Inclusive Britishness: A Multiculturalist Advance

Uberoi, Varun; Modood, Tariq

doi:10.1111/j.1467-9248.2012.00979.x

Cited by 82 publications

(49 citation statements)

References 49 publications

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“…However, engaging with issues of discrimination through 'recognition'-based (Taylor 1994) multicultural or intercultural policy frames remains significantly problematic. Both the terms 'multiculturalism' and 'interculturalism' remain multivalent, 'discursively fluid' and 'multifarious' terms and policy tools (Brahm-Levey 2012;Meer and Modood 2011;Uberoi and Modood 2013). BrahmLevey (2012) and Meer and Modood (2011) are correct to identify the similarities, and near inseparability, of 'multiculturalism' and 'interculturalism'.…”

Section: Between Assimilation and Diversity: Discussing French Policymentioning

confidence: 90%

European influence on diversity policy frames: paradoxical outcomes of Lyon's membership of the Intercultural Cities programme

Downing¹

2015

Ethnic and Racial Studies

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This paper examines the formulation of policy frames towards new minorities in France by analysing Lyon's membership of the European Commission's and Council of Europe's Intercultural Cities programme (ICP). Here, with culture accounting for 20% of Lyon's budget, emphasis is placed on the adoption of the Charte de Coopération Culturelle to use cultural institutions to implement difference-orientated policies. Critically, important issues emerge with this strategy. The effort to engage new minorities is hampered by significant apathy from cultural institutions in Lyon, and the limited geographical area of Lyon included in the ICP. Finally, institutions who engage with promoting interculturality co-opt existing organizations, with negative implications for the treatment of diversity in the city. This illustrates the problems with a European framework fostering a policy frame based on recognition for minorities in a context that has yet to fully embrace such policies at the national level.

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Section: Between Assimilation and Diversity: Discussing French Policymentioning

confidence: 90%

European influence on diversity policy frames: paradoxical outcomes of Lyon's membership of the Intercultural Cities programme

Downing¹

2015

Ethnic and Racial Studies

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“…They show that a more inclusive notion of "Britishness" became increasingly advocated by some leading British politicians in both the Labour Party and the Conservative Party. Some leaders articulated concern that an extremist identity will spread among some English and some Muslim people unless a more inclusive notion of "Britishness" is forged (Uberoi & Modood, 2013). By contrast, France is often identified as a country that has upheld an approach that draws on an assimilationist tradition in other issue areas, including on some other aspects of education policy as shown by Bleich (1998).…”

Section: Introductionmentioning

confidence: 93%

“…There was support at a leadership level in England for forging an inclusive idea of "Britishness" in the mid-to late 2000s (Uberoi & Modood, 2013). Ideas at that time were conducive to the inclusion of plural histories, and they filtered into the revisions made to the national curriculum for Stage 3.…”

Section: Englandmentioning

confidence: 98%

“…In other areas of life England has, since the 1970s, often practiced a model that has been comparatively open to diversity, and some scholars argue that it continues to do so despite the appearance of a "retreat" from multiculturalism in public discourse in the past decade (Vertovec & Wessendorf, 2009). Uberoi and Modood (2013) identify a multiculturalist advance in the past decade after the riots in the north of England in 2001 andafter September 11, 2001. They show that a more inclusive notion of "Britishness" became increasingly advocated by some leading British politicians in both the Labour Party and the Conservative Party.…”

Section: Introductionmentioning

confidence: 98%

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Ideas, Institutions, and School Curricula: Explaining Variation Between England and France

Haus

2015

European Education

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This study raises the question of why the French secondary school history curricula introduced in the late 2000s prescribed more extensive coverage of plural histories than did secondary school history curricula for English schools introduced in the same time period. Both countries share similar societal diversity. To explain the variation in curricula content, I argue that one needs to supplement a focus on ideas with an institutionalist perspective. England and France have different institutional frameworks for curricula creation, with roots in the nineteenth century, when mass education began. The research shows that these unique national education institutional legacies are significant, and that institutional contexts matter in the diffusion of ideas.

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“…A number of studies have investigated relationships between educational initiatives and various social movements and interests in Wales, (Jones, 2006;Phillips, 1996), characterisations of CE in the UK (Arthur et al, 2008) and representations of national identity and diversity amongst pupils in Wales and in the UK in general (Murphy and Laugharne, 2011;Scourfield and Davies, 2005;Uberoi and Modood, 2013;Williams, 2003 ;Keating and Benton, 2013) but there is little in regard to what pupils believe the impact of schooling might have in their orientation to, and association with, cultural and national identity. Therefore, in an attempt to investigate a small area of such a large task, the purpose of this study is to determine if pupils believe schooling affects their orientations to Wales and Welshness.…”

Section: Citizenship Education In Wales and The Curriculum Cymreigmentioning

confidence: 99%

Learning Welshness: Does the Curriculum Cymreig positively affect pupils’ orientations to Wales and Welshness?

Smith

2015

Education, Citizenship and Social

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This article explores the possible affect schooling has on pupils' orientations to cultural and national identity in Wales. The Curriculum Cymreig is a distinctive feature of the national curriculum of Wales that has important ramifications regarding the enactment of citizenship education in Welsh schools. Under this initiative, schools in Wales are required to incorporate Welsh themes, when appropriate, throughout all dimensions of the pupils' schooling experience in order to instil within pupils a sense of community and belonging.Two of the primary goals of the Curriculum Cymreig are (1) to help pupils appreciate the distinctive quality of living and learning in Wales and (2) to help pupils develop their own sense of Welshness. Less than 40% of the pupils surveyed in our research agreed that school helped them appreciate living in Wales or develop their own sense of Welshness. These results call into question the effectiveness of the Curriculum Cymreig in meeting its goals and its role for promoting Welshness as a component of citizenship education in Wales.Recommendations in this paper are made for the reconceptualization of the philosophical rationale undergirding citizenship education in Wales for the development of a more critically-oriented and socially just curriculum.

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Inclusive Britishness: A Multiculturalist Advance

Cited by 82 publications

References 49 publications

European influence on diversity policy frames: paradoxical outcomes of Lyon's membership of the Intercultural Cities programme

European influence on diversity policy frames: paradoxical outcomes of Lyon's membership of the Intercultural Cities programme

Ideas, Institutions, and School Curricula: Explaining Variation Between England and France

Learning Welshness: Does the Curriculum Cymreig positively affect pupils’ orientations to Wales and Welshness?

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