Multicultural education and global education: A possible merger

Cole, Donna J.

doi:10.1080/00405848409543106

Cited by 11 publications

(3 citation statements)

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“…6. In fact, similarly to more theoretical pieces (Cort' es, 1983;Cole, 1984;Ukpokodu, 1999) the relationship is largely descriptive of the existence of a relationship between the two fields rather than on what possible tensions or conflicts there may be within or between them (see Pashby, 2013).…”

Section: Disclosure Statementmentioning

confidence: 99%

Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context

Pashby

2015

Curriculum Inquiry

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This paper presents a critical framework applied to findings from a critical discourse analysis of curriculum and lesson plans in Alberta to examine the assumption that Canada is an ideal place for global citizenship education. The analysis draws on a framework that presents a critique of modernity to recognize a conflation within calls for new approaches to educating citizens for the twenty-first century. A main finding is that although the Alberta curriculum reflects important potential for promoting a critical approach, a conflation of different versions of liberalism often results in a false sense of multiple perspectives and a foreclosure of potential. The paper argues for a critical approach to global citizenship education that engages with the tensions inherent to issues of diversity rather than stepping over or reducing them to theoretically and conceptually vague ideas of universalism and consensus.

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Section: Disclosure Statementmentioning

confidence: 99%

Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context

Pashby

2015

Curriculum Inquiry

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“…Many scholars, such as Merryfield (1996), Bennett (1995), and Cole (1984), emphasize the connections between the two fields. Indeed, there is no doubt they are closely linked.…”

Section: Definitionsmentioning

confidence: 98%

Distinguishing Between Multicultural and Global Education: The Challenge of Conceptualizing and Addressing the Two Fields

Lucas

2010

The Clearing House: A Journal of Educational Strategies, Issues

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This qualitative study examines how a group of social studies teachers working in a suburban middle school with a predominantly affluent and white student body conceptualize multicultural and global education. The data reveals that several of the teachers experienced difficulties conceptualizing multicultural and global education, used them interchangeably, and did not articulate their importance to their students. In addition to interviews with teachers, classroom observations were conducted to see how they addressed multicultural and global education in class. The outcomes of this study indicate that pre-service and in-service teacher education should pay attention to delineating the distinct purposes of multicultural and global education and how these concepts can be infused into a social studies curriculum.

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“…The limited amount of literature speaking explicitly to this relationship suggests that these fields are held as positive and mutually reinforcing and that a combination of them leads to social transformation. Cortés (1983) argues that a transnational vision of citizenship can and should emerge from emphasizing positive relations between different ethnicities in the U.S. context, emphasizing learning about and avoiding stereotypes (see also Cole, 1984). Similarly, Ukpokodu (1999, p. 300) argues that multicultural and global approaches to education can together develop civic responsibility through "broader understanding of human commonalities and human diversity."…”

mentioning

confidence: 99%

The Diversity Conflation and Action Ruse: A Critical Discourse Analysis of the OECD’s Framework for Global Competence

Idrissi

Engel

Pashby

2020

cie-eci

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The Organization for Economic Co-operation and Development’s (OECD) Program for International Student Assessment (PISA) 2018 includes a measure of global competence. In PISA, global competence is a cross-curricular domain that aims to measure a set of skills and attitudes that support respectful relationships with people from different cultural backgrounds and engage for peaceful and sustainable societies. This paper builds theoretically and empirically from previous research that investigates the framing and messaging of global education policy as well as the tendency to conflate local and global approaches to diversity and difference in research and practice. We critically explore the OECD’s framework of global competence in PISA 2018 by reporting on two key findings from a critical discourse analysis. We examine language use and discursive practices to consider how global competence in the OECD 2018 framework document is structured, messaged, and mediated at an international level, and to what extent it reflects critiques around individualization and conflation of multiculturalism and global citizenship. We organized findings on two major themes, namely encountering the “other” and taking action.

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Multicultural education and global education: A possible merger

Cited by 11 publications

References 1 publication

Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context

Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context

Distinguishing Between Multicultural and Global Education: The Challenge of Conceptualizing and Addressing the Two Fields

The Diversity Conflation and Action Ruse: A Critical Discourse Analysis of the OECD’s Framework for Global Competence

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