Abstract
The aim of this text is to problematize and discuss the concept of diversity as well as critical pedagogy in education in relation to a social justice framework. The importance of understanding language as social practice and concepts as floating signifiers, always embedded in power-relations, is underlined. In times of marketization and neoliberal discourses on competition and effectiveness in education, there is a plea for social justice education and the braveness to ask “whose interests are served?”
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Notes
- 1.
About the concept of ethnicity and ethnic identity formation, see, for example, Jan Nederveen Pieterse (2007, pp. 31–62).
- 2.
For a mapping of multicultural education, its theoretical perspectives and different approaches, see James A. Banks (2009).
- 3.
For an introduction and mapping of critical education, see Michael W. Apple, Wayne Au, and Luis Armando Gandin (2009).
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von Brömssen, K. (2011). Blind Spots and Privileged Places. In: Sporre, K., Mannberg, J. (eds) Values, Religions and Education in Changing Societies. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9628-9_9
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