflective argument you make
between a post-colonial XXX and India provides a strong
illustration of how you have applied what you are learning in
class to your own shifting perceptions on cultural diversity
and expression. Well done.
CULTURE, ETHNICITY & IDENTITY

JUST203: CULTURE, ETHNICITY & IDENTITY
INTRODUCTION
January 6, 2020
JUST203:
WELCOME
JUST203:
We recognize we are on the traditional lands of the Kwsepsum
[Koh-samp-sen] (Esquimalt) and Lekwungen [L’kwong-gun]
(Songees) peoples, whose ancestors and families lived, hunted,
fished and gathered here since time immemorial, and shared
these traditional land resources with the neighbouring Scia’new
[Chee-a-new] (Beecher Bay) and T’Sou-ke [Tsa-awk] (Sooke)
Nations.
http://www.royalroads.ca/about/aboriginal-relations/first-
nations-chiefs-welcome
SPREAD YOUR CULTURAL WINGS!
Take 2 Feathers
Write a word or two on each feather (1 facing right; 1 facing
left) answering:
“WHAT IS CULTURE TO YOU?” – Share with the group

Tape up the feathers to create class composite of wings
Take your own photos… email to to your instructor
JUST203:
TODAY
JUST203:
COURSE OVERVIEW
CREATE COHORT/COURSE CULTURE AGREEMENT
PRESENT DEFINITIONS
CULTURAL ICEBERG ACTIVITY
REVIEW WED READINGS
REFLECTION EXERCISE
COURSE OVERVIEW – JUST 203
JUST203:
Class Expectations for Contribution Grade
Attend class

Meaningfully participate in group activities and discussions
(5Ps +T)
Participation, Professionalism, Punctionality, Preparedness,
Problem-solving, Teamwork
Hand in short, mini-reflective exercise in class
Shared engagement and contribution in Team Activity outside
of class
CONTRIBUTION GRADE: 15%
Unit 1: Jan 6-Jan 19
Unit 1 provides for an overview of the historical development
of mainstream perspectives on culture and cultural diversity. It
will create opportunities for students to discuss what they know
about multiculturalism and being a global citizen.
REFLECTIVE ESSAY: 15% (DUE MONDAY, JAN 20) :
1,000-1,200 words (incl. ref)
COURSE OVERVIEW
JUST203:
Unit 2: JAN 20-30
This unit further develops an understanding of cultural diversity
in today's world, including how ethnicities are constructed and
reconstructed in times of immigration. In particular, the course
will explore the challenges and opportunities of migration
around the world; and connect you to a project that will support
Victoria newcomers.
TEAM PRESENTATION: 35%

(Presentation in class on Feb 3 to a panel-to be confirmed).
Unit 3: Feb 3-13
This unit explores the history of Indigenous life in Canada that
explains many present-day developments. It also introduces the
concept of self-governance as it is defined by the Canadian
government and how it is actualized in Indigenous
communities.
FINAL PAPER: 40% (DUE FRIDAY FEB 13) – 1,500-2,000
words (incl. ref)
“CULTURE” AGREEMENT
JUST203:
Cohort/Course Culture
RRU student rights and responsibilities and overall tone of this
study space…
What are the things that are valued (or not valued) in the
classroom?
Work in teams of 3 and 4 to answer the questions on the
agreement.
For areas to monitor, ideas might include:
Preparation for class
Phone/computer use
Not allowing others to speak
Write on sticky notes to post on Flip Chart.
We will review them and finalize the agreement.

Discuss.
DEFINITIONS
JUST203:
Culture
Non-biological or social aspects of life (anything learned in part
of culture).
Culture refers to characteristics and knowledge of a particular
group of people:- Language- Social Habits- Arts- Religion-
Clothing- Rituals- Cuisine/Food- Law-Ceremonies- Humor-
Knowledge- Music
Includes shared patterns of behaviours, interactions and
understanding (learned)
Everything that makes up the lifestyles of a society at a
particular point in time is part of culture (not always fixed).
DEFINITIONS
JUST203:
Ethnicity
A social group that has a common national or cultural tradition
& shared ancestry.
Ethnicity refers to shared social traits (not physical traits) by a

population.
An example of race is brown, white, or black skin (all from
various parts of the world), while an example of ethnicity is
German or Spanish ancestry (regardless of race) or Han
Chinese.
Social traits of ethnicity include a shared:- Nationality-
Language- Religious Faith- Tribe- Culture- History & Tradition
DEFINITIONS
JUST203:
Ethnic Minority
A group within a community which has different national or
cultural traditions from the main population.
Examples of ethnicities: Inuit, Métis, Cree, Cherokee, Roma,
Cham, Azeris, Uygur, Rohingya, Kurds, Dinka, Bantu, Zambos,
Aboriginal peoples of Australia.
ETHNIC MINORITIES IN YOUR OWN COUNTRIES?
Ethnocentricism
Evaluating another culture by the values and standards of one's
own ethnic
group.
Belief in the superiority of our own ethnic group

