Diversity as a Condition of Cultures:Querying Assumptions of Mainstream and Minorities in Education Policy and Curriculum  

作　　者：Sue Saltmarsh 

机构地区：[1]The Education University of Hong Kong Edith Cowan University

出　　处：《ECNU Review of Education》2022年第2期338-344,共7页华东师大教育评论（英文）

基　　金：the following financial support for the research,authorship,and/or publication of this article:This work was supported by the Central Reserve Allocation Committee,EdUHK(grant number 04A28).

摘　　要：Highlights Discussions ofdiversity in relation to children's education are often characterizedbybinaries 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.Understanding culture in terms of heterogenous practices of everyday life shifts the focus of discussion and debate toward more nuanced understandings of Otherness,difference and diversity as operatingwithin,as well as between,cultures.

关 键 词：EVERYDAY DEBATE children 

分 类 号：G40[文化科学—教育学原理]