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Analyzes the views and research findings of various authorities concerning educational goals; school desegregation effects on achievement, and aspects of social life; and the role of school staff and community in desegregation. Stresses the importance of considering alternatives and allowing for diversity in shaping educational climates. (MJL)

This article responds to a conference call for papers that makes universalist assumptions about clause structures, assuming all languages in the world basically follow the same organizing principles in terms of clause structure, argument structure, and alignment. The article presents data from Tagalog to show how different a language can be from the assumed universal organizing principles to make the point that by imposing an Indo-European framework on non-Indo-European languages, we are overlooking the true diversity of language forms found in the world's languages. [ABSTRACT FROM AUTHOR]

My PhD study explored the experiences of a cohort of Iranian doctoral candidates in New Zealand. This paper presents my response to the unexpected challenge I faced as I collected data and formed my theoretical framework. I found that Western interpretations of non-Western international students largely ignored social-cultural specificities. I navigated this challenge by drawing from the postcolonial concepts of ambivalence, uncertainty and cultural hybridity to make sense of the way Iranian doctoral candidates' experiences in a Western university were analysed and understood. First, I conceptualised the knowledge journey of the research participants as a Hijrat -- an Islamic and Persian cultural metaphor that refers to the experience of departure from one's homeland. Second, I drew from postcolonial theory to manage the West/non-West binary. This paper offers non-Western doctoral candidates and their Western supervisors an example of how cultural congruence can be understood when completing a PhD study in the West. In a general sense, it is important to acknowledge and critically explore the impacts of past socio-political experiences and practices (e.g., colonisation) and historical knowledge traditions (e.g., Islamic) on present thinking and practices.

This paper discusses implementing the Islamic learning approach model in Jembrana-Bali's case study in State High School (SMAN) 1 Jembrana. This paper explores the effectiveness of multicultural learning models used in Islamic religious education learning. Multicultural learning model creating harmonious interaction. Furthermore, the integration of diversity understanding between Hindu and Islamic students aims to peaceful practices in the educational environment. Data sources were obtained through unstructured observations and interviews from July to September 2019. The result showed that the learning process of Islamic religious education with a multicultural approach forms the character of students, both Hindu and Muslim, to be humanist, tolerant, and inclusive. In shaping character and fostering understanding diversity, the learning approach used is the contribution approach, additive approach, and the decision making and social action approach proposed by Allison Cumming-McCann. The interaction of students in SMAN 1 Jembrana, both Hindus and Muslims, aims to acculturation and enculturation of two different religions and traditions.

This study comprehensively explores cogenerative dialogue in science education from a sociocultural perspective. Analyzing 120 papers and theses from January 2001 to December 2022 in Korean and English journals, we examine their objectives, themes, methods, learners, educational levels, participants, researcher roles, coteaching connections, and program durations. Our data analysis reveals growing diversity in cogenerative dialogue research objectives and subjects across countries. Consistent patterns emerge regarding researcher roles, participant groups, and program durations. This research offers insights into the evolving cogenerative dialogue landscape in science education, informing future investigations and highlighting trends in this field. The findings presented not only shed light on the current state of research but also provide direction for future investigations, highlighting trends and distinctive features in various facets of cogenerative dialogue-related studies. Specifically, we offer suggestions for the need for research in Korean science education contexts and more broadly in the Asia-Pacific region.

The present paper posits that in culturally diverse societies such as Brazil the value of cultural diversity within higher education institutions, faculties, and students has begun to gain momentum as a relevant dimension in the assessment of quality, performance, and productivity. In order to develop this argument, it first reviews the supporting literature, offering an overview of the institutional structures of higher education in Brazil and its quality assessment practices. It then analyses how multicultural aims may or may not have been articulated in the assessment of performance and productivity in Brazilian higher education policies, as gleaned from the National Plan for Education (Presidency of Republic, 2014), and recent debates around curriculum reform. It discusses the extent to which higher education policies in Brazil have tried to tackle the twin objectives of enhancing performance while also valuing cultural diversity and inclusion in their quality control strategies. The study may have global implications; as international mobility increases societies around the globe should be prepared to value both performance and diversity in their assessment exercises and curricular policies. [This paper was presented at the 14th Higher Education Reform Workshop 26-28 September 2017, Hiroshima University, Japan.]