DEFINITIONS
JUST203:
Identity
The characteristics determining who or what a person or thing
is… i.e. How we
define ourselves.
Self conception and self perception.
Influenced by internal and external factors, including:
Nationality (belonging to a particular nation)
Ethnicity (social group with common nationality and/or culture)
Religion (system of faith/worship)
Social class (economic situation in society)
Gender (range of identity, including male and female)
Sexuality (sexual orientation or preference)
Age (length of time in existence)
(Dis)ability (physical/mental condition that can limit movement,
cognition, etc.)
Hobbies and Recreation
DEFINITIONS
JUST203:
Sex refers to the biological characteristics of a person at birth,
whether male, female or intersex.

Intersex refers to a person is born with a combination of male
and female biological characteristics, such as chromosomes or
genitals, that can make doctors unable to assign their sex as
distinctly male or female.
Sexual Orientation is the affectional or loving attraction to
another person. It can be considered as ranging along a
continuum from same-sex attraction only at one end of the
continuum to opposite-sex attraction only at the other end.
Gender is the concept of maleness and masculinity or
femaleness and femininity (constructed).
Gender Identity is the sense of one’s self as male or female
(constructed; not biological)
Transsexuality is where a person experiences a gender identity
that is inconsistent with, or not
culturally associated with, their assigned sex.
Gender Role refers to the behaviours and desires to act in
certain ways that are viewed as masculine or feminine by a
particular culture. A culture usually labels behaviours as
masculine or feminine, but these behaviours are not necessarily
a direct component of gender or gender identity.
ICEBURG ACTIVITY
Draw an iceberg

Write at least 5 visible cultural attributes of your country as
SURFACE CULTURE
Write at least 5 cultural aspects
of your country that are more hidden as DEEP CULTURE
DISCUSS
CANADA Iceberg?
JUST203:
THURSDAY - JAN 9
JUST203:
READ: Hans, N. (1955). Nationalism and internationalism.
International Review of Education, 1(2), 144-153. Let’s find our
voice!
READ: United Nations Educational, Scientific and Cultural
Organization. (2001). Universal Declaration on Cultural
Diversity UNESCO. (2001). (NOTE: This is the same document
as Section 25, but presented in a report format). (READ
PAGES 1-7 for Jan 9)
REVIEW: Section 25: UNESCO Universal Declaration on
Cultural Diversity. In Records of the General Conference, 31st
Session, Paris,15 October to 2 November, 2001: Volume 1:
Resolutions (pp.61-64). To read this in other languages, go to
the UNESCO Portal. (REVIEW for Jan. 9)

CLASS REFLECTION
JUST203:
What was the most interesting thing you learned today and why?
What are you most interested to learn in this course?
What did you do in class today that helped in your own
learning?
What did you do in class today that helped other students learn?
Note: Class Reflections are part of your Participation Grade
(10%)
JAN 9
Global Citizenship
Photo Credit: https://en.unesco.org/gced
JUST203:

WELCOME
JUST203:
We recognize we are on the traditional lands of the Kwsepsum
[Koh-samp-sen] (Esquimalt) and Lekwungen [L’kwong-gun]
(Songees) peoples, whose ancestors and families lived, hunted,
fished and gathered here since time immemorial, and shared
these traditional land resources with the neighbouring Scia’new
[Chee-a-new] (Beecher Bay) and T’Sou-ke [Tsa-awk] (Sooke)
Nations.
http://www.royalroads.ca/about/aboriginal-relations/first-
nations-chiefs-welcome
ACTIVITY
JUST203:
Cultural Norms: How Close Can You Go?
In this activity, divide in half and make two separate parallel
lines. Each person
will then be asked to pair off with a person across the room in
the other line.
One person begin a conversation with the person across from
them with the following question: “What type of food do you
like?" The other person answers and they continue talking
about food.
During the conversation, the lines of students move toward each
other while continuing to discuss the question.

