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Doing Diversity Differently in a Culturally Complex World
Doing Diversity Differently in a Culturally Complex World explores the challenges facing multicultural education in the 21st century. It argues that the ideas fashioned in 1970s 'multiculturalism' are no longer adequate for the culturally complex world in which we now live. Much multicultural education celebrates superficial forms of difference and avoids difficult questions around culture in an age of transnational flows and hybrid identities. Megan Watkins and Greg Noble explore the understandings of multiculturalism that exist amongst teachers, parents and students. They demonstrate that ideas around culture and identity don't match the complexities of the social contexts of schooling in migrant-based nations such as Australia, the UK, the USA, Canada and New Zealand. Doing Diversity Differently in a Culturally Complex World draws on comprehensive research undertaken in Australian schools. It examines how a diverse range of schools address the challenges that 'superdiversity' poses, considering how the strengths and limitations of each school's approach reflect wider logics of traditional multiculturalism. In contrast, the authors argue for a transformative multiculturalism involving a critically reflexive approach to understanding the processes, relations and identities of the contemporary world.
With a Foreword by Fazal Rivzi, Emeritus Professor, University of Illinois at Urbana-Champaign, USA and Professor of Global Studies in Education, University of Melbourne, Australia.
eBook
The Quest for Educational Equity in Schools in Multicultural Australia
Australia’s migration history has produced one of the most ethnically diverse nations in the world, but this has presented challenges for educational equity. The introduction of multiculturalism in the 1970s coincided with an increasing focus on structural inequities in education. In this essay, we examine the context of changing educational policies and programs over the last half century, arguing that there has not been a steady process of reform involving measures redressing various inequalities but a period of policy turbulence. We consider the impact of the competing logics of multiculturalism – incorporation, recognition, civility – upon educational policy and practice to argue that, together with the consequences of neoliberal reforms, the equitable delivery of multiculturalism in schools has proved challenging. We conclude that multicultural education must refocus on the critical capacities that teachers and students alike need to understand the cultural complexities of a globalized world.
Journal Article
The Face of Evil: Demonising the Arab Other in Contemporary Australia
The 'face of evil' has become a common media and political figure over the last few years. Most typically evoked in representations of international terrorism the events of September 11, 2001, the Bali and London bombings and so on the 'face of evil' has also become a recurring motif in local media representations of crime when questions of certain, visibly distinct, cultural and religious backgrounds are seen to be involved. Newspaper articles about 'race rape' and 'ethnic crime' among young Arab and Muslim men are often accompanied by graphic images of alleged wrongdoers who are seen to embody evil.
Journal Article
Doing Diversity Differently in a Culturally Complex World
Doing Diversity Differently in a Culturally Complex World explores the challenges facing multicultural education in the 21st century. The starting point is that the ideas fashioned in 1970s ‘multiculturalism’ are no longer adequate for the culturally complex world in which we now live. Much of what is provided in the name of multicultural education comes from a naïve perspective that avoids difficult questions around social relations, cultural flows and communal identities in today’s globalised world. Megan Watkins and Greg Noble begin by exploring the understandings of multiculturalism that exist amongst teachers, parents and students. They demonstrate that ideas around identity and culture don’t match the complexities of the social contexts of schooling in migrant-based nations such as Australia, the UK, the USA, Canada and New Zealand. Doing Diversity Differently in a Culturally Complex World draws on a comprehensive research project involving a large-scale survey of Australian teachers; interviews with teachers, parents and students and practitioner-led action research in 14 schools in Australia. The research involved primary and secondary schools from a range of contexts spanning urban and rural settings, high and low socio-economic status and high and low levels of cultural diversity. The book examines how schools address the problems around the diversity they face, considering how the strengths and limitations of each school’s context reflects wider logics of traditional multiculturalism. In contrast, the authors argue for a transformative multiculturalism involving a more critically reflexive approach to understanding the processes, relations and identities of the contemporary world.
eBook
Making Culture
i
Making Culture provides an in-depth discussion of Australia’s relationship between the building of national cultural identity – or ‘nationing’ – and the country’s cultural production and consumption. With the 1994 national cultural policy Creative Nation as a starting point for many of the essays included in this collection, the book investigates transformations within Australia’s various cultural fields, exploring the implications of nationing and the gradual movement away from it. Underlying these analyses are the key questions and contradictions confronting any modern nation-state that seeks to develop and defend a national culture while embracing the transnational and the global.
Including topics such as publishing, sport, music, tourism, art, Indigeneity, television, heritage and the influence of digital technology and output, Making Culture is an essential volume for students and scholars within Australian and Cultural Studies.
eBook
The Visibility of Racism: Perceptions of Cultural Diversity and Multicultural Education in State Schools
This paper draws upon the findings of an online survey of all public school teachers in New South Wales around issues of multiculturalism and multicultural education (May–June 2011; completed sample of n=5,128). The survey showed an encouraging trend among teachers to be pro-diversity, suggesting a widely held openness to cultural difference. It also found that teachers are supportive of multicultural education and strongly support anti-racism in schools. Teachers, however, were less likely than the general population to acknowledge racism as a problem in Australian society, and only half agreed that racism was a problem in schools. Executive staff were even less likely to acknowledge there was a problem with racism in schools or in Australian society more broadly. The survey also found that classroom teachers were much less likely to have read Departmental policies on multicultural education and anti-racism than were executive staff, though this is to be expected given the latter’s requirement to report on the operationalisation of departmental policy. While teachers seemed to have a more extensive view of the presence of racism than executive staff they displayed less awareness of their own schools’ implementation of policies of anti-racism and multicultural education. Compared to teachers at the chalkface, school leaders tend to under-acknowledge racism and overestimate the effects of anti-racism. Together these findings indicate a problematic disjuncture within the professional practice of schooling, and a source of disruption to the delivery of multicultural education programs.
Journal Article
AN INDIVIDUAL'S EXPOSURE TO TRANSFER PRICING
As the effects of the global economic slowdown continue, Canada and other developed countries are increasingly focusing on the protection of national tax revenues. With this aim, tax authorities are closely examining and evaluating the pricing of cross-border transactions, with the assistance of legislated transfer-pricing rules. Most tax professionals consider transfer pricing to be exclusively a corporate tax issue for large multinational enterprises. However, transfer-pricing rules may also apply to personal taxpayers, including entrepreneurs and high net worth individuals, many of whom are taking advantage of the benefits of global commerce. Transfer pricing applies to transactions between related persons or non-arm's-length parties. The broad definition of related persons and non-arm's-length parties in Canada's Income Tax Act means that Canadian individual taxpayers may be exposed to legislated transfer-pricing rules in situations not previously contemplated. For example, entrepreneurs or high net worth individuals are frequently involved in day-to-day transactions with non-resident related parties, but in most cases they are unlikely to have considered the transfer-pricing consequences that may arise from these activities. With increased awareness and vigilance in relation to cross-border transactions, individual taxpayers should be able to continue to enjoy the benefits of global commerce without running afoul of the transfer-pricing rules in Canada and abroad.
Journal Article