In this essay Charlene Tan offers a philosophical analysis of the Singapore state's vision of shared citizenship by examining it from a Confucian perspective. The state's vision, known formally as "Our Shared Values," consists of communitarian values that reflect the official ideology of multiculturalism. This initiative included a White Paper, entitled Shared Values, which presented pejorative assessments of the ideals of "individual rights" and "individual interests" as antithetical to national interests. Rejecting this characterization, Tan argues that a dominant Confucian perspective recognizes the correlative rights of all human beings that are premised on the inherent right to human dignity, worth, and equality. Furthermore, Confucianism posits that it is in everyone's interest to attain the Confucian ethical ideal of becoming a noble person in society through self-cultivation. Tan concludes by highlighting two key implications for Singapore from a Confucian perspective on the Shared Values: first, schools in Singapore should place greater emphasis on individual moral development of their students, and second, more avenues should be provided for residents to contribute actively to the development of the vision of shared citizenship. (Contains 43 footnotes.)

This paper maps the landscape of transnational higher education in the Middle East, focusing in particular on the recent expansion of satellite, branch, and offshore educational institutions and programs that foreign institutions have set up in the region. Of the estimated 100 branch campuses currently operating worldwide, over one-third are in the Arab region and the majority have opened within the last decade; two dozen additional transnational programs and universities exist in the region as well. Very little research has been conducted on these new institutions, however, raising many questions for scholars in education. This paper traces reasons for the rapid growth of the transnational higher education model in the Arab states and discusses the explanatory power for this phenomenon of the two major prevailing theories in comparative and international education. We argue that neither neoinstitutional theories about global norm diffusion nor culturalist theories about the local politics of educational borrowing and transfer sufficiently explain this phenomenon, and call instead for a regional approach. We also raise questions for further inquiry. (Contains 6 tables and 20 notes.)

Many schools in Victoria, Australia, are multicultural, with students coming from a variety of cultures and backgrounds. Content area teachers often educate EAL students in their classrooms, even though they may not have specialised EAL teaching qualifications. This paper presents the experiences of primary and secondary teachers working in multicultural schools in Victoria. It explores the way in which teachers meet the needs of EAL students in their classrooms, and the support that is available to assist them to do so. This paper reports that teaching practice, school leadership, professional learning, and identity, influence the way in which teachers educate EAL students. However, this paper reveals that teachers require more support to assist them with educating EAL students. The most beneficial forms of support are professional learning, collaboration between staff, and understanding different cultures. This paper also argues that experienced teachers require relevant ongoing professional learning throughout their careers.

Most dance departments in the United States require rigorous study of traditional Western dance forms. This is common; many developed countries cultivate the art forms that reflect the aesthetics and philosophies of the majority culture in that nation. However, demographics in the United States have changed greatly over the past 50 years, with people of color now reproducing at higher rates than whites (U.S. Census 2013). Yet, even with this shift in population, the focus of dance departments in the United States remains Western-based. Kerr-Berry (2012, 48) noted the difficulty in diversifying dance curriculum in higher education in her article "Dance Education in an Era of Racial Backlash." In another article, "Progress and Complacency: A 'Post-Racial' Dance in Higher Education?" Kerr-Berry (2010) pointed to the multicultural and multifaceted dance outside of higher education. She stated, "[s]ystematically, leadership in dance in academia is being 'whitewashed'--increasingly underrepresenting the American dancing body" (3). Kerr-Berry's point is evident in the curriculum structures of many dance departments that require a smaller number of courses for dance forms outside modern and ballet. This author argues that departments should embrace a more inclusive system that does not privilege particular dance forms. For the purpose of this article, she chose to focus on the intent of dance departments regarding the issue of cultural diversity. The author used mission statements as an entry point to understand each department's agenda. The intent to provide a diverse educational experience for students is evident in these mission statements and many others throughout the country. Cultural diversity in dance education cannot truly be valued in this country without reshaping our infrastructure. Students deserve the opportunity to study, perform, and teach diverse dance forms with the legitimacy of higher education degrees.

