http://hdl.handle.net/10230/16077 2013-05-22T04:39:13Z http://hdl.handle.net/10230/16082 Dynamics of diversity within the Mossos d’Esquadra Van Ewijk, Anne R. This chapter offers a case-study of diversity and diversity policies within the Mossos d’Esquadra, the police force of the Catalan autonomous community in Spain. The case is described in a comprehensive way (including policies in all relevant policy areas: recruitment, retention, and promotion) and at the same time analyzed with a new analytical framework (including the definition of diversity, the motivation for diversity within the organisation, and the facilitation of diversity within the organisation with policies). The goal of the chapter is twofold. First, offer a deeper understanding of the dynamics of diversity within this police force. Second, demonstrate the academic potential of this new analytical framework. 2011-01-01T00:00:00Z http://hdl.handle.net/10230/16081 Between pluralism and majoritarianism: the European Court of Human Rights on religious symbols and education Ungureanu, Camil How is it possible to square the development of a consistent European approach to religious diversity with the recognition of the sometimes-conflictive plurality of state-religion models? The Court´s support of the liberal principles of separation and neutrality have either been deplored by Christian conservatives as the result of European Christophobia, or celebrated by secularists as contributing to the formation of a Europe free of religion. In contrast, the present chapter argues for a differentiated approach to European jurisprudence, outlining how the Court has been oscillating between an appealing liberal-pluralist perspective or framework, and a questionable majoritarian one. Both perspectives are illustrated by focusing on representative decisions in the area of religious education and symbols. 2011-01-01T00:00:00Z http://hdl.handle.net/10230/16080 Education as a mirror of Spanish society: challenges and policies towards multiple diversity Zapata Barrero, Ricard The ways in which the dominant cultural majority frames the educational system determine perceptions of its own identity and understandings of the ‘other.’ In this article I take a political approach, by examining the management of cultural diversity within Spanish education policies, treating “education as the mirror of society”. This article analyzes Spanish challenges and policies approaches towards the management of immigration related diversity in education. The main finding is that there is not one approach, but several, due to both the decentralized character of the education system and the multiplicity of diversity that is at stake (i.e. language, religion, culture etc.) 2011-01-01T00:00:00Z