Evolving Dialogues in Multiculturalism and Multicultural Education

This edited collection continues the call for evolving multicultural dialogues within education and the wider social sciences. Dialogue and education are essential tools that can help tackle some of the biggest cultural problems we are facing, including post-Coronavirus education realities. The contributors of this edited book from across the globe explore the necessity of sustained dialogue within the wider social and political sciences, alongside national and international politics, where more multicultural voices need to be heard in order to make progress. The book builds on existing evidence and literature to advocate in favour of this movement and highlights how important multiculturalism and multicultural education remains. It will be essential reading for students and academics working in the fields of education and sociology, particularly those with an interest in social justice, inclusion and multiculturalism.

Table of Contents:
Multiculturalism Dialogues The SHARMED project: the promotion of dialogic intercultural learning in the classroom’. Professor Claudio Baraldi (University of Modena and Reggio Emilia. Italy), Dr. Angela Scollan (Middlesex University) and Dr. Federico Farini (Northampton University, England). Intersecting Dialogues for Justice in Education - Dorrie Chetty – (Westminster University, England). Letting the water go in all directions: Evolving dialogues around interculturality in education – Professor Fred Dervin (University of Helsinki, Finland), Mei Yuan (Minzu University, China) and Ning Chen (Tianjin Academy of Arts, China and University of Helsinki, Finland) Can Interculturalism Complement Multiculturalism? Professor Tariq Modood (Bristol University, England) Refugee Children as Pupils with Culturally Different Backgrounds in Italian Elementary Schools. Dr. Ceyda Sensin (Sapienza University, Rome, Italy) Dialogue in multilingual research contexts – Dr. Anke Wischmann (Europe University, Germany) and Dr. Susanne Spieker (University of Koblenz-Landau, Germany)   Multicultural Policy and Pedagogy Transforming Civic Education to Reduce Failed Citizenship. Professor James Banks (University of Washington, Seattle, USA) Diversity and Inclusive Strategies: School as a cultural mediator. Professor Guido Benvenuto and Dr. Giordana Szpunar (both - Sapienza University, Rome, Italy) Adolescents of immigrant origin in Italy: well-being, aspirations and uncertainties. Dr. Annika Kosic (Sapienza University, Rome, Italy) The ‘Prevent Duty’ and its impact on English secondary schools: A view from Leadership. Adam Peter Lang (Institute of Education, University of London, England) Is multicultural education deep enough and wide enough? Professor Carl Parsons (Greenwich University, England) An Investigation on Teacher–Student Interpersonal Behavior in Russia and Italy. Dr. Oksana Stashina – (Sapienza University, Rome, Italy)   Multiculturalism, Schools and Curriculum The lived experiences of black women senior leaders: The different faces of school leadership – Dr. Claudette Bailey-Morrissey (Education Consultant, England) School motivation, performance and future expectations: the role of the family in the educational paths of students with a migratory background - Alessandra Cecalupo, Professor Stefano Livi, Federica Scarci, Mara Marini, Fiorenzo Laghi (all Sapienza University, Rome, Italy) British Pakistani Students’ Experiences of the Secondary School Curriculum - Dr. Javeria Chaudry (Bedfordshire University, England) Teaching literature in the modern foreign language classroom: the basis of establishing a multicultural dialogue and students rediscovering their own identity – Dr. Fotini Diamantidaki (Institute of Education, University of London, England) Decolonising the School Curriculum: Some Reflections on the Role of Initial Teacher Education – Dr. Nasima Hassan (Education Consultant), England) Multicultural Education in the Age of Populism - Dr Fatih Isik, (The London Institute of Social Studies, England), and Dr Mustafa Demir, (University of Surrey, England) Role Models for the Future? The Evolving Dialogue on Minority Ethnic Teachers in 21st century Scotland. Professor Stephen J. McKinney, Dr. Jennifer Farrar, (Glasgow University, Scotland) The (Non) Existence of Multicultural Education in the Scottish Curriculum. Dr. Nighet Riaz (University of Western Scotland, Scotland) ‘Dysciencia’ to science: the story of Nabah - Dr. Saima Salehjee (Strathclyde University, Scotland) and Professor Mike Watts (Brunel University, England).