When one student feels uncomfortable, he or she should say,
"Stop."
After everyone has stopped, we can compare and discuss
different comfort levels of personal space.
TODAY
JUST203:
FRENCH PHILOSOPHERS & GLOBALIZATON - ARNARSON
CONDERCET
COMTE
NATIONALISM AND INTERNATIONALISM
WHAT DOES CULTURAL DIVERSITY MEAN TO YOU?
UNESCO 2001 UNIVERSAL DECLARATION ON CULTURAL
DIVERSITY
REFLECTION ACTIVITY
REFLECTION PAPER ASSIGNMENT

THE ENLIGHTENMENT
JUST203:
A European intellectual movement of the late 17th and 18th
centuries emphasizing reason and individualism rather than
tradition.
Questioned traditional authority and embraced the notion that
humanity could be improved through rational change.
Francis Bacon, Thomas Hobbs, Renee Descartes, John Locke,
Galileo
http://www.history.com
THE FRENCH REVOLUTION
JUST203:
Began in 1789 and ended in the late 1790s French citizens
razed and redesigned their country’s political landscape,
uprooting centuries-old institutions such as absolute monarchy
and the feudal system.
Influence by Enlightenment ideals, particularly the concepts of
popular sovereignty (especially against British monarchy) and
inalienable rights of citizens.
Movement played a critical role in shaping modern nations by
showing the world the power inherent in the will of the people.
http://www.history.com

ARNARSON OVERVIEW
JUST203:
Explores 2 different ideas of a ”just world order”
Nicholas Condorcet: Infinite Progress of the Human Mind:
Toward a vision of equality
- Rights based
August Comte: Religion of Humanity
- Obligation based
Cultural Imperialism:
Imposition of a particular set of values upon a culture with
another value set
1743-1794
Marie Jean Antoine-Nicolas de Caritat, Marquis of Condorcet,
known as Nicolas de Condorcet, was a French philosopher,
mathematician, and early political scientist
Progress of the Human Mind, 1794
An expectation of universal happiness
Every individual guided by reason could enjoy
true independence
Obvious biological differences do not lead to intellectual
differences
Advocated for a free and equal education, constitutionalism
and equal rights for women
Believed in total equality between whites and blacks

ANTOINE-NICOLAS DE CONDORCET
JUST203:
Addresses the “problem” of the monopoly on knowledge
This monopoly has negative effects
Democratization of knowledge has positive effects
Inequality between different groups within society leads to
oppression
Material inequality
Legal discrimination
Inequality of instruction
Inequality between black/white & men/women
Inequality as the cause of war
Argues for free trade between nations as equal partners
JUST203:
ANTOINE-NICOLAS DE CONDORCET
AUGUST COMTE
1798-1857
One of the most important French philosophers as founder of
Sociology

Sociology studies society in a scientific way – including all its
complexities
Experiment – Observe – Historically
Analyze
Develops social religion based on morality Comte considered
himself primarily a founder of a new religion that promised
salvation for all the ailment of mankind. Comte thus tried to
create a purely social religion. He went so far as writing to the
Catholic Pope and suggested he abdicate and let Comte take his
place.
JUST203:
AUGUST COMTE
JUST203:
Religion of Humanity
A universal value system
Universal religion: Based on the common denominator of
Christianity and Islam
Post-theological and post-metaphysical
An atheistic religion
Requires a balance of masculine and feminine
Three pillars of the religion are:
Altruism: Selfless concern for the well-being of others
Order: Authoritative command
Progress: Moving forward
At the core of this religion would be obligations instead of

rights
ARNARSON DISCUSSION
JUST203:
EXPLORATION: (10 minutes)
1s explore – INTRODUCTION / CONCLUSION – WHAT IS
ARNARSON SAYING?
2s explore – COMTE RELIGION OF HUMANITY
3s explore – CONDERSET VIEWS
DISCUSS: (10 minutes)
Come back together to answer key Arnarson questions (15
minutes)
REPORT: (10 minutes)
Report answers to the class
QUESTIONS: ARNARSON
JUST203:

What does Arnarson conclude about the arguments of Comte
and Condorcet in relation to the question of globalization?
Can the export of supposedly Western values can be justified at
all?
Globalization
The development of an increasingly integrated global economy
marked especially by free trade, free flow of capital, and the
tapping of cheaper foreign labor markets
NICHOLAS HANS OVERVIEW
JUST203:
Internationalism
Created by 18th century philosophers who promoted a universal
culture of humanity (Comte’s followers)
Opposition to wars between nations
Sought a federation of all nations
Nationalism
Can be considered in an open and encompassing way
Can be considered in a narrow, protectionist way

