Ethnic Diversity and Public Policy: The Role of Education

  • Jagdish Gundara
  • Crispin Jones


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.


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.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Aronowitz, S. and H. Giroux, 1991. Postmodern Education. Oxford: University of Minnesota Press.Google Scholar
  2. Batelaan, P., 1983. The Practice of Intercultural Education. London: CRE.Google Scholar
  3. Bauman, Z., 1992. Intimations of Postmodernity. London: Routledge.Google Scholar
  4. Brownlie, I. (ed.), 1992. Basic Documents in Human Rights. Oxford: Clarendon Press.Google Scholar
  5. Burger, J., 1987. Report from the Frontier. Cambridge, MA: Survival International.Google Scholar
  6. Child-to-Child Trust, 1993. Directory of Child-to-Child Activities Worldwide. London: Institute of Education.Google Scholar
  7. Convention on the Rights of the Child, 1990. Stockholm: Swedish Government.Google Scholar
  8. Coulby, D. and C. Jones, 1995. Postmodernity and European Education Systems. Stoke-on-Trent: Trentham Books.Google Scholar
  9. Department of Education and Science, 1965. Circular 9/65. London: DES.Google Scholar
  10. Ginsburg, N., 1992. Divisions of Welfare. London: Sage.Google Scholar
  11. Giroux, H., 1991. ‘Postmodernism and the Discourse of Educational Criticism’. In S. Aronowitz and H. Giroux (eds.), Postmodern Education. Oxford: University of Minnesota Press.Google Scholar
  12. Glyn, A. and D. Miliband (eds.), 1994. Paying for Inequality: The Economic Cost of Social Injustice. London: IPPR/Riverdram Press.Google Scholar
  13. Gordon, M., 1964. Assimilation in American Life. Oxford: Oxford University Press.Google Scholar
  14. Gordon, M., 1978. Human Nature, Class and Ethnicity. Oxford: Oxford University Press.Google Scholar
  15. Hawes, H. and C. Scotchmer, 1993. Children For Health. London: UNICEF and Child-to-Child Trust.Google Scholar
  16. Jones, C. and K. Kimberley (eds.), 1986. Intercultural Education: Concept, Context, Curriculum Practice. Strasbourg: Council of Europe.Google Scholar
  17. Kepel, G., 1993. The Revenge of God: the Resurgence of Islam, Christianity and Judaism in the Modern World. London: Polity Press.Google Scholar
  18. Minority Rights Group, 1993. The Orang Asli of Peninsular Malaysia. London: Minority Rights Group.Google Scholar
  19. Moseley, C. and R. Asher (eds.), 1994. Atlas of the World’s Languages. London: Routledge.Google Scholar
  20. Sen, A., 1992. Inequality Examined. Oxford: Clarendon Press.Google Scholar
  21. Sills, D. (ed.), 1972. International Encyclopedia of Social Sciences. New York: Macmillan.Google Scholar
  22. Skutnabb-Kangas, T., 1990. Language, Literacy and Minorities. London: Minority Rights Group.Google Scholar
  23. Skutnabb-Kangas, T. and J. Cummins, 1988. Minority Education: From Shame to Struggle. Clevedon: Multilingual Matters.Google Scholar
  24. Street-Porter, R., 1976. Race, Children and Cities. Milton Keynes; Open University Press.Google Scholar
  25. UNESCO, 1993. DOC 27c/38, Annex 1, 17.8.1993. Paris: UNESCO.Google Scholar

Copyright information

© UNRISD 1998

Authors and Affiliations

  • Jagdish Gundara
  • Crispin Jones

There are no affiliations available

Personalised recommendations