“Richard Race has long proven that multicultural education and multiculturalism in [British] education are key to understanding and fostering social and community cohesion. This important book builds on decades of work, adding fresh insights that reflect the complexity of social and political issues faced in the UK… What Race and colleagues have done is both courageous and coruscating.”
Professor Paul W Miller, Director of the Institute for Educational & Social Equity, UK
“This edited book is a powerful curation of narratives, which set out pertinent and relevant perspectives on evolving dialogues in multi-culturalism and multicultural education… It is a timely, comprehensive and insightful tome, which will be a useful addition to any global anti-racist bookshelf.”
Dr Susan Davis, Reader in Diversity, Equity and Inclusion in Education, School of Education and Social Policy, Cardiff Metropolitan University, UK
Multicultural dialogues are as important now as ever. This volume explores narratives in education that have developed internationally in response to changing policies and the modern world. Its contributions reflect on the necessity of sustained dialogue within the wider social and political sciences alongside national and international politics, to enable more multicultural voices to be heard and to respond to the challenges of the modern world. Cultural diversity is a great societal strength and globalisation within education can increase our understanding of this.
This edited volume:
- Comprises work by researchers from across the globe
- Draws on real-life case studies and empirical evidence
- Consists of 20+ chapters covering a range of topics
Building on case studies from England, Turkey, Italy and more, this text transcends national policy to ask what the core values of multicultural education truly are. From policy and pedagogy to the impact on curricula, it is essential reading for students and those working across the fields of education and sociology, particularly with an interest in social justice, inclusion and multiculturalism.
Richard Race is Senior Lecturer in Education at Teesside University, UK and a Visiting Professor at Sapienza University, Italy. Richard is a member of the Executive Board of the Society of Educational Studies and Editorial Board Member of the British Journal of Educational Studies.
Table of Contents:
Preface by Richard Race
Acknowledgements
Introduction
Autobiographies
Part 1. Multicultural Dialogues
1. Facilitating narratives of cultural identity in the classroom
by Claudio Baraldi, Federico Farini and Angela Scollan
2. Challenging Racial Injustice Through Decolonization
by Dorrie Chetty
3. Letting the water go in all directions: Evolving dialogues around interculturality in education
by Fred Dervin, Mei Yuan and Ning Chen
4. Multiculturalism and interculturalism: from replacement to complementarity
by Tariq Modood
5. Refugee children as pupils with culturally different backgrounds in Italian elementary schools
by Ceyda Sensin
6. Dialogue in multilingual and intercultural research contexts
by Anke Wischmann and Susanne Spieker
Part 2. Multicultural Policy and Pedagogy
7. Failed Citizenship and Transformative Civic Education
by James A. Banks
8. Dialogue in Italian multicultural education: the intercultural model of inclusion
by Guido Benvenuto and Giordana Szpunar
9. Feelings of uncertainty, well-being and perception of social acceptance in the scholastic context among immigrant and Italian adolescents
by Annika Kosic
10. The ‘Prevent Duty’ and its impact on English secondary schools: a view from leadership
by Adam Lang
11. Is multicultural education deep enough and wide enough?
by Carol Parsons
12. An investigation on teacher–student interpersonal behavior in Russia and Italy
by Oksana Stashina
Part 3. Multiculturalism, Schools and Curriculum
13. The lived experiences of Black women senior leaders: the different faces of school leadership
by Claudette Bailey-Morrissey
14. Academic motivation, performance and future expectations: family influences on the educational paths of students with an immigrant background
by Alessandra Cecalupo, Mara Marini, Federica Scarci, Fiorenzo Laghi and Stefano Livi
15. British Pakistani students’ experiences of the secondary school curriculum
by Javeria Chaudhry
16. Teaching literature in the language classroom: the basis of establishing an intercultural dialogue and students redefining their own identity
by Fotini Diamantidaki
17. Decolonizing the School Curriculum: Some Reflections on the Role of Initial Teacher Education
by Nasima Hassan
18. Multicultural education in the age of populism: a case of a nationalist Islamist regime
by Mustafa Demir and Fatih Isik
19. Role models for the future? The evolving dialogue on minority ethnic teachers in twenty first-century Scotland
by Stephen J. McKinney and Jennifer Farrar
20. The (non) existence of multicultural education in the Scottish curriculum
by Nighet Riaz
21. ‘Dysciencia’ to science: the story of Nabah
by Saima Salehjee and Mike Watts
Index
