▶59:31
Evolving Dialogues in Multicultural Education | Panel Discussion
Dialogue SocietyDialogue Society organised a panel discussion on "Evolving Dialogues in Multicultural Education" on December 18, 2019. ► Speakers Prof Shirley R. Steinberg, University of Calgary Prof Guido Benvenuto, University of Rome Dr Richard Race, University of Roehampton Dr Marlon Moncrieffe, University of Brighton ► Abstract If the United Kingdom leaves the European Union, the implication is that a more national focus on cultural, and education policy will make society more assimilationist rather than more culturally diverse or more separatist meaning communities will retreat away from state policy andDevamını okuDaha az göster
Dialogue Society organised a panel discussion on "Evolving Dialogues in Multicultural Education" on December 18, 2019.
► Speakers
Prof Shirley R. Steinberg, University of Calgary
Prof Guido Benvenuto, University of Rome
Dr Richard Race, University of Roehampton
Dr Marlon Moncrieffe, University of Brighton
► Abstract
If the United Kingdom leaves the European Union, the implication is that a more national focus on cultural, and education policy will make society more assimilationist rather than more culturally diverse or more separatist meaning communities will retreat away from state policy and other communities. What this means for education is crucial. Furthermore, the policy has to accommodate diversity or difference within what is actually taught in Programmes of Study which are created by government. To be fair, Programmes of Study in England are culturally diverse and have always been but then the first point about training teachers is applied. The problem is systemic which means the national curriculum needs to change, a Brexit policy, 30 years in the making before Brexit (White, 2016; Bhopal, 2018). The problem is not with teachers and teacher training or career training but the solution when teaching difference is diversity training within continuing professional development for all professional practitioners (Race, 2015). The event is to continue to develop dialogues when advancing multicultural education (Race, 2018). Moreover, the presenters will examine aspects of multicultural education from international perspectives which will allow dialogues to evolve within increasingly changing and complex times (Modood, 2019; Miller and Callender, 2019).
► Highlights
◉ 2:55 Marlon Moncrieffe: Reflecting on his time as a primary school and deputy teacher at a prep school, his facing white cultural attitudes. Marlon Moncrieffe talks about monocultural, white, elitist spaces where multicultural education “perhaps isn’t the highest for their priority in teaching and learning.”
◉ 8:08 Marlon Moncrieffe: Talking of “embedded racism” and microaggression. “Multicultural education isn't just for state schools or universities ...if multicultural education is to have some impact, it needs to impact these sort of spaces as well [prep schools] ”.
◉ 8:55 Marlon Moncrieffe: Reproduction of white cultural identity in prep schools; e.g. hockey, cricket rugby. Curriculum characterised, for instance, by a focus on World War II as opposed to the Windrush generation.
◉ 10:22 Marlon Moncrieffe: “Discourses on decolonising the curriculum have been around for a long time- since the 70s.” It is becoming more popularised recently. New epistemological and interdisciplinary approaches are being sought to challenge dominant discourses.
◉ 11:54 Marlon Moncrieffe: “The issue with the national curriculum is that it inflicts epistemic violence and if you are to be a decolonist, you have to detect epistemic violence and arrest it.”
◉ 18:54 Prof Guido Benvenuto: “In Italy we are talking about intercultural education”, prioritising dialogue between countries and groups.
◉ 24:05 Prof Guido Benvenuto: Reflecting on the role of increased migration flows in forcing a need to confront diversity. Questioning what ‘multiculturalism’ means.
◉ 24:40 Prof Guido Benvenuto: The role of universities in advancing dialogue in an academic sense. Research interest in the process of integration of immigrants, ethnic relations and intercultural dynamics as well as intercultural education.
◉ 19:20 Prof Shirley R. Steinberg: “Truly the only way democracy can even be attempted is to have dialogue.”
◉ 30:53 Prof Shirley R. Steinberg: “The notion of education cannot function healthily without the surrounding community.”
◉ 40:40 Prof Shirley R. Steinberg: “Using dialogue as a primary source of research is a way that has helped what I’m doing in the notion of interculturality and humanity.”
Subscribe ►http://bit.ly/SubsDialogueSociety
Donate ► https://www.paypal.me/DialogueSociety
Become a patron ► https://www.patreon.com/DialogueSociety
Visit us ►http://www.dialoguesociety.org
Sign up to our newsletter ►http://eepurl.com/du5E6X
Twitter ►https://twitter.com/DialogueSociety/
Instagram ►https://www.instagram.com/dialoguesociety/
Facebook ►https://www.facebook.com/DialogueSociety
About Dialogue Society
The Dialogue Society is a registered charity (Registered Charity Number: 1117039), established in London in 1999, with the aim of advancing social cohesion by connecting communities, empowering people to engage and contributing to the development of ideas on dialogue and community building. The Dialogue Society is not a religious or ethnic organisation. It aims to facilitate dialogue on a whole range of social issues, regardless of any particular faith or religion. It stands for democracy, human rights, the non-instrumentalisation of religion in politics, equality, and freedom of speech.
