Complex Societies, Common Schools and Curriculum: Separate Is Not Equal

Autor/in	Gundara, Jagdish
Titel	Complex Societies, Common Schools and Curriculum: Separate Is Not Equal
Quelle	In: International Review of Education, 54 (2008) 3-4, S.337-352 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-008-9096-x
Schlagwörter	Stellungnahme; Foreign Countries; School Segregation; School Choice; Equal Education; Minority Groups; Social Integration; Australia; United States + Suchen Sie Ihr Suchwort? Ausland; Choice of school; Schulwahl; Ethnische Minderheit; Soziale Integration; Australien; USA
Abstract	This paper focuses on the issue of separate schooling. Diverse societies use schools to develop shared value systems, strengthen democratic engagements and provide better educational outcomes. However, in Europe, the United States, Australia and elsewhere groups of parents and communities have been invoking human rights claims to challenge the state, often successfully, to demand separate schools for their children or the right to send their children to a school of their choosing, irrespective of the consequences for society at large. Yet do such separate schools reflect an increased respect for the rights of minorities and a commitment to help them reach their full potential? Do they help remove marginalization and can they ever lead to the establishment of stable and peaceable communities? Or do they undermine societal commitments to intergroup harmony and perpetuate stereotypes, racism and ethnocentric thinking? Do they keep existing inequalities in place and deny young people the opportunities they need to become full-fledged members of society? It is argued here that regardless of location, separate schools are part of the problem, not the solution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10