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Planning for Diversity: Education in Multi-Ethnic and Multicultural Societies

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Planning for Diversity: Education in Multi-Ethnic and Multicultural Societies Policy Forum No. 17 Planning for diversity: education in multi-ethnic and multicultural societies IIEP, Paris, 19-20 June 2003 Organized on the occasion of the 40th anniversary of IIEP Gudmund Hernes, in collaboration with Michaela Martin and Estelle Zadra International Institute for Educational Planning Planning for diversity: education in multi-ethnic and multicultural societies The views and opinions expressed in this booklet are those of the authors and do not necessarily represent the views of UNESCO or the IIEP. The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or the IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The publication costs have been covered through a grant-in-aid offered by UNESCO and by voluntary contributions made by several Member States of UNESCO, the list of which will be found at the end of the volume. Published by: International Institute for Educational Planning 7-9 rue Eugène-Delacroix, 75116 Paris e-mail: [email protected] IIEP web site: www.unesco.org/iiep Cover design: Pierre Finot Typesetting: Linéale Production This volume has been printed in IIEP’s printshop ISBN 92-803-1271-5 © UNESCO 2004 CONTENTS List of abbreviations 9 List of tables, charts and examples 11 Executive summary 13 Introduction, Gudmund Hernes 17 Part I: Presentation and discussion: opening statements 29 Chapter 1. The changing map: from nation states to multi-ethnic and multicultural societies, Christine Inglis 31 Introduction 31 Three models of state responses to diversity 32 Major phases in ethnic diversity since the late nineteenth century 34 Implications of the changing context and nature of ethnic diversity 38 The extent of international population flows 39 Local responses to migration 45 Government responses to migration and settlement 46 Conclusion: key challenges confronting policy-makers 49 References 63 Chapter 2. For better or worse: the impact of education on societies facing diversity, 65 C.J. Daswani Introduction 65 Attitudes towards diversity 66 Dealing with diversity 68 Religion and human rights 72 Diversity in a changing world 73 Current concern with diversity 75 Diversity and education: the Indian experience 77 References 82 Part II: Panel – organizational strategies for coping with diversity: three ‘ideal’ types 85 Chapter 1. The multicultural model: the case of Canada 87 Charles S. Ungerleider Canada’s unique course 87 Objectives of Canada’s multicultural policy 88 Educational institutions play a vital role 88 5 Contents The organizational and policy context 89 The curricular context 91 The pedagogical context 96 Challenges to Canada’s vision of a pluralistic, multi-nation state 100 Minority language and bilingual education 101 Unfinished business 112 References 119 Chapter 2. The multicultural model: the case of Mexico, 127 Sylvia Schmelkes Introduction 127 Education: diagnosis 128 Recent developments 132 Educational policy regarding intercultural bilingual education: the initial definitions towards an integrated model 134 Tensions, dilemmas, questions 140 References 144 Chapter 3. The integration model: the case of France, 145 Jean-Pierre Obin Introduction 145 The meaning of the words: multiple views on immigration 146 The French school: a school that is more ‘national’ than ‘republican’ 153 A school model in trouble 160 References 165 Chapter 4. The parallel model: the case of Cameroon, 167 Maurice Tchuente Acknowledgements 167 Abstract 168 Introduction 168 Cameroon in its diversity 169 Management of the diversity 172 Conclusion 178 References 181 Part III: Changing contexts – emerging challenges to educational planning 183 Chapter 1. The view from above (filling the screen): the (dual) impact of global media, Wadi D. Haddad 185 Setting the stage 185 Impact of new media and information technologies 186 6 Contents How successful can global media be? 190 From potential to effectiveness 197 Conclusion 200 Chapter 2. The view from below (setting the tone): migrants with mindsets, Audrey Osler 203 Abstract 203 Introduction 204 Globalization, diversity and citizenship education 206 Exclusion, teacher expectations and minorities 210 Differential achievement: the case of England 213 Schools and violence 214 Democratic practice, policy and research 221 Conclusion 223 References 224 Part IV: Where can planners make a difference? 