Document Type

Journal Article

Publication Title

ECNU Review of Education

Publisher

SAGE

School

School of Education

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

Share

 
COinS