Description
Book SynopsisThis edited collection continues the call for evolving multicultural dialogues within education and the wider social sciences. Dialogue and education are essential tools that can help tackle some of the biggest cultural problems we are facing, including post-Coronavirus education realities. The contributors of this edited book from across the globe explore the necessity of sustained dialogue within the wider social and political sciences, alongside national and international politics, where more multicultural voices need to be heard in order to make progress. The book builds on existing evidence and literature to advocate in favour of this movement and highlights how important multiculturalism and multicultural education remains. It will be essential reading for students and academics working in the fields of education and sociology, particularly those with an interest in social justice, inclusion and multiculturalism.
Table of ContentsPreface
Chapter 1: Introduction
Part I. Multicultural Dialogues
Chapter 2: The SHARMED project: the promotion of dialogic intercultural learning in the classroom’
Chapter 3: Intersecting Dialogues for Justice in Education
Chapter 4: “The West has shown me one thing: everything it has is from the East” [and vice-versa]: Unthinking and reconstructing interculturality in education with ‘China’
Chapter 5: Promoting Multicultural Awareness through Dialogue: The Case of The Dialogue Society
Chapter 6: Impacts of dialogue education work on young people and teachers in Jordan
Chapter 7: Can Interculturalism Complement Multiculturalism?
Chapter 8: Refugee Children as Pupils with Culturally Different Backgrounds in Italian Elementary Schools
Chapter 9: Dialogue in multilingual research contexts
Part II. Multicultural Pedagogy
Chapter 10: Diversity and Inclusive Strategies: School as a cultural mediator
Chapter 11: Adolescents of immigrant origin in Italy: well-being, aspirations and uncertainties
Chapter 12: Multiculturalism and its Definition: El Sistema as a Model of Multicultural Education?
Chapter 13: Is multicultural education deep enough and wide enough?
Chapter 14: An Investigation on Teacher–Student Interpersonal Behavior in Russia and Italy
Part III. Multicultural Policy
Chapter 15: Transforming Civic Education to Reduce Failed Citizenship
Chapter 16: Decolonising Social Studies Curriculum in Thailand: Whose Knowledge? Whose Power?
Chapter 17: “See it, Say it, Sorted”: The ‘Prevent duty’ and its impact on English secondary schools: Evolving Dialogues in an ‘Age of Anger’
Chapter 18: Is Citizenship Education Dead in England?
Part IV. Multiculturalism, Schools and Curriculum
Chapter 19: Muslim, Male and Primary School Teacher: The Postmodern Change
Chapter 20: British Pakistani Students’ Experiences of the Secondary School Curriculum
