Citation

Conceptualizing 21st century multiculturalism: Proposal for a new framework for multicultural education in the age of globalization

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Abstract:

Going beyond the critical multicultural framework, this theoretical paper draws from literature on political economy, theories of globalization and technology, theories of power, inequality and social exclusion, organizational theory and new public management theory. The paper seeks to propose a new model of teaching multiculturalism from a global orientation. It examines how in Canada and other OECD countries debates on multiculturalism suffer from methodological and policy nationalism. It argues that in teacher education programs the discussions of multiculturalism are too preoccupied with questions of national policy to cope with immigration/racial issues. However, such conventional discussions of ethnicity and multiculturalism from exclusively national viewpoints are incomplete and unreal in today’s globalized society.
Multiculturalism in its contemporary from is global in nature because global political economy promotes and at times dictates cross border movement of people.
The main contention of the paper is that there is an urgent need to reconceptualize multiculturalism in the context of rapidly globalizing world and thus looking at the new channels of communication and influence. Multiculturalism without any discussion and understanding of issues related to cyberspace, environment, multilateral, supranational, transnational organizations and social movements —that play an important part in maintaining and challenging inequalities and cross-boarder movement—risks becoming part of institutionalized hypocrisy.
However, such a proposal may sounds too risky to many scholars involved in teacher education especially on two accounts. First, envisaging global multiculturalism makes it a complex and interdisciplinary field. This requires drawing from other disciplines that are seen outside the domain of teacher education programs. Second, this vision requires intellectual engagement with global conflict. Doing so requires shedding the cloak of neutrality and apolitical-ness that has come to characterize educational research on multiculturalism.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p493640_index.html
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MLA Citation:

Arshad-Ayaz, Adeela. "Conceptualizing 21st century multiculturalism: Proposal for a new framework for multicultural education in the age of globalization" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493640_index.html>

APA Citation:

Arshad-Ayaz, A. , 2011-05-01 "Conceptualizing 21st century multiculturalism: Proposal for a new framework for multicultural education in the age of globalization" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493640_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Going beyond the critical multicultural framework, this theoretical paper draws from literature on political economy, theories of globalization and technology, theories of power, inequality and social exclusion, organizational theory and new public management theory. The paper seeks to propose a new model of teaching multiculturalism from a global orientation. It examines how in Canada and other OECD countries debates on multiculturalism suffer from methodological and policy nationalism. It argues that in teacher education programs the discussions of multiculturalism are too preoccupied with questions of national policy to cope with immigration/racial issues. However, such conventional discussions of ethnicity and multiculturalism from exclusively national viewpoints are incomplete and unreal in today’s globalized society.
Multiculturalism in its contemporary from is global in nature because global political economy promotes and at times dictates cross border movement of people.
The main contention of the paper is that there is an urgent need to reconceptualize multiculturalism in the context of rapidly globalizing world and thus looking at the new channels of communication and influence. Multiculturalism without any discussion and understanding of issues related to cyberspace, environment, multilateral, supranational, transnational organizations and social movements —that play an important part in maintaining and challenging inequalities and cross-boarder movement—risks becoming part of institutionalized hypocrisy.
However, such a proposal may sounds too risky to many scholars involved in teacher education especially on two accounts. First, envisaging global multiculturalism makes it a complex and interdisciplinary field. This requires drawing from other disciplines that are seen outside the domain of teacher education programs. Second, this vision requires intellectual engagement with global conflict. Doing so requires shedding the cloak of neutrality and apolitical-ness that has come to characterize educational research on multiculturalism.


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