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Additional resources for Systems of Education: Theories, Policies and Implicit Values

Example text

In the UK, the multicultural issue seems to be clearly of this type. By leaving this area as no more than a crosscurricular theme in the densely bureaucratized and prescriptive National Curriculum, it clearly implied that multicultural education lacked the status of other Core and Foundation Curriculum areas, and so was not something in which schools needed to take too much concern. Further, by giving priority to the market as to where parents send their children, governments also clearly state that the question of racial harmony and cultural mix in schools is not an area for government policy.

49) In continuing her speech at the conference, she stated: ‘Children who need to be able to express themselves in clear English are being taught political slogans. ). To these conservatives such movements seemed increasingly to shift from a humanistic concern with the treatment of educational problems that these minorities suffered consequent upon their move to a foreign culture (their problem with which the white majority would be good enough to help them), to a situation where the blame was located with the majority culture in terms of not only educational treatment, but also in structured and systematic discrimination within society as a whole.

The Melting Pot” (reprinted in Kallen’s 1924 Culture and Democracy in the United VALUE UNDERPINNINGS OF EDUCATION 15 States: Studies in the Group Psychology of the American People). There have also been movements to retain instruction in a group’s home language, as well as movements to teach respect for other ethno-cultures, such as the “intercultural education” movement of the 1930s and 1940s. On all these matters, see Thomas LaBelle and Christopher Ward, Multiculturalism: Diversity and Its Impact on Schools and Society (1994, Albany: SUNY Press).

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