President Bush's education act--No Child Left Behind (NCLB)--promises to close the achievement gap created by race, social class, disabilities, and English proficiency. Some scholars have argued that students achieve at higher rates when their teachers are culturally sensitive, utilize culturally relevant pedagogy, and can create a genuinely empathetic relationship with youngsters who are culturally different. If people know this to be true, then why does the federally mandated NCLB not mention increasing teachers' cultural awareness? Without government intervention, many teacher education programs have identified one discipline as an ideal vehicle to prepare teachers for their inevitable culturally diverse classrooms--social foundations of education (SFE) courses. In this position paper, the authors discuss why and how SFE can increase the cultural competencies of teachers. They also provide some recommendations on what is missing in the literature on SFE and cultural diversity training and discuss how teacher education programs need to increase the number of SFE cultural diversity courses.

The arts are the great equalizer in education. Regardless of native language, ability, or disability, music, art, and drama are accessible to all. Because the arts are largely nonverbal and focus on creativity, students in any classroom can participate in various satisfying ways. Further, this participation can lead to better understanding and ultimately higher levels of performance in other academic subjects that may demand well-developed abilities with language. Consequently, success in school for many students can be supported and facilitated through an arts program that is infused throughout the curriculum by elementary, secondary, English for Speakers of Other Languages (ESOL), and special-education teachers. This paper describes a project at Biloxi High School (Mississippi) in which art and English as a Second Language (ESL) teachers cooperated to use the making of handmade paper as a sheltered English project. The key idea behind the Biloxi project was to demonstrate, through the making of handmade paper, how art is created from found materials or from materials available to any culture at a given time or place. The art teachers developed the content objectives that included, for example, exploring nature to learn how found objects and recycled materials could be turned into works of art. Objectives included extending those observations to learn how various cultures, particularly those represented by the students in the class, viewed such objects of art. The job of the ESL teacher was to take the art objectives and craft language objectives that matched and supported them. The authors have found this project to be a springboard for other projects that combine the teaching of the arts and English as a second language. From this experience, students may create culturally specific art forms that enhance their understanding and appreciation of the diversity in American school settings. This article includes a page of detailed instructions for making handmade paper.

The Mauritanian written press has gone through several stages during its historical journey and has not been isolated from the political situation of the country, but has been subject to its perception of what His Majesty should be, since its appearance during the French colonization of the country, and after the creation of the national state in the sixties of the last century, passing through the period of the military regime before the declaration of political and media pluralism in the country in 1991 and the consequent dilution of the journalistic field, where the door was opened wide to excessive leniency in obtaining a press license, as well as some major obstacles, such as lack of funding, training and harassment of journalists. However, this did not prevent this press from playing at that time the role of watchdog over the executive power by awakening public opinion on the conduct of public affairs and by revealing many hidden social and political problems that the public opinion would not have been aware without the pioneering role of this written press. [ABSTRACT FROM AUTHOR]

This article comments on keynote speeches given by Keith Ajegbo and Audrey Osler. The programme of study for citizenship derived from the Crick report and did not emphasise race equality and national unity for security. Osler argues that the Ajegbo review addressed teaching of ethnic, religious and cultural diversity but did not confront the inadequacies of British democracy or reassert social justice, a sense of shared humanity and a commitment to human rights. Proposing, let alone imposing, a definition of Britishness is futile, but it is possible to promote cosmopolitan patriotism supported by explicit principles, concepts and values.

Short-term study abroad (SA) programmes are often promoted as an effective way of developing English language skills and accessing opportunities for intercultural learning. Whilst pre-departure intercultural training is thought to play an important role in enhancing the potential for meaningful learning, overemphasis on essentialist framings of cultural difference may be counterproductive given the multicultural and multilingual composition of many societies. This paper reports on an action research project triggered by the perceived underdevelopment of SA training and essentialist educational practices observed in a university ELT setting in Japan. The research involved the systematic design, implementation, and evaluation of a non-essentialist SA training e-learning programme informed by research on intercultural awareness, intercultural citizenship, and English as a lingua franca. Findings from a qualitative evaluation of learning on the programme among 22 students revealed some emergent non-essentialist understandings of culture, new awareness of variability in English language use, and a perception that the course was useful for SA training. The paper contributes to understanding of the importance of moving away from essentialist learning in SA training by integrating content which recognises the learning potential of SA experiences in multicultural and multilingual settings.