QUESTIONS: HANS
JUST203:
Work together as 1s, 2s & 3s
How does Nicholas Hans answer these questions in his essay:
What is nationalism and what is internationalism?
Are these two terms contradictory or complimentary?
How does he reach his conclusions?
What is the support he provides for his conclusions?
UNITED NATIONS
JUST203:
The United Nations is an international organization founded in
1945, at the end of WWII .
Current UN consists of 193 Member States.
The United Nations brings together its member states to
confront common challenges, manage shared responsibilities
and exercise collective action in an enduring quest for a
peaceful, inclusive and sustainably developing world, in
conformity with the principles of justice and international law.
In 1945, representatives of 50 countries met in San Francisco at
the United Nations Conference on International Organization to
draw up the United Nations Charter with representatives of

China, the Soviet Union, the United Kingdom and the United
States.
Source: http://www.un.org
UNESCO
JUST203:
What is UNESCO?
United Nations Educational, Scientific and Cultural
Organization, Established 1945 in France
What does UNESCO do?
UNESCO’s mission is to contribute to the building of a culture
of peace, the eradication of poverty, sustainable development
and intercultural dialogue through education, the sciences,
culture, communication and information.
UNESCO works to create the conditions for dialogue among
civilizations, cultures and peoples, based upon respect for
commonly shared values. It is through this dialogue that the
world can achieve global visions of sustainable development
encompassing observance of human rights, mutual respect and
the alleviation of poverty.
(www.unesco.org)

UNESCO
JUST203:
KEY DOCUMENTS
UNESCO 2001 Universal Declaration on Cultural Diversity
Adopted by the 31st Session of the General Conference of
UNESCO: PARIS, 2 Nov 2001
UNESCO 2005 Convention on the Protection and Promotion of
the Diversity of Cultural Expressions
Adopted by the 33rd Session of the General Conference of
UNESCO: PARIS, 20 Oct 2005
Convention vs. Declaration?
A convention is a binding agreement between states; used
synonymously with Treaty and Covenant. Conventions are
stronger than Declarations because they are legally binding for
governments that have signed them. When the UN General
Assembly adopts a convention, it creates international norms
and standards, as is legally binding under international law.
REPORTS
2009 UNESCO World Report: Investing in Cultural Diversity
and Intercultural Dialogue
2015 UNESCO Re|shaping cultural policies. A Decade
Promoting the Diversity of Cultural
Expressions for Development
CULTURAL DIVERSITY

JUST203:
UNESCO 2001 Universal Declaration on Cultural Diversity
Human rights are universal
Human rights include many cultural rights
Human rights are not unlimited
Cultural rights are limited where they infringe on other human
rights
“No one may invoke cultural diversity to infringe
upon human rights guaranteed by international law, nor limit
their scope.”
HISTORY
http://unesdoc.unesco.org/ images/0024/002428/242866e.pdf
JUST203:
ACTIVITY
https://www.youtube.com/watch?v=ndWTMXe7jTQ

What does cultural diversity mean to you?
JUST203:
ASSIGNMENT 1:
Reflection Paper Due Jan 20
JUST203:
End of Unit 1: The first mid-term paper enhances the learning
objectives of Unit 1, that is an understanding of the historical
evolution of the Western discourse on cosmopolitanism and
cultural diversity, with a focus on the UNESCO Universal
Declaration on Cultural Diversity.
Connect the unit’s content to your experiences of culture,
ethnicity and identity.
You must reference at least one article presented in the class.
and include it as a references in APA 7 style.
Complete the paper outside of class and submit on MOODLE
Jan 20 @1155pm.
The paper should be 1000-1200 words with references.
The Reflective Essay can highlight any aspect of the learnings
in Unit 1 (theories, academic literature, UN documents, etc.),
as long as it demonstrates critical thinking and a depth of
knowledge gained thus far in the course. For guidance, go to:
http://writeonline.ca/reflective-essay.php?content=section3 and

http://writeonline.ca/media/documents/ReflectiveEssay-
Sample.pdf.
ASSIGNMENT 1:
Reflection Paper Due Jan 20
JUST203:
Clarity of Expression
Accuracy (information presented as fact is accurate)
Originality (offers a personal perspective)
Relevance (speaks directly to the experiences and the
knowledge of the student)
Substance (reflects comprehension and ability to apply course
concepts in meaningful ways)
Intercultural Sensitivity (contributes to a climate of respect,
avoids stereotyping and expressions of ethnocentrism)
ASSIGNMENT 1: Learning Outcomes
JUST203:
2.3 Make informed and logical judgements regarding the
arguments of others.
Uses research to support arguments and explains all the

