Evolving Dialogues in Multiculturalism and Multicultural Education
1. The SHARMED project: the promotion of dialogic intercultural learning in the classroom’. Professor Claudio Baraldi (University of Modena and Reggio Emilia. Italy), Dr. Angela Scollan (Middlesex University) and Dr. Federico Farini (Northampton University, England).
2. Intersecting Dialogues for Justice in Education - Dorrie Chetty – (Westminster University, England).
3. Letting the water go in all directions: Evolving dialogues around interculturality in education – Professor Fred Dervin (University of Helsinki, Finland), Mei Yuan (Minzu University, China) and Ning Chen (Tianjin Academy of Arts, China and University of Helsinki, Finland)
4. Can Interculturalism Complement Multiculturalism? Professor Tariq Modood (Bristol University, England)
5. Refugee Children as Pupils with Culturally Different Backgrounds in Italian Elementary Schools. Dr. Ceyda Sensin (Sapienza University, Rome, Italy)
6. Dialogue in multilingual research contexts – Dr. Anke Wischmann (Europe University, Germany) and Dr. Susanne Spieker (University of Koblenz-Landau, Germany)
Multicultural Policy and Pedagogy
7. Transforming Civic Education to Reduce Failed Citizenship. Professor James Banks (University of Washington, Seattle, USA)
8. Diversity and Inclusive Strategies: School as a cultural mediator. Professor Guido Benvenuto and Dr. Giordana Szpunar (both - Sapienza University, Rome, Italy)
9. Adolescents of immigrant origin in Italy: well-being, aspirations and uncertainties. Dr. Annika Kosic (Sapienza University, Rome, Italy)
10. The ‘Prevent Duty’ and its impact on English secondary schools: A view from Leadership. Adam Peter Lang (Institute of Education, University of London, England)
11. Is multicultural education deep enough and wide enough? Professor Carl Parsons (Greenwich University, England)
12. An Investigation on Teacher–Student Interpersonal Behavior in Russia and Italy. Dr. Oksana Stashina – (Sapienza University, Rome, Italy)
Multiculturalism, Schools and Curriculum
13. The lived experiences of black women senior leaders: The different faces of school leadership – Dr. Claudette Bailey-Morrissey (Education Consultant, England)
14. School motivation, performance and future expectations: the role of the family in the educational paths of students with a migratory background - Alessandra Cecalupo, Professor Stefano Livi, Federica Scarci, Mara Marini, Fiorenzo Laghi (all Sapienza University, Rome, Italy)
15. British Pakistani Students’ Experiences of the Secondary School Curriculum - Dr. Javeria Chaudry (Bedfordshire University, England)
16. Teaching literature in the modern foreign language classroom: the basis of establishing a multicultural dialogue and students rediscovering their own identity – Dr. Fotini Diamantidaki (Institute of Education, University of London, England)
17. Decolonising the School Curriculum: Some Reflections on the Role of Initial Teacher Education – Dr. Nasima Hassan (Education Consultant), England)
18. Multicultural Education in the Age of Populism - (Dr. Fatih Islik and Dr. Mustafa Demir, Dialogue Society, England)
19. Role Models for the Future? The Evolving Dialogue on Minority Ethnic Teachers in 21st century Scotland. Professor Stephen J. McKinney, Dr. Jennifer Farrar, (Glasgow University, Scotland)
20. The (Non) Existence of Multicultural Education in the Scottish Curriculum. Dr. Nighet Riaz (University of Western Scotland, Scotland)
21. ‘Dysciencia’ to science: the story of Nabah - Dr. Saima Salehjee (Strathclyde University, Scotland) and Professor Mike Watts (Brunel University, England).
“Richard Race has long proven that multicultural education and multiculturalism in [British] education are key to understanding and fostering social and community cohesion. This important book builds on decades of work, adding fresh insights that reflect the complexity of social and political issues faced in the UK… What Race and colleagues have done is both courageous and coruscating.”
Professor Paul W Miller, Director of the Institute for Educational & Social Equity, UK
“This edited book is a powerful curation of narratives, which set out pertinent and relevant perspectives on evolving dialogues in multiculturalism and multicultural education… It is a timely, comprehensive and insightful tome, which will be a useful addition to any global anti-racist bookshelf.”
Dr Susan Davis, Reader in Diversity, Equity and Inclusion in Education, School of Education and Social Policy, Cardiff Metropolitan University, UK
Multicultural dialogues are as important now as ever. This volume explores narratives in education that have developed internationally in response to changing policies and the modern world. Its contributions reflect on the necessity of sustained dialogue within the wider social and political sciences alongside national and international politics, to enable more multicultural voices to be heard and to respond to the challenges of the modern world. Cultural diversity is a great societal strength and globalisation within education can increase our understanding of this.
This edited volume:
• Comprises work by researchers from across the globe
• Draws on real-life case studies and empirical evidence
• Consists of 20+ chapters covering a range of topics
Building on case studies from England, Turkey, Italy and more, this text transcends national policy to ask what the core values of multicultural education truly are. From policy and pedagogy to the impact on curricula, it is essential reading for students and those working across the fields of education and sociology, particularly with an interest in social justice, inclusion and multiculturalism.
Richard Race is Senior Lecturer in Education at Teesside University, UK and a Visiting Professor at Sapienza University, Italy. Richard is a member of the Executive Board of the Society of Educational Studies and Editorial Board Member of the British Journal of Educational Studies.