In this globalization-focused era, the demand for globalized engineers in the creation of borderless societies is increasing. Despite the initiatives by the Japanese government to promote internalization through increasing the intake of foreign students, the exposures gained by the Japanese students from these programs are minimal. For years, internship has been used globally as a platform for training and educating future engineers, but only a few studies have examined the proactive transformation from domestic to international internship. International internships overseas offer a completely new dimension of experiences when carried out in multicultural environments. This article reports and offers evidence of a Japanese engineering university's rapid global internship reform strategy toward the expansion of international internships in Malaysia. This paper provides insights into the process, from initial setup to implementation of the internship program covering all the necessary preparation and support. From the establishment of an overseas collaboration base and rapport building with hosting industries, the systematic steps taken are reported. Regarding the internship program, feedback from Japanese engineering students who completed their internships show improved satisfaction due to continuous improvement of the internship program with progressing years. It was also discovered that the low participation rate in overseas internship by Japanese students is not due to their inward-looking temperament, but due to the lack of internship program availability that is administered with sufficient preparation enabling them to challenge themselves in a new environment. The challenges encountered in the program, and the sustainable improvements made in alignment with sustainable development goals toward equitable quality education and promotion of lifelong learning are also stated. In this paper, the future perspectives and outlook of internships are also described considering today's rapid technological advancements and the fast-changing needs of industries, which require future internship programs to have flexible approaches and ideologies.

The purpose of this paper was to investigate the portraits of graduates who have learned English as a foreign language on one hand, while maintaining Indonesian and local languages on the other. This study draws on poststructuralist notions of identity and language learning and uses a portraiture lens emphasising contexts and voice. This paper draws on data from semi-structured interviews and focus group interviews of five key participants relating their contextual backgrounds and their efforts to be bilinguals. Learning an additional language requires systemic and multifaceted overarching approaches over relatively long periods of time rather than a single strategy within a short period. These efforts have contributed them to become multilingual and multicultural individuals. Empirical evidence shows that situational factors such as language exposure and motivation play dominant roles to assists learners to be bilingual and biliterate individuals. The situational factors link closely to the exposure in terms of quantity and quality of experiences to the target language. They are, nevertheless, valuable as portraits of learners.

This paper reviews other forms of racial oppression among Malaysian students in the business of their school and campus life day. It begins with a brief demographic background of Malaysia as a pluralistic country together with explanation pertaining to the aspirations of its diverse society. Then, it reviews some literature and findings revealed from previous studies concerning various racial microaggression issues in Malaysia with reference to schools and higher learning institutions. The challenges reviewed in this paper may be relevant to the administrative parties concerned and educational practitioners mandated to manage and train these diverse students. Other than that, this paper also provides insights into the multiracial Malaysians, especially the majority race students concerning the sense of oppression and discontent that their other ethnic peers may feel resulting from the present distinctive practice of ethnic polarisation. This paper argues that microaggression is on the rise among Malaysian youngsters and this problem stems from the environment that shapes their learning landscape.

Both institutions opened in 2001, although the JMB's building had been attracting international interest since 1989 when the Jewish American architect Daniel Libeskind's dramatic extension to the eighteenth-century baroque palace, the Collegienhaus, earned him the museum design commission. Gorbey is not the first person to draw on the JMB to make sense of colonial histories in the southern hemisphere; several times he refers to a controversial connection between the JMB and the National Museum of Australia (NMA), another exemplar of the new museology built in the late 1990s. Here Gorbey explores how museums, traditionally associated with the display of objects, can successfully exhibit the story of peoples and communities whose material traces have been subject to deliberate, systematic eradication. [Extracted from the article]

The predicted growth of the aged care sector in Australia, driven by the ageing population, is expected to create an increasing need for workplaces to support the development for all kinds and classifications of workers to undertake their work within multicultural settings. This paper describes and elaborates the necessary and increasing requirement for workplaces to support adult learning in multicultural circumstances. A mixed methods approach was used to collect data from workers undertaking the role of carer in residential aged care facilities across the east coast of Australia. Arising from the collection and analysis of these data are contributions to knowledge including a conceptual model for understanding learning in multicultural settings. This research emphasizes a notion that cultural diversity has a fundamental influence on workplace learning in aged care and identifies practices to support cross-cultural communication, coworking and learning. Further, inter-worker learning is reinforced as a key enabler of performance in aged care work. Such contributions help to understand what influences workplace learning in multicultural settings and how it may be better supported.

