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