Document Type

Journal Article

Publication Title

ECNU Review of Education

Publisher

SAGE

School

School of Education

RAS ID

51934

Funders

Central Reserve Allocation Committee, EdUHK

Comments

Saltmarsh, S. (2022). Diversity as a condition of cultures: Querying assumptions of mainstream and minorities in education policy and curriculum. ECNU Review of Education. Advance online publication. https://doi.org/10.1177/20965311221092452

Abstract

Highlights • 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.

DOI

10.1177/20965311221092452

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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