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What have been the implications of the Education Reform Act 1988 and of subsequent policy developments for multicultural anti‐racist education and for educational equality for minority ethnic groups in England and Wales? Does the change of government signify a change in these regards? These issues are approached by first developing a definition of multicultural anti‐racist education on the basis of a social analysis and a social and educational philosophy. Thus, diversity, inequality and racism, and some of the evidence for them as features of British society, are briefly discussed. Next, educational policy during the last decade, its likely implications for multicultural anti‐racist education and for educational equality for minority ethnic groups, and some relevant evidence are examined. The conclusion is not only that multicultural anti‐racist education has been marginalised and minority ethnic groups poorly served educationally, but that the jury is still out with regard to the New Labour Gov...

(1986). Teachers’ and pupils’ racist and ethnocentric frames of reference: A case study. New Community: Vol. 13, No. 1, pp. 40-51.

Preface. Introduction Bernard Curtis 1. Kierkegaard's Theory of Subjectivity and Education Louis P. Pojman 2. Kierkegaard and the Educative Function of the Imagination Ronald Grimsley 3. Piaget and Pre-Reflective Experience Neil Bolton 4. Piaget: Formal and Non-formal Elements in the Child's Conception of Causality Wolfe Mays 5. Soul-Contact Bernard Curtis 6. Soul-Contact: A Reply to Bernard Curtis J.L. Mackie 7. Sartre's Les Mots: A Defence of Normality P.M.W. Thody 8. Ontology and Play J.M. Heaton 9. Phenomenology of Memory: Some Implications for Education David Farrell Krell