Multiculturalism, Education for Sustainable Development (ESD) and the Shifting Discursive Landscape of Social Inclusion

Autor/inn/en	Burnett, Bruce; McArdle, Felicity
Titel	Multiculturalism, Education for Sustainable Development (ESD) and the Shifting Discursive Landscape of Social Inclusion
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 32 (2011) 1, S.43-56 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
Schlagwörter	Social Justice; Cultural Pluralism; Articulation (Education); Foreign Countries; Sustainable Development; Migrants; Inclusion; Public Policy; Race; Ethnicity; Criticism; Environmental Education; Preservice Teacher Education; Teacher Educators; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Kulturpluralismus; Articulation; Artikulation (Ling); Artikulation; Aussprache; Ausland; Nachhaltige Entwicklung; Migrantin; Inklusion; Öffentliche Ordnung; Rasse; Abstammung; Ethnizität; Kritik; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Australia has a long and sometimes turbulent relationship with the migrant Other. This paper examines a component of this relationship via the window of contemporary multicultural policy. The paper begins with an analysis of the political and social conditions that enabled a national and bipartisan policy of multiculturalism to emerge as formalised federal policy during the late 1960s and early 1970s. The paper re-problematises the influences that helped shape Australia's articulation of race and ethnicity and argues that multiculturalism, within a post-September 11 environment, can no longer be framed solely within its traditional framework of social justice. The paper positions education for sustainable development (ESD) as an emerging discursive field that provides educators with an alternative road map for critiquing Australia's fluid relationship with the migrant Other. By linking the tenets of multiculturalism with ESD, this paper suggests pre-service teacher educators are presented with a productive, and at the same time politically palatable, means for regaining pedagogical traction for a semi-dormant agenda of social inclusion. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10