We live in a global village shaped by technology that allows us to watch events unfurl in real time even if they are occurring thousands of miles away. Economic market forces are reshaping our world in many ways, changing how and where we live. Since the end of World War II, there have been huge changes in maps of our physical world, as arbitrary political boundaries shift and change and nation states both arise and disappear. Demographic maps continue to change and evolve, as population numbers increase and decrease due to birthrates, war and political and economic emigration, and population characteristics such as age, race, religion, socioeconomic status and ethnicity shift likewise.
As educators committed to multicultural education, we recognise the multiplicity of identities and cultures that exist in our global village and we acknowledge that they are often sources of conflict or foci for controversy. We believe that everyone should enjoy fundamental freedoms for without distinction as to race, sex, language or religion; but we acknowledge that basic human rights still do not exist in some parts of the world. We also know that the very words we use to describe our goals and the tools we use to achieve them remain contested terrain: multiculturalism and multicultural education mean different things in different countries, and the impetuses for acknowledging and advocating them often spring from very different sources.
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Grant, C.A., Khurshid, A. (2009). Multicultural Education in a Global Context: Addressing the Varied Perspectives and Themes. In: Cowen, R., Kazamias, A.M. (eds) International Handbook of Comparative Education. Springer International Handbooks of Education, vol 22. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6403-6_26
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