assumptions necessary to fully understand the student's
perspective.
Identifies possible fallacious arguments and more importantly
missing elements in an argument in
critically assessing class materials or contributions in class.
3.1 Analyze the impact of global economic, socio-political and
cultural issues on local and regional societies.
Identifies and describes significance of issues in various global
settings.
Describes global trends and their implications on societies.
Employs evidence in analysis and stating a position.
3.3 Examine and compare different social and cultural
perspectives on topics essential to human well-being.
Recognizes cultural diversity as an ontological feature of
humanity.
Analyzes cultural particularities and resulting conflicts with
other cultural groups.
Tests possible resolutions to such conflicts based on existing
models.
3.4 Acknowledge and articulate different world views which are
foundational to contemporary global values and attitudes.
Outlines specific features of cultural diversity.
Gives examples of different cultural world views and
expressions.
Assesses the principle of unity through diversity.
REFLECTION ACTIVITY

JUST203:
Answer the questions:
What was the most interesting thing you learned today and why?
(write 3 or more sentences for full participation grade)
Was there anything that confused you that needs clarification?
OR What would you like to learn more about?
(write 2 or more sentences for full participation grade)
NEXT WEEK
JAN 13 – BRING LAPTOP!!!
UNESCO. (2001). Section 25: UNESCO Universal Declaration
on Cultural Diversity. In Records of the General Conference,
31st Session, Paris,15 October to 2 November, 2001: Volume
1: Resolutions (pp.61-64).
2001 UNESCO Universal Declaration on Cultural Diversity
http://unesdoc.unesco.org/images/0012/001271/127162e.pdf
UNESCO (2009). UNESCO world report: Investing in cultural
diversity and intercultural dialogue: Executive summary.
MUTLIPLE LANGUAGES:
www.unesco.org/new/en/culture/resources/report/the- unesco-
world-report-on-cultural-diversity
JAN 16
2005 Convention on the Protection and Promotion of the

Diversity of Cultural Expressions.
http://en.unesco.org/creativity/sites/creativity/files/passeport-
convention2005-web2.pdf
REPORT IN MULTIPLE LANGUAGES:
https://en.unesco.org/creativity/convention
Nuti, Paul J. (2005). UNESCO and cultural diversity: an
unconventional approach? Anthropology News, 46(9), 25.
J• UScSheTllh2am0m3er,:E. (20C04)U. JLusTticUe sRtudEie,s
–EaTn eHnigNmIaC? ITY & IDENTITY
Page 1 of 6
.
Reflective Essay: Sample Paper Format
Reflective Essay
Sample Paper Format
Name(s) and Student ID(s) of Contributor(s)
Date
Name of Instructor
Course Name and Code

A reflective piece of writing comes in many forms (e.g.,
portfolio,
journal entry, log, blog post). As such, a formal or standard
format
does not exist. That said, this document provides you with a
template
guide that may be of use for certain reflective writing
assignments.
Page 3 of 6
Introduction
.
Introduction
Common elements in a reflective writing introduction include:
Q identify the focus of your reflection (e.g., your experience, a
specific situation or story, an overview of a
collection of experiences)
Q identify theories or course material that will help you to
explore your experience more deeply
Q share the main lessons you learned from your experience
Q introduce the main themes that you will address in the body
of the paper
Q offer suggestions as to what you have learned from the

experience and how you may move forward from
this point
Page 4 of 6
Body
.
Body
The body of a reflective piece of writing can be quite varied.
That said, you should relate the body to the points
and themes you identified in your introduction.
Each theme may account for one or more paragraphs in your
body. For each theme, you should:
Q identify the theme
Q share a personal experience (or several) that support the
theme
Q connect your experience clearly to course material, research,
or other experiences in order to support the
theme
Page 5 of 6
Conclusion

.
Conclusion
As you end your reflective writing, you may:
Q review the importance of your experiences within the context
of learning
Q restate how you will move forward from this specific
experience
Q suggest additional opportunities for future growth or
engagement
Page 6 of 6
References
.
References
You should include a reference list in the format appropriate for
your discipline (e.g., APA, MLA, Chicago).

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