Critical and Emerging Discourses in Multicultural Education Literature1

Kirova, Anna

doi:10.1007/978-94-6300-208-0_15

Cited by 6 publications

(2 citation statements)

References 29 publications

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“…For instance, the integration of indigenous knowledge in multicultural discourse (Marker, 2006) could only be achieved throughout the process of scholarly production. Making a case for critical and emerging discourses in multicultural education literature (Kirova, 2015) necessitates stymieing the marginalization of Southern intellectual thought discourse in foundational scholarship on multicultural education. This endeavor is not only contingent on researchers but also teachers who should be encouraged to seek other ways of understanding and analyzing multicultural education and frameworks for managing cultural diversity.…”

Section: Geopolitics Of Knowledge and Multicultural Educationmentioning

confidence: 99%

Reimagining Multicultural Education

R’boul

Alastuey

2021

Evolving Multicultural Education for Global Classrooms

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Multicultural education has actively endeavored to undermine inequalities and imbalances by offering pedagogical frameworks for accounting for and managing cultural diversity. However, foundational literature on multicultural education seems to be dominated by Western scholars, mainly American. This assumption is not in alignment with the objectives of critical education which seeks to stymie power imbalances and grant visibility to less popular individuals along with their cultures, understandings, and perspectives. That is why it is important to ask questions about whether multicultural education has exhibited any signs of seeking to stymie the hegemony of Western episteme in terms of its theory and praxis. This chapter argues that it is necessary to include other epistemologies in multicultural education theory and praxis in order to realize global cognitive justice. The main aim is to make a case for the possibility of further developing multicultural education by integrating other knowledges and ways of knowing.

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Section: Geopolitics Of Knowledge and Multicultural Educationmentioning

confidence: 99%

Reimagining Multicultural Education

R’boul

Alastuey

2021

Evolving Multicultural Education for Global Classrooms

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“…The authors side with critics of multicultural education who argue that multicultural discourse premised on the idea of heritage results in a reductive striving for cultural "simplicity and knowability" (Walcott, 1997, p. 122). By relegating ethnic and, in particular, racialized Others to static, externally rooted identities, the boundaries between majority and minority cultures are solidified (Kirova, 2008). As a defining charactersitic of the Roma populations are their intra-group diversity, "essentialized" approaches to integration that suppress such intra-group divisions were largely unsuccessful.…”

mentioning

confidence: 99%

Introduction: Policy, Inclusion, and Education Rights of Roma Children: Challenges and Successes in the EU and North America

Kirova,

Thorlakson

2016

AJER

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The year 2015 concluded the Decade of Roma Inclusion-an unprecedented international cooperation among governments, intergovernmental organizations, and NGOs aimed at eliminating discrimination against the Roma. At the end of this decade, two crucial questions arise: First, how can we evaluate the best practices and current challenges of integrating Roma at all levels of education, in both Europe and North America? Second, how can we measure the effectiveness of the European Union's (EU) Roma Framework, the initiative intended to combat social exclusion among this minority group?Examining the EU initiatives aiming at Roma inclusion as an issue common to most Organisation for Economic Co-operation and Development (OECD) countries presents possibilities for conversation across the continents. Similar challenges face the education systems in the EU, USA, and Canada in terms of meaningful inclusion of children from minority ethnic, cultural, linguistic, and religious backgrounds at all education levels. Thus far, Roma students in North America have not been identified as a group requiring special attention or accommodation. There are about one million Roma in North America and their number is slowly growing (Hancock, 2013); however, with the exception of concentrated efforts aimed at the anticipated influx of Roma from the Czech Republic and Hungary, the Roma who have come to Canada from other countries remain unrecognized and invisible. The Roma Experience program, created by the Toronto District School Board and the Toronto Roma Community Centre in 2000, is an example of how Roma and non-Roma students can learn to tackle racism and prejudice, and understand what many Roma and other children of non-mainstream cultures endure. However, despite all of the efforts made by the education authorities in Ontario, Steven Harper's Conservative federal government introduced a refugee law that discriminated against Roma in Canada, and they were deported to the Eastern and Central European countries from where they had fled. The possibility of collaboration among scholars in the EU, USA, and Canada on the inclusion of Roma populations is demonstrated in this special issue.A large number of EU-wide initiatives under the umbrella of the Decade of Roma Inclusion Declaration were focused on education, including the EU Framework for National Roma Integration Strategies (NRIS) (European Commission, 2012). Along with indicators like employment, healthcare, and poverty reduction, quality education is a fundamental measure of social inclusion. However, as Ryder in this issue argues, not only did educational measures fail to provide a "silver bullet" to facilitate the inclusion of Roma, Gypsy and Traveller (RGT)

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Internationally Educated Teachers in Canada: Caught Between Scylla and Charybdis

Bouhali

2019

Interrogating Models of Diversity Within a Multicultural Environment

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Critical and Emerging Discourses in Multicultural Education Literature1

Cited by 6 publications

References 29 publications

Reimagining Multicultural Education

Reimagining Multicultural Education

Introduction: Policy, Inclusion, and Education Rights of Roma Children: Challenges and Successes in the EU and North America

Internationally Educated Teachers in Canada: Caught Between Scylla and Charybdis

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