This article presents an adaptation of the keynote address Steve Silvern delivered at the 2006 ACEI Annual International Conference and Exhibition in San Antonio, Texas. In his address, Silvern observes how educators seldom educate children "wholly." No one ever includes spirit when talking about the whole child, probably because spirit is thought of as a religious construct and public educators separate church and state. He also discusses the importance of consciousness raising among children. He relates that he does not advocate for a change in content of the curriculum but he advocates for a change in teachers' thinking, approach, and awareness of the learner. He also cites several strategies to help raise consciousness.

This article deals with the history of the Fux family from Metlika in the region of Bela Krajina and the bonds between social elites of the town Metlika in Slovenia and the surrounding communities from Croatia. One part of the family history was taken from the personal papers of Emil Laszowski at the Croatian State Archives because he had a relationship with this family; the other part was taken from numerous published sources. The history of the Fux family was carefully researched by Jože Dular, a museologist, poet and fiction writer, who was the founder of the Belokranjski Museum in Metlika and its long-term director. He was married to the one of descendants of the Fux family and lived until his death in the house which was built in 1863 by Antonija Fux, born Wanka von Lenzenheim. The Fux family, who had been accumulating wealth for years (which peaked in the 18th and 19th centuries), made their social and economic position among the social elite along the border through marriages. Thanks to the diary of Emil Laszowski, which is also preserved in his personal papers at the Croatian State Archives it was possible to describe in detail the unhappy marriage and fate of Antonija Jr., born Fux and Daniel Šufflay from the nearby Croatian mansion of Brlog. Special attention in the article is dedicated to Antonija Wanka, married Fux, and her connections with Metlika folk revivalists such as Janez Kapelle and Anton Navratil. Navratil was the founder of the town’s reading room in 1865 and in his opposition to the German influence he mobilised not only the local followers, but also the adjacent Croats, of whom it is worthy to mention the Šufflays from Brlog, the Kniewald brothers from Grič near Karlovac and the Vranitzany family from Jurovo. We have consequently established that the social elite of such a small frontier town in the second half of the 19th century was international. In addition to the local Slovenes, it was composed of descendants of Czech immigrants (Navratil, Wanka von Lenzenheim, Horaček), Italians (Parma, immigrants from Monaster near Aquileia, Capelle) and the Germans from Kočevje (Sturm, Weibl and possibly Fux). The marriages of members of the Fux family with the border elites of neighbouring Croatia (Hranilović, Šufflay, Krištof, Lorković) were negligible. Namely, the composition of the Habsburg Monarchy and its administrative practices encouraged ethnic pluralism and frequent migration in almost all parts of it, which was the case in Metlika too. Finally, a few words are dedicated to the chronicle of the Fux family, which allegedly proves that they are of a noble origin. The transcript is in Emil Laszowski’s personal papers. Laszowski received the template from members of the Fux family, with whom he was a friend, as well as a relative. Special attention was paid to avoid mistaking this fictional creation for a historical fact. Although the “nobility” of the Fux family is proven to be a forgery, the question remains how this large family did not receive it at a time when families of clerks and soldiers received the nobility very easily, and the rich simply bought it. A sufficient reason for “merit and loyalty” to the emperor would be the longterm hereditary lease of an important post office in Metlika, which sent mail from Karlovac, one of the most important strategic strongholds of the Habsburg Monarchy, further to Ljubljana, Graz and Vienna. [ABSTRACT FROM AUTHOR]

The business case for diversity--the practice of connecting human differences to an organization's bottom line--has been critiqued for its compromised treatment of human difference. Through a grounded in action discursive analysis of 19 interviews with diversity consultants, this research identifies three occupational demands that prompted consultants to use the business case: organizational access, motivation, and emotion work. The analysis also identifies strategies consultants used that met these demands without relying on the business case: connecting to mission statements, connecting to individual tasks, appealing to personal experience, sequencing, combining, balancing discourses of emotion and business, drawing on spiritual grounding, and using humor. By identifying these alternatives, this analysis seeks to decrease consultants' dependence on the business case when meeting occupational demands and consequently mitigate the negative effects that scholars have attributed to its common use and consequent discursive dominance in diversity work. Additionally, the conclusions suggest that diversity professionals and scholars might more explicitly use the notion of "discursive merger" to advocate for social change in organizations. (Contains 2 notes.)

