ECNU Review of Education
School of Education
Central Reserve Allocation Committee, EdUHK
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.
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