Intercultural education

Abstract

Abstract Since the 1970s, the need to develop and implement social and educational policies of a “multicultural” nature has been recognized by educational policy‐makers in many societies with substantial migrant and ethnic minority populations. While the term multicultural – and its relationship with the idea of culture itself – has been vigorously debated, it has become clear that multiculturalism connotes a range of policies intended to manage harmonious coexistence of ethnic minorities within a “core‐value” socio‐political framework. This is intended as a normative basis for greater measures of social justice and educational attainment for minority populations who have been underrepresented in measures of educational attainment and access to socioeconomic services and benefits. In ethnically diverse societies as different as Australia, Canada, South Africa, India, and China, the term also refers to the existence of widely divergent distributions of ethnic and cultural groups, from heterogeneous urban populations, as in Australia and the United States, to largely homogeneous minority populations contained within provincial borders in a larger nation‐state, such as China.

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