This article contains a review of eight refereed publications that addressed the topic of developmentally appropriate practice (DAP), as that is a topic presently being discussed widely both nationally and internationally. According to the most recent 2009 NAEYC publication on DAP, recommended practices are those "that result from the process of professionals making decisions about the well-being and education of children based on at least three important kinds of information or knowledge: [1] what is known about child development and learning; ... [2] what is known about each child as an individual; ... [3] and what is known about the social and cultural contexts in which children live" (Copple & Bredekamp, 2009, pp. 9-10). Several of the articles reviewed here focus on the applicability of the DAP guidelines to young children with special needs.

The article presents the discussion on high-tech electronic industrial development in Taiwan and the challenges to ill-equipped environmental governance. Topics include industrialization or urbanization related pollution disputes such as citizen science initiatives around fenceline communities in petrochemical industrial clusters; and showing worst wildfires in Australia's history, locust infestations in East Africa, marine litter, and loss of biodiversity.

This research objective is to highlight an innovative, holistic, inclusive, integrated approach to a sustainable future promoted by the "Earth Charter" and describe the structure of its ethical framework. The main conclusion of the research is that the ethical framework of the "Earth Charter" is based on a limited number of core concepts: planetary human identity, feasible utopianism, co-responsibility and committed compassion. Planetary human identity is based on the capacity to incorporate nature into the process of identity building and integrate three complementary feelings: singularity, belonging to groups and belonging to the planetary community of life. The "Earth Charter" stresses the necessity to give a new life to utopianism by working out a critical-radical-alternative, but a feasible idea of future and our responsibility towards it. Moreover, the "Earth Charter" rethinks responsibility as co-responsibility and assigns it four different qualities: universal, synchronic, diachronic and differentiated and appeals to an innovative politically connoted notion of compassion.

Traditionally schools in the past were mostly homogenous, but with demographic shifts, schools are becoming more ethnically diverse, disadvantaged, and multilingual. In contrast, the teaching population still reflects that outdated homogenous template: "predominantly white and female," middle-class, and unilingual. This exploratory study examined administrators' perceptions of their ability to implement a diversity plan. Principals were unable to articulate what "diversity" meant in terms of its strategic implementation; they saw no value in addressing their changing student demographics. Principals were ill prepared to lead on issues of diversity and were unable to address conflicts that often occur among diverse demographic groups. Principals had a sense of diversity awareness but lacked the efficacy to address diversity-related issues with teachers and parents. (Contains 2 figures and 1 table.)

Offers reasons for making a concerted effort to increase the number of men in early childhood education and maintains that the most compelling reasons relate to important goals: valuing diversity, providing equal employment opportunity, and working toward a just world. Suggests ways the National Association for the Education of Young Children can provide leadership to increase male involvement in early childhood education. (KB)

A growing number of studies on students' intercultural interactions and learning in higher education contexts have placed cosmopolitanism and agency at the centre of conceptual and empirical inquiry. The concept of 'cosmopolitan agency' has been proposed as a hallmark of intercultural relationships, such as friendships, between international and domestic university students, which are found difficult to develop in many countries. However, the literature has not established the conditions necessary for the (non-)emergence of this student agency. This paper fills this knowledge gap by presenting an ecological and person-in-context conceptual framework of cosmopolitan agency in intercultural student interactions on campus and beyond. Drawing on multidisciplinary literature (e.g. higher education, psychology, sociology, cosmopolitanism, urban and disability studies), the paper submits a theoretical proposal that cosmopolitan agency (as present practice) emerges at the dynamic experiential interface between cosmopolitan capital (as an individual resource built on past experience) and affordances in convivial proximity (as the environment triggering future projection). This proposal is elaborated through the empirical illustration of four (i.e. amicable, critical, latent and inactive) states of cosmopolitan agency that manifest different forms of intercultural interactions. The paper is expected to advance theoretical inquiry into the issues of power, privilege, morality and reflexivity in students' engagement in intercultural interactions, and to support a third option for interactions between passive presence and fully-fledged relationships. The directions for future conceptual and empirical research that are ultimately expected to serve for the improvement of student experience are also provided.

