Multicultural Education in Glocal Perspectives: Policy and Institutionalization

ISBN-13: 9789811095641 / Angielski / Miękka / 2018 / 223 str.

Yun-Kyung Cha; Jagdish Gundara; Seung-Hwan Ham

Spis treści

Chapter 1 Introduction.- Section I: Global Institutionalization of Multicultural Education.- Chapter 2 Multicultural Education Policy in the Global Institutional Context.- Chapter 3 The Valorization of Humanity and Diversity.- Chapter 4 Educating Supranational Citizens: The rise of English in Curricular Policies.- Chapter 5 Intercultural and International Understanding: Non-centric knowledge and curriculum in Asia.- Chapter 6 Diversity and Citizenship Education in Multicultural Nations.- Section II: National/Local Dynamics in Multicultural Education.- Chapter 7 Harmony and Multicultural Education in Singapore.- Chapter 8 Moving Beyond a Monotype Education in Turkey: Major reforms in the last decade and challenges ahead.- Chapter 9 Multicultural Community Development, Social Capital and Social Disorganization: Exploring urban areas in the United States.- Chapter 10 Multicultural Practice for Cultural Heterogeneity and National Cultural Homogeneity: Immigrant youth's experience in Osaka, Japan.- Chapter 11 Education for Population Control: Migrant children's education under new policies in Beijing.- Section III: Global and Local Possibilities in Multicultural Education.- Chapter 12 Multicultural Policy and Ethnolinguistic Minority Learners' Academic Engagement.- Chapter 13 Culturally Responsive Leadership for Community Engagement.- Chapter 14 Institutionalizing Internationalization within a College of Education: Toward a more critical multicultural and glocal education perspective.- Chapter 15 Epilogue: Toward a glocal perspective.

O autorze

Yun-Kyung Cha is a professor of education at Hanyang University, Seoul, South Korea. He is a founding member and former president of the Korean Association for Multicultural Education. He is currently the chief editor of its international journal, Multicultural Education Review. He has also been a member of the Korean government’s advisory and monitoring committees, including the Multicultural Family Policy Committee and the Immigration Policy Committee.

Jagdish Gundara holds the UNESCO Chair in International Studies and Teacher Education and is emeritus professor of education at the UCL Institute of Education, University College London. He has also been the director of the International Centre for Intercultural Studies at the Institute of Education since 1979. He is a founding member and the current president of the International Association of Intercultural Education. He is also a member of UNICEF UK’s Board of Trustees.

Seung-Hwan Ham is an assistant professor of education at Hanyang University, Seoul, South Korea. His scholarly interests focus on school organization and multi-layered institutional arrangements, especially in relation to their effects on educational equity and wellbeing for diverse students. Before joining Hanyang University, he taught at Michigan State University and worked as a research professor at Pohang University of Science and Technology. 

Moosung Lee is the youngest Centenary Professor at the University of Canberra. Prior to joining the University of Canberra, he was an associate professor and founding deputy director of the Education Policy Unit at the University of Hong Kong. He has published widely in high-quality academic forums, in the areas of educational leadership and administration, urban education, and comparative education. He received the AERA’s Emerging Scholar Award (Division A) in 2015.

Blurb

This conceptually rich and empirically grounded book draws upon expertise from a panel of emerging and established international scholars to explore the institutionalization and effect of multicultural education on a global scale. Previous studies of multicultural education have largely ignored the significance of understanding the combination of multiple sociopolitical influences on multicultural education in both policy and practice. Filling this void, this book sheds light on the two main reasons for taking a “glocal” perspective on multicultural education. First, children should be provided with meaningful learning opportunities to acquire the knowledge, skills, and attitudes necessary to live in a culturally and ethno-linguistically diverse society, where the distinction between the local and the global is becoming blurred. Second, understanding both the “global grammar” and the “local semantics” of multicultural education helps researchers and policy-makers grasp the whole picture of multicultural education as an evolving social construct and phenomenon. This new book provokes a new round of discussion and research to expand and enrich our inquiry into cultural diversity and educational inclusion.