History lessons: inequality,diversity and the national curriculum

This article explores the continued importance of teaching a diverse curriculum at a time when issues of racial and ethnic equality and diversity have been increasingly sidelined in the political discussion around ‘British’ values and identities, and how these should be taught in schools. The 2014 History National curriculum, in particular, provoked widespread controversy around what British history is, who gets included in this story and how best to engage young people in increasingly diverse classrooms with the subject. The new curriculum provides both opportunities for, and constraints on, addressing issues of racial and ethnic equality and diversity, but how these are put into practice in an increasingly fragmented school system remains less clear. Drawing on the findings of two research projects in schools across England and Wales, this article examines the challenges and opportunities facing teachers and young people in the classroom in the teaching and learning of diverse British histories. We argue that it is not only the content of what children and young people are taught in schools that is at issue, but how teachers are supported to teach diverse curricula effectively and confidently.     

Multicultural education in Thailand

This study examines multicultural education policy in Thailand. The researcher used the qualitative research methods of interviewing, observation and document examination to obtain data. Theory about multicultural education was used as a theoretical framework. The sites of study were eight primary schools that served students from diverse cultures – Muslim, Buddhist, Burmese, Cambodian and Thai – in the southern provinces of Thailand. Results showed that current educational policies do provide opportunity for migrant students to access public education. The Ministry of Education has allowed schools to apply their own rules and regulations that reflect the diverse cultures of their students. The results also show that the curriculum includes references to various cultures, that textbooks contain content that encourages students to live in harmony with people from different cultures and that some schools have implemented bilingual education programs. However, deeper analysis of school practices made it clear that what seems to be an acceptance of cultural diversity is just another form of assimilation. The well-established features that define Thainess remain intact and the inclusion of culturally specific content is insufficient to change the unequal power relations among dominant and minority groups in Thailand.     

中国多元文化音乐教育发展的时代策略

当前,多元文化音乐教育已成为人类社会对待音乐教育的主潮。中国政府亦出台相关政策,明确提出多元文化音乐教育的方向是弘扬民族音乐,理解多元文化。在研究领域,许多学者都从各自不同的角度,提出了一些看法和建议,对于加深认识多元文化音乐教育思想不无启迪作用。但多元文化音乐教育在中国的具体推行情况不尽如人意,于此,提出以下发展策略:加强基础音乐课程教育;加强对专业音乐教师多元文化能力的培养;打破"二元论",构建"多元论"。     

从文化教育人类学看中国教育

教育人类学中文化教育人类学有两个学术流派:文化教育人类学学派和多元文化教育学派的研究模式、目标、实施途径、范式对中国教育的启示作用。     

BORDERS BE DAMNED: CREOLIZING LITERARY RELATIONS

Conventional literary practices have always been used to perpetuate an us/them binary that reduces potential discussions concerning diversity, transnationalism or hybridization to a simplified relationship between dominant and subordinate categories. This article proposes that in order to avoid this predicament, cultural critics should move beyond ‘vertical’ methods of analysis and instead employ intercultural models which lend themselves to a consideration of the horizontal affiliations that can be found among women writers of colour. By engaging the writings of Jessica Hagedorn, Hisaye Yamamoto and Sandra Cisneros, the article argues that multicultural analysis enables an understanding of these (social, cultural and political) affiliations between racialized women in the United States. Further, it suggests that by comparing, contrasting, and interfacing emergent literary practices within current theories of cultural and feminist studies, critics will develop a ‘creolized’ approach which will help facilitate new alliances and sensitivity among the disenfranchised.     

Counseling Competencies for Sexual Minority Clients

Abstract

Being able to work effectively with clients from diverse backrounds has become a necessity in good counseling practice. Professional associations have acknowledged this in recent years by identifying and articulating multicultural competencies that inform both the practice of counseling, but also the training of counselors. Specific attention to competencies in working with LGBT clients has been identified as a sub-set of these overall cultural competencies. In this paper, leaders within the Association for Gay, Lesbian, and Bisexual Issues in Counseling present specific ways in which counselors can provide culturally sensitive counseling to sexual minority clients and their families that are in line with the counselor training guidelines established by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).     

Together Protecting Our Children: Reflections on a South African/English University Higher Education Link Programme

This article explores some of the issues underpinning the development of a British Council funded Higher Education Link between the University of the Western Cape, South Africa and University College Chichester, England. The Link began in 1999 and finished in 2005. The focus of the Link was child protection. The initial emphasis was on developing national multidisciplinary child protection training programmes within South Africa. Latterly this has expanded to encompass the broader concept of child welfare, particularly children's well being and children's participation in both South Africa and England. For both partners the process has been challenging and transforming. The article reflects on the initial objectives of the Link programme and analyses lessons learned both professionally and personally for the South African and English authors.     

论鲍勃·霍克时期的多元文化政策

澳大利亚的多元文化政策始于戈夫·威特拉姆时期,至鲍勃·霍克时期已基本成型.霍克政府在继承前两届政府政治遗产的基础上,将多元文化社会的建设纳入制度化轨道.这一时期,旨在推进多元文化建设的管理、服务或咨询机构的建立与完善,使得多元文化政策的制定与落实有了一个制度上的保障;<澳大利亚多元文化的国家议程>的出台,将多元文化建设提到前所未有的政治高度;倡导与土著人的讲和政策则从一个方面诠释了澳大利亚多元文化建设的丰富内涵.     

How understanding multidimensional diversity can benefit global public relations education

This essay offers a novice way to look at diversity as a multidimensional concept. Such approach may help to enrich students’ understanding and appreciation of one another and can contribute to a more fruitful pursuit of global public relations education among undergraduate and graduate students. Specifically, the essay shows how a multidimensional diversity approach can help students to uncover the complexity of their own identities they may not have been articulating in the past. Addressing multidimensional diversity in the classroom can encourage discussions about the importance of diversity in public relations practice and in the globalized society.