Purpose: Considering the role that students' diverse identifications play in education, this paper aims to contribute to the developing discourse on multicultural education concerning the status of ethnic, religious and linguistic diversity in Iranian upstream educational documents (UEDs). Design/methodology/approach: This paper explores the status of ethnic, religious and linguistic diversity in Iranian UEDs through quantitative and qualitative content analysis. Findings: Findings show that three continuous patterns are repeated throughout the documents: (1) The so-called diversity: although there are promising and positive statements about diversity in the documents, they are indirect, and this level of attention is very superficial and limited; (2) Affirming assimilation: the documents are covered by presenting the Islamic-Iranian identity, and somehow almost all the issues raised in the documents end up in this pattern; and (3) Pattern of contradictions: content analysis shows that the content of documents does not have intellectual and logical coherence. Practical implications: This research paper points to the need for a systematic analysis of ignoring diversity operating in UEDs in Iran. Originality/value: To the best of the authors' knowledge, this paper broadens the document analysis as one of the first research to critically explore the depiction of diversity in important UEDs in Iran.

This paper discusses the utilization of a cultural humility model to educate social work students in understanding the importance of diversity, power, privilege, oppression, marginalization and social and economic justice in an increasingly diverse society. Social work programs are required to teach students to effectively engage a diversity of clients in practice as well as to take action to resolve issues of oppression and discrimination. While the cultural humility model is gaining acceptance in social work and in social work education, there are few models of how to effectively teach it within the social work curriculum. One model that includes a two-course sequence is presented. The paper discusses components in creating a culturally humble classroom environment as well as specific materials and classroom assignments aimed at providing students with the knowledge, tools and skills essential to practicing with cultural humility. The power of utilizing materials that are representative of a diversity of voices is emphasized with appendices providing written and audio resources.

Purpose: The prioritization of multilingual and multicultural education (MME) must spread beyond educators and researchers, who have long known the benefits, to the politicians and policymakers and to the general public. This paper aims to propose that the MME field needs a good economist who can explain MME benefits in terms of the language of economy, clarifying that economic advantages extend beyond diverse individuals, including those who may be ideologically opposed, via increased economic output to potentially benefit all. Design/methodology/approach: Using a conceptual framework, connections are demonstrated between MME and increased cultural and linguistic sensitivity as well as between the effects of increased sensitivity on the potential for economic benefits. These connections can be logically extended to consider the effects of MME on economic output. Findings: Research indicates that MME can increase cultural and linguistic sensitivity and that increased sensitivity to cultural and linguistic diversity can affect economic output. A logical bridge between the two fields of research is illustrated. Originality/value: This paper uses a practical approach to support the flourishing of MME. If MME is, ultimately, to result in benefits that all can appreciate, it is imperative to get groups with various purposes on board. Then, maybe we can look forward to the effective and pervasive implementation of MME. The challenge remains that this message has not been reaching the general public, and a good economist's communication could be the key.

Education, under the neoliberal doctrine, has undoubtedly undergone multiple reforms that have led to its economisation. They have also turned education into a mechanism that intensifies the reproduction of inequalities and suppresses diversity, which only helps to perpetuate social exclusion. Despite radical criticism of neoliberalism's effect on education, neoliberal educational strategies have emerged stronger in the aftermath of the 2008 financial crisis. The goal of this paper is to review the effect of the neoliberal paradox on diversity and equity in education and to consider a new socio-economic paradigm that would foster more progressive educational practices. Such practices are advocated by Kalantzis and Cope's New Learning model, which points to the relationship between senses of belonging and academic achievement in education. To achieve this, this paper adopts a polemical, critical approach to analysing the selected literature. It highlights the paradoxes and contradictions of neoliberalism on diversity and equity and analyses how inequity is perpetuated through neoliberal education. Then, it discusses neoliberal education and considers the reasons criticism of neoliberalism has been rather ineffective. The paper concludes by exploring alternative pedagogical models and contemplating whether education can be recalibrated in the interest of an inclusive and just society.

