Educating beyond Cultural Diversity: Redrawing the Boundaries of a Democratic Plurality

Autor/in	Todd, Sharon
Titel	Educating beyond Cultural Diversity: Redrawing the Boundaries of a Democratic Plurality
Quelle	In: Studies in Philosophy and Education, 30 (2011) 2, S.101-111 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-010-9215-6
Schlagwörter	Foreign Countries; Multicultural Education; Citizenship Education; Conflict; Cultural Pluralism; Definitions; Educational Philosophy; Role of Education; Politics of Education; Educational Policy; Democracy + Suchen Sie Ihr Suchwort? Ausland; Multikulturelle Erziehung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Konflikt; Kulturpluralismus; Begriffsbestimmung; Bildungsphilosophie; Erziehungsphilosophie; Bildungsauftrag; Educational policy; Bildungspolitik; Politics of education; Demokratie
Abstract	In this paper I draw some distinctions between the terms "cultural diversity" and "plurality" and argue that a radical conception of plurality is needed in order both to re-imagine the boundaries of democratic education and to address more fully the political aspects of conflict that plurality gives rise to. This paper begins with a brief exploration of the usages of the term diversity in European documents that promote intercultural education as a democratic vehicle for overcoming social conflict between different cultural groups. In contradistinction to these usages, this paper calls for a more robust conception of plurality, one that does not simply denote membership in different cultural groupings but is rooted in the human condition and based on a conception of uniqueness. Following the work of Hannah Arendt and feminist philosopher Adriana Cavarero, I explore how the appearance of unique beings in specific contexts can be understood as an eminently political act and I contend that such a view leads to a better educational understanding of conflict and contestation. The paper sketches the contours of democratic plurality along this line of thought and discusses how these new boundaries have implications for education's relation to democracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10