Evolving Dialogues in Multicultural Education

Open to Everyone
Free to Attend

London

Dr Marlon Lee Moncrieffe

Senior Lecturer at the School of Education, University of Brighton

Dr Richard Race

Dr Richard Race

Senior Lecturer in Education at Roehampton and Visiting Professor in Education at Sapienza University in Rome, Italy

Dr Richard Race is Senior Lecturer in Education at Roehampton and Visiting Professor in Education at Sapienza University in Rome, Italy. He is the editor of the collection, Advancing Multicultural Dialogues in Education (2018, Palgrave Macmillan) and author of the monograph, Multiculturalism and Education (2015, 2nd Ed., Bloomsbury).

Prof Guido Benvenuto

Sapienza, Universit' di Roma

Prof Shirley R. Steinberg

University of Calgary

Multicultural education remains an important academic and teacher and learning requirement (Banks, 2016; Race, 2019). In an age of Brexit with the move in all areas from the international to the national, this event is important at all levels. If the United Kingdom leaves the European Union, the implication is that a more national focus on cultural, and education policy will make society more assimilationist rather than more culturally diverse or more separatist meaning communities will retreat away from state policy and other communities. What this means for education is crucial. Multicultural education is about firstly preparing and training teachers to learn about knowledge and methods to deliver cultural diversity. Furthermore, the policy has to accommodate diversity or difference within what is actually taught in Programmes of Study which are created by government. To be fair, Programmes of Study in England are culturally diverse and have always been but then the first point about training teachers is applied. The problem is systemic which means the national curriculum needs to change, a Brexit policy, 30 years in the making before Brexit (White, 2016; Bhopal, 2018). The problem is not with teachers and teacher training or career training but the solution when teaching difference is diversity training within continuing professional development for all professional practitioners (Race, 2015). The event is to continue to develop dialogues when advancing multicultural education (Race, 2018). Moreover, the presenters will examine aspects of multicultural education from international perspectives which will allow dialogues to evolve within increasingly changing and complex times (Modood, 2019; Miller and Callender, 2019).

Evolving Dialogues in Multicultural Education | Panel Discussion