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| Autor/in | MacPherson, Seonaigh |
|---|---|
| Titel | Ethno-Cultural Diversity Education in Canada, the USA and India: The Experience of the Tibetan Diaspora |
| Quelle | In: Compare: A Journal of Comparative and International Education, 48 (2018) 6, S.844-860 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-7925 |
| DOI | 10.1080/03057925.2017.1362547 |
| Schlagwörter | Ethnic Groups; Cultural Pluralism; Cross Cultural Studies; Immigrants; Minority Groups; Comparative Education; Educational Experience; Role of Education; Social Integration; Academic Achievement; Sustainability; Cultural Context; Foreign Countries; Policy Analysis; Canada; United States; India |
| Abstract | This paper contrasts approaches to supporting ethno-cultural diversity in education in Canada, the USA and India through the lens of the experiences of the Tibetan diaspora. All three countries self-identify as linguistic and ethnically diverse states that value multiculturalism. These shared values make them insightful comparative cases to consider the role of public education "vis-a-vis" its impact on ethno-cultural diversity within pluralistic societies. The case used to conduct the comparison is that of the Tibetan diaspora, an ethno-cultural migrant minority found in each country. Three prevailing ethno-cultural diversity orientations are identified -- "integration", "achievement" and "sustainability" -- to describe prevalent approaches in Canada, the USA and India, respectively. The paper concludes with implications of the skewed orientations in each context, proposing a more balanced use of all three orientations for more robust and comprehensive supports for ethno-cultural diversity in education. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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