Multiculturalism and education in Britain: an internally contested debate |
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| Institution: | 1. Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, United States;2. Department of Psychiatry, New York University School of Medicine, New York, NY, United States;3. Rockland Psychiatric Center, Orangeburg, NY, United States;4. Department of Psychiatry, Columbia University, New York, NY, United States;5. University at Buffalo, State University of New York, Buffalo, NY, United States;1. Gastroenterology and Endoscopy Unit, Fondazione IRCCS Ca’ Granda Ospedale Maggiore Policlinico, Via F. Sforza 35, 20122 Milano, Italy;2. Department of Pathophisiology and Transplantation, University of Milano, Via F. Sforza 35, 20122 Milano, Italy;3. Infectious Diseases Unit, Department of Internal Medicine, Fondazione IRCCS Ca’ Granda Ospedale Maggiore Policlinico, Via F. Sforza 35, 20122 Milano, Italy;4. Department of Medical Biotechnology and Translational Medicine, University of Milano, Via F. Sforza 35, 20122, Milano, Italy |
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| Abstract: | A British discourse on race, cultural diversity, and education began to evolve in the 1960s in response to the growing population of immigrants from the West Indies, India, Pakistan, and Bangladesh. By the 1980s that discourse had become fractured, with contending educational theories of multicultural and antiracist education. In retrospect, each of these positions can be seen to embody partial truths, but neither is adequate to the complex contemporary situation of Britain's racial minorities. The emergence of a Muslim assertiveness, polarized qualification levels, new feminist interventions, and the wide appeal of black youth culture all challenge earlier notions of multiculturalism and anti-racism. |
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