231 Chapter 1. Payload and accessories: the content of education, 233 Cecilia Braslavsky Introduction 233 Some trends in cultural and socio-economic development and the need for multi-ethnic and multicultural contents 235 Heterogeneous reasons for curriculum change and isomorphic results 239 Pillars of ‘glocal’ curricula for inter-ethnic and multicultural education 242 Cross-cutting issues and methodologies 255 Ownership 256 Final remarks 258 References 259 Chapter 2. Split tongues or lingua franca: language, identity and achievement, Mamadou Ndoye 265 Introduction 265 Effects of the colonial ideology: alienation and the search for identity 266 Post-colonial linguistic policies 269 Educational experiences with a strategy of bilingualism 270 Obstacles and risks 274 References 277 Chapter 3. The training of teachers for cultural diversity and social justice, Anne Hickling-Hudson 279 Introduction: the ethnocentric curriculum and the challenge of intercultural teaching 279 7 Contents Course content: life histories and the student teacher 283 Designing the overall programme to promote a critical study of education in social context 289 Training the trainers – the intercultural research degree 295 Partnerships – with government, schools and community 298 Conclusion: taking a postcolonial turn 301 References 303 Chapter 4. Maps and blueprints: the social organization of schools, Henry M. Levin and Clive R. Belfield 307 Abstract 307 Introduction 308 Criteria for evaluating education reform 311 Peer groups and diversity 317 Conclusion 332 References 333 Part V: Conclusions: learning to plan together 339 Chapter 1. Diversity and the politics of knowledge, 341 Hans N. Weiler References 344 Chapter 2. Panel intervention, Jacques Hallak 345 Introduction 345 The approach 345 The field 346 The problem 347 Action strategies and perspectives 348 Chapter 3. Learning to plan together: from diversity to unity in the South African context, Teboho Moja 349 Introduction 349 Racial integration in education 351 Language policy 352 Policy on religion education 353 Curriculum transformation 354 References 355 Chapter 4. Panel intervention, Faïza Kefi 357 Appendices 363 Appendix 1. Programme 365 Appendix 2. List of participants 369 8 LIST OF ABBREVIATIONS AFN Assembly of First Nations BBC British Broadcasting Corporation BTS Brevet de Technicien Supérieur CNN Cable News Network COPPIP Conferencia Permanente de los Pueblos Indígenas CRC The United Nations Convention on the Rights of the Child 1989 DFID Department for International Development GETT Gender Equity Task Team HND Higher National Diploma HP Hewlett Packard IBE International Bureau of Education ICT Information and communication technologies IDRC International Development Research Centre IIEP International Institute for Educational Planning LEA Local Education Authorities NGO Non-governmental organization NLSCY National Longitudinal Survey of Children and Youth OECD Organisation for Economic Co-operation and Development OFSTED Office for Standards in Education 9 Planning for diversity: education in multi-ethnic and multicultural societies QPASTT Queensland Programme of Assistance to Survivors of Torture and Trauma Inc. QUT Queensland University of Technology RCN Red Continental de Noticias (radio station in Bogotá) SAP Structural adjustment programme SES Socio-economic status SEVEC Society for Educational Visits and Exchanges in Canada UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Children’s Fund UNMIK United Nations Mission in Kosovo VITA Volunteers in Technical Assistance VSAT Very Small Aperture Terminal (satellite) WTO World Trade Organization 10 LIST OF TABLES, CHARTS AND EXAMPLES Part I Table 1.1 Minimum number of countries of origin which represent a cumulative 25% and 50% of the total inflows of foreigners, 1990 and 1999 Chart 1.1 Changes in inflows of migrants by country of origin to selected OECD countries, 1990-1998 and 1999 Chart 1.2 Population of concern to UNHCR by category, 2001 Chart 1.3 Population of concern to UNHCR by United Nations major area, 2001 Part II Table 1.1 Background characteristics associated with support for choice of language of instruction in Quebec Table 1.2 Percentage correct and percentage in agreement with provisions of the Canadian Charter of Rights and Freedoms for British Columbia secondary school students by country of birth (N = 3129), first language spoken (N = 3101), language spoken at home (N = 3099), and ethno-cultural group identification (N = 2909) Part III Example 1.1 It brings connectivity to North America’s native populations 11 Planning for diversity: education in multi-ethnic and multicultural societies Example 1.2 Children’s television in Macedonia for violence prevention Example 1.3 The Asháninka community in Peru Example 1.4 A television mini-series for teaching values in Bogotá Example 1.5 Bringing Mayan language and culture across the digital divide Example 1.6 Suitcase FM radio station Part
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