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Ethnic Diversity and Public Policy: The Role of Education

  • Jagdish Gundara
  • Crispin Jones

Abstract

As is well known, state education policy in general reflects rather than leads state social policy. However, the power of an appropriate education should never be underestimated. In the context of this chapter, it is asserted that the contribution that intercultural education can make to the social and economic development of all ethnic groups within a state is a considerable one. The term intercultural education is derived from three decades of work in this area undertaken under the auspices of the Council of Europe within a range of European states (e.g. Batelaan, 1983; Jones and Kimberley, 1986). As defined in that specific context, intercultural education was seen as an education that seeks to examine and promote the dynamics of cultural exchange within pluralistic educational systems and institutions which are within states that are already multicultural. As such, the definition has a wider validity and is the preferred term used in this chapter. At this point, it is important to make clear that ethnic diversity does not axiomatically mean minority/majority relations. In the UNRISD Research Guidelines which were used in the preparation of this chapter, a helpful distinction is made between ethnic, racial and/or religious diversities, rather than minority/majority relations, the distinction that is more usually made in educational discourses within North America and the European Union (EU) but which makes less sense in other contexts, such as South Africa.

Keywords

Ethnic Group Teacher Education Educational Policy Ethnic Diversity Teacher Education Programme 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© UNRISD 1998

Authors and Affiliations

  • Jagdish Gundara
  • Crispin Jones

There are no affiliations available

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