Can Multiculturalism Be Exported? Dilemmas of Diversity on Nigeria's "Sesame Square"

Autor/in	Moland, Naomi A.
Titel	Can Multiculturalism Be Exported? Dilemmas of Diversity on Nigeria's "Sesame Square"
Quelle	In: Comparative Education Review, 59 (2015) 1, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/679014
Schlagwörter	Foreign Countries; Multicultural Education; Educational Television; Childrens Television; Global Approach; Ethnography; Cultural Differences; Culture Conflict; Context Effect; Group Unity; African Culture; Controversial Issues (Course Content); Interviews; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Multikulturelle Erziehung; Bildungsfernsehen; Schulfernsehen; 'Children''s broadcast; Children''s television'; Kindersendung; Globales Denken; Ethnografie; Kultureller Unterschied; Kulturkonflikt; Gruppenidentität; Africa; Culture; Afrika; Kultur; Controversial issues; Kontroverse; Interviewing; Interviewtechnik
Abstract	While scholars argue that "multicultural education" initiatives are rooted in liberal Western ideals, such projects are increasingly being exported to non-Western countries with significantly different sociohistorical contexts. This article examines the adaptation of multicultural education on the Nigerian version of "Sesame Street," called "Sesame Square," which is coproduced by a Nigerian company and funded by USAID. Drawing on ethnographic observations, interviews, and episode analysis, I analyze "Sesame Square's" efforts to teach intergroup tolerance. While most nations struggle to balance diversity and unity, my research suggests that this endeavor is particularly delicate in Nigeria, where ongoing ethno-religious conflicts threaten to fracture the nation. The fate of multicultural education may depend less on its pedagogy than on the sociopolitical contexts in which it takes place. Paradoxically, multicultural education may be a luxury reserved for countries with some preexisting level of intergroup cohesion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01