Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/56317
Title: Diversity as a Condition of Cultures: Querying Assumptions of Mainstream and Minorities in Education Policy and Curriculum
Contributor(s): Saltmarsh, Sue  (author)orcid 
Publication Date: 2022-06
Early Online Version: 2022-04-06
Open Access: Yes
DOI: 10.1177/20965311221092452
Handle Link: https://hdl.handle.net/1959.11/56317
Abstract: 

• Discussions of diversity in relation to children's education are often characterized by binaries of same/different, mainstream/margins, inclusion/exclusion, self/Other.

• Curriculum remains a contested site in educational debate, with differing views about curriculum as reinforcing social norms, beliefs, and values, as addressing the learning and social needs of learners from a variety of backgrounds and worldviews, or as a hybrid of these.

• Policy and curriculum designed or intended to address diversity tend to rest on assumptions of majority or dominant cultures as homogenous and distinct from the cultures of minority Other/s.

• Inequality is often multidimensional, intersecting with, perpetuating, and reinforcing other inequalities and human rights violations affecting children and families.

• Understanding culture in terms of heterogenous practices of everyday life shifts the focus of discussion and debate toward more nuanced understandings of Otherness, difference and diversity as operating within, as well as between, cultures.

Publication Type: Journal Article
Source of Publication: ECNU Review of Education, 5(2), p. 338-344
Publisher: Sage Publications Ltd
Place of Publication: United Kingdom
ISSN: 2632-1742
2096-5311
Fields of Research (FoR) 2020: 390203 Sociology of education
390410 Multicultural education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)
Socio-Economic Objective (SEO) 2020: 160299 Schools and learning environments not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education
School of Humanities, Arts and Social Sciences

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