The authors of this paper share a common background from the Northern Norway region, a rural county and the largest and least populated county of Norway. The region is characterised by high out-migration, lower educational levels, and higher drop-out rates from secondary education than in other regions of Norway. Limited educational provision makes it necessary for many young people in rural areas to leave home to take a secondary education. Large geographical distances make it difficult to commute on a daily basis. Historically, this area has been the most culturally diverse in Norway, as the domicile of the Sámi Indigenous people and the national minority, the Kven, and the Norwegian ethnic group. This Arctic region is characterised by the encounter with three ethnicities, and traditional industries such as fishing, farming and herding, combined with modern industry and knowledge-intensive enterprises. Despite this multi-ethnic and geographically diverse society, the schools are still struggling with the unit-oriented curriculum, ignoring the diversity among the pupils. When the multi-ethnic society is not embedded in the education system, nor given in the adolescents' hometown, the education system will be exogenous and will appear foreign. In this paper, we use available public statistics and a literature review, inspired by autoethnographic methodology--whereby authors use their experiences as a person and a long-time researcher in a field to describe, analyse and understand the phenomenon--to argue for a local- and contextual oriented schools to make meaningful and practical improvements to rural education.

Purpose: Conferences, while central to academic endeavors, are an understudied research site. This purpose of this study is to describe the experience of an Arab Israeli teachers' college in hosting a large international academic conference on multiculturalism, conducted entirely in English. Most of the academic staff and all of the students are Arabic speakers. This added a layer of challenge for all our faculty and students. Design/methodology/approach: This reflective, retroactive and descriptive case study builds on the above points. It is a reflective "case story" told by the college head. Findings: This paper describes the benefits and growth experienced by each of the involved parties, which resulted in a changing academic culture and new academic self-confidence and vision for all concerned. This paper also details weaknesses and opportunities missed. Envisioning, planning and bringing to fruition this conference was a crucible experience for the college, enhancing our multicultural understanding, learning and commitment. Originality/value: This reflective description offers an original perspective on multiculturalism through the lens of an international conference hosted by an academic institution where the native language is not English.

This paper explores cultural inclusivity in online learning design by discussing two international capacity development projects: an online tutor mentor development programme in Sri Lanka and a hybrid physician assistant training programme in Ghana. Inclusivity involves establishing partnerships and conducting needs assessments to maximise the capacity that already exists within a given context, and addressing cultural factors that impact online learning -- developing a learning community, negotiating identity, power, and authority, generating social presence, supporting collaboration, engaging in authentic inquiry-based learning, navigating interactions in a second language, and developing co-mentoring relationships to support learning. The paper provides a framework, WisCom (Wisdom Communities) to guide the design of culturally inclusive online learning incorporating lessons learned from international projects. By emphasizing divergent thinking, consensus building, and the exploration of multiple solutions to complex, real-world problems, WisCom maximises opportunities for participants' diverse backgrounds and experiences to be valued.

The rise of global migration has significantly changed how multilingualism in urban areas is studied. As such, the field of linguistic landscaping (LL) has been rapidly shifting its focus beyond LL signs to understand the semiotic construction of cityscapes and how multilingual communities share them (see Chik, Benson, & Moloney, 2019). In some cities, however, monolingualism is still preserved as a central identity throughout public spaces. This paper considers the relationship between micro-level language ideologies and the semiotic construction of space through an examination of the linguistic landscape in public spaces in the city of Coventry, UK. Despite official recognition of the high degree of ethnic and linguistic diversity within the city, English is dominant on public and private signage. This paper draws on signage data collected from two central public spaces in Coventry city centre as part of the MultiDiv summer school held at the University of Warwick in 2019. The analysis looks at the relationship between the geographical locations of the signs in selected sites and the languages displayed on them. Coventry Central Library is examined as a case study to show how micro-level language ideologies are manifested in a public place in relation to the spatial location of different categories of language signage. The study finds that English-only signs are more prominent in the city's public spaces while signs displaying English mixed with one or more community languages are pushed to the periphery. These findings contribute to the body of literature on LL in urban areas and public spaces (Shohamy, 2010) and support recent research that calls for new cosmopolitan approaches in examining language presence, use, and acts in urban public spaces (Pietika¨inen & Kelly-Holmes, 2013; Roeder & Walden, 2016; Da Costa Cabral & Martin-Jones, 2017; Edmond, 2017; Hatoss, 2019).