Mapping cultural diversity through children's voices: From confusion to clear understandings

Abstract

This research examines children's conceptualisations of cultural diversity. In particular, this project examines the following two research questions: how do children define and understand the concept of cultural diversity; and what do they perceive as the implications of cultural diversity on their daily lives? To this end, interviews were carried out with 40 (immigrant and native) students, aged 11 to 12, at five primary schools in Cyprus, which presented high concentrations of immigrants. On the basis of our analysis of the data, the participant children appeared to perceive cultural diversity in terms of two contrasting perspectives. On the one hand, they viewed cultural diversity in terms of the cultural-deficiency perspective. Such perceptions stemmed from the model of monoculturalism implying the need to assimilate the culturally 'different' in order to counteract the negative consequences of cultural diversity. On the other hand, the same children also perceived cultural diversity in terms of cultural celebration. To this end, some children drew upon the model of multiculturalism to define cultural diversity as a culture-enriching and culture-celebrating process, pointing to folkloristic activities including traditional music, dance and food. Nonetheless, few of the participant children-both Cypriot and immigrant-defined cultural diversity in terms of the model of interculturalism, pointing to the intercultural exchange that stems from 'real' friendship development between natives and immigrants, equality of rights and inclusion. As the participant children appeared to confuse the meanings and languages of cultural diversity, this paper concludes with suggestions on teacher practices to 'crystallise' children's views.

Repertoires on diversity among primary school children

“…In this article, we have shown that children hold multiple and sometimes contrasting perspectives on diversity, as is also evidenced in other studies (see e.g. Hajisoteriou et al, 2017; Iqbal et al, 2017; Partasi, 2011). However, to our knowledge, these perspectives on diversity among children have not been systematically analysed through the lens of cultural repertoires to highlight the multiplicity of perspectives.…”

“…Most children who use this repertoire do not downplay differences but rather consider this cultural diversity as enriching. In this sense, cosmopolitan ideologies are also strongly related with repertoires of ‘cultural celebration’ (see also Hajisoteriou et al, 2017). Diversity is appreciated because it allows cultural exchange, mainly of language skills, cuisine and general cultural knowledge.…”

“…Other studies indicate that children draw on dominant discourses when narrating their opinions on diversity and can reconstruct these discourses. Hajisoteriou and colleagues (2017), for example, found that Cypriot children perceive diversity through three perspectives related to three dominant theoretical models of integration. The pupils conceptualized diversity through a ‘cultural-deficiency perspective’ (derived from the theoretical model of ‘monoculturalism’); a ‘cultural-celebration perspective’ (e.g.…”

Aplicativo Caixa de Música: recurso para aprimoramento das concepções sobre diversidade na Educação Infantil

“…A pesquisa realizada por Hajisoteriou et al (2017) buscou examinar as percepções infantis e suas conceituações sobre a diversidade cultural. O estudo foi realizado em cinco escolas primárias, abrangendo 40 alunos, sendo 50% imigrantes.…”

Empowering children to speak up and act on social justice issues: The use of folktales and collaborative storytelling as tools of social imagination

“…Cruddas, 2007; Singer, 2014). The United Nations Convention on the Rights of the Child declares that every child has the right to be heard (United Nations, 1989), yet many policies and practices in various countries around the world seem to be intent on excluding children and making decisions for children without taking into account children’s voices (Hajisoteriou & Angelides, 2015; Hajisoteriou et al ., 2017). To ensure that children’s voices are heard, further research into mainstreaming and cultivating children’s agency and advocacy on socio‐political matters is needed.…”