Multicultural Education and the Postcolonial Turn
Hickling-Hudson, Anne R. (2003) Multicultural Education and the Postcolonial Turn. Policy Futures in Education, 1(2), 381 -401.
This paper considers how postcolonial rethinking might lead educators and students to change traditional contexts and conservative, Eurocentric curricula. The paper discusses multicultural contexts such as those in Australia, and how postcolonial curricula would extend conventional multicultural education by challenging the colonial legacies of European-derived discourses of education. Postcolonial theory is explored as a valuable approach for thinking through not only these goals of change, but also different ways of conceptualising intercultural education and the difficulties of changing the Western-derived models of schools and universities which have become global.
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|Item Type:||Journal Article|
|Keywords:||Australia, multicultural, postcolonial, schooling, race, ethnicity, Indigenous, curriculum reform, teacher education change, indigenous|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2003 Symposium Journals|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||08 Nov 2005 00:00|
|Last Modified:||29 Feb 2012 12:59|
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