Cultural Diversity and Civic Education: Two Versions of the Fragmentation Objection

Autor/in	Shorten, Andrew
Titel	Cultural Diversity and Civic Education: Two Versions of the Fragmentation Objection
Quelle	In: Educational Philosophy and Theory, 42 (2010) 1, S.57-72 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2008.00504.x
Schlagwörter	Social Integration; Cultural Pluralism; Public Policy; Minority Groups; Values; Personal Autonomy; Patriotism; Policy Analysis; Public Education; Educational Policy; Educational Philosophy; Educational Principles; Political Attitudes; Social Attitudes; Political Socialization; Citizenship; Citizenship Education; Educational Strategies; Interpersonal Relationship; Educational Environment; Social Development; Politics of Education; Multicultural Education + Suchen Sie Ihr Suchwort? Soziale Integration; Kulturpluralismus; Öffentliche Ordnung; Ethnische Minderheit; Wertbegriff; Individuelle Autonomie; Patriotismus; Politikfeldanalyse; Öffentliche Erziehung; Politics of education; Bildungspolitik; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Political attitude; Politische Einstellung; Social attidude; Soziale Einstellung; Politische Sozialisation; Staatsbürgerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrstrategie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Entwicklung; Educational policy; Multikulturelle Erziehung
Abstract	According to the "fragmentation objection" to multiculturalism, practices of cultural recognition undermine political stability, and this counts as a reason to be sceptical about the public recognition of minority cultures, as well as about multiculturalism construed more broadly as a public policy. Civic education programmes, designed to promote autonomy, toleration and patriotism, have been justified as a corrective to the fragmentary tendencies of multiculturalism. This paper distinguishes between two versions of the fragmentation objection, in order to evaluate this particular justification of civic education. The cultural fragmentation version of the objection emphasises the importance of a common identity and a shared sense of belonging for political stability, whilst the value fragmentation version of the objection emphasises the importance of shared values for political stability. It is argued that neither version of the objection successfully demonstrates that multiculturalism is incompatible with political stability. However, narrow versions of each objection provide reasons to favour the promotion of toleration in public schooling, and reasons to be sceptical about the promotion of patriotism. Meanwhile, justifications of the cultivation of autonomy must appeal to values other than political stability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10