Multiculturalism and Diversity

In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 833-849 (2018)
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Abstract

This chapter explores how different orientations within philosophy of education are reflected in the ways in which philosophers of education have engaged with multiculturalism. I discuss some central themes – including recognition, integration and the ideal of the common school – that have been addressed by philosophers of education writing on issues of multiculturalism and diversity. Focusing mainly on the analytic/Anglophone tradition, I consider the ways in which a rigorous philosophical engagement with educational policy and practice has both enriched and problematised central conceptual distinctions and positions within mainstream political philosophy. I conclude by reflecting on some historical shifts within the field, and draw on critical pedagogy and social justice pedagogy, as well as on a personal narrative, in reflecting on the tensions and complexities raised by a consideration of multiculturalism and the challenges they suggest for educators and philosophers of education.

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10.1007/978-3-319-72761-5_60

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