► Speakers
Prof Shirley R. Steinberg, University of Calgary
Prof Guido Benvenuto, University of Rome
Dr Richard Race, University of Roehampton
Dr Marlon Moncrieffe, University of Brighton
► Abstract
If the United Kingdom leaves the European Union, the implication is that a more national focus on cultural, and education policy will make society more assimilationist rather than more culturally diverse or more separatist meaning communities will retreat away from state policy and other communities. What this means for education is crucial. Furthermore, the policy has to accommodate diversity or difference within what is actually taught in Programmes of Study which are created by government. To be fair, Programmes of Study in England are culturally diverse and have always been but then the first point about training teachers is applied. The problem is systemic which means the national curriculum needs to change, a Brexit policy, 30 years in the making before Brexit (White, 2016; Bhopal, 2018). The problem is not with teachers and teacher training or career training but the solution when teaching difference is diversity training within continuing professional development for all professional practitioners (Race, 2015). The event is to continue to develop dialogues when advancing multicultural education (Race, 2018). Moreover, the presenters will examine aspects of multicultural education from international perspectives which will allow dialogues to evolve within increasingly changing and complex times (Modood, 2019; Miller and Callender, 2019).
► Highlights
◉ 2:55 Marlon Moncrieffe: Reflecting on his time as a primary school and deputy teacher at a prep school, his facing white cultural attitudes. Marlon Moncrieffe talks about monocultural, white, elitist spaces where multicultural education “perhaps isn’t the highest for their priority in teaching and learning.”
◉ 8:08 Marlon Moncrieffe: Talking of “embedded racism” and microaggression. “Multicultural education isn't just for state schools or universities ...if multicultural education is to have some impact, it needs to impact these sort of spaces as well [prep schools] ”.
◉ 8:55 Marlon Moncrieffe: Reproduction of white cultural identity in prep schools; e.g. hockey, cricket rugby. Curriculum characterised, for instance, by a focus on World War II as opposed to the Windrush generation.
◉ 10:22 Marlon Moncrieffe: “Discourses on decolonising the curriculum have been around for a long time- since the 70s.” It is becoming more popularised recently. New epistemological and interdisciplinary approaches are being sought to challenge dominant discourses.
◉ 11:54 Marlon Moncrieffe: “The issue with the national curriculum is that it inflicts epistemic violence and if you are to be a decolonist, you have to detect epistemic violence and arrest it.”
◉ 18:54 Prof Guido Benvenuto: “In Italy we are talking about intercultural education”, prioritising dialogue between countries and groups.
◉ 24:05 Prof Guido Benvenuto: Reflecting on the role of increased migration flows in forcing a need to confront diversity. Questioning what ‘multiculturalism’ means.
◉ 24:40 Prof Guido Benvenuto: The role of universities in advancing dialogue in an academic sense. Research interest in the process of integration of immigrants, ethnic relations and intercultural dynamics as well as intercultural education.
◉ 19:20 Prof Shirley R. Steinberg: “Truly the only way democracy can even be attempted is to have dialogue.”
◉ 30:53 Prof Shirley R. Steinberg: “The notion of education cannot function healthily without the surrounding community.”
◉ 40:40 Prof Shirley R. Steinberg: “Using dialogue as a primary source of research is a way that has helped what I’m doing in the notion of interculturality and humanity.”
Subscribe ►http://bit.ly/SubsDialogueSociety
Donate ► https://www.paypal.me/DialogueSociety
Become a patron ► https://www.patreon.com/DialogueSociety
Visit us ►http://www.dialoguesociety.org
Sign up to our newsletter ►http://eepurl.com/du5E6X
Twitter ►https://twitter.com/DialogueSociety/
Instagram ►https://www.instagram.com/dialoguesociety/
Facebook ►https://www.facebook.com/DialogueSociety
About Dialogue Society
The Dialogue Society is a registered charity (Registered Charity Number: 1117039), established in London in 1999, with the aim of advancing social cohesion by connecting communities, empowering people to engage and contributing to the development of ideas on dialogue and community building. The Dialogue Society is not a religious or ethnic organisation. It aims to facilitate dialogue on a whole range of social issues, regardless of any particular faith or religion. It stands for democracy, human rights, the non-instrumentalisation of religion in politics, equality, and freedom of speech.
