Ethnic diversity and schooling in national education systems—Issues of policy and identity

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Faas, Daniel (2013)
  • Publisher: Education Inquiry
  • Journal: Education Inquiry (issn: 2000-4508, eissn: 2000-4508)
  • Related identifiers: doi: 10.3402/edui.v4i1.22059

Societies rely on different models to address ethnic, cultural and religious diversity in education, with different potential consequences for the experiences young people have in schools and different implications for policy and identity. For example, Germany, Greece and Ireland prefer the term interculturalism and intercultural education. In contrast, Britain, the Netherlands, Canada, the United States and Malaysia have historically worked with the concept of multiculturalism (Faas, 2010). These different approaches to accommodating ethnic diversity are also reflected for instance in the ease (or not) with which immigrants can apply for and receive permanent residence and citizenship status. Currently, Switzerland (12 years), Italy (10 years), Austria (10 years) and Denmark (9 years) are among the most difficult countries to obtain citizenship whereas Ireland (5 years), the Netherlands (5 years), Canada (3 years) and Belgium (3 years) have relatively fewer barriers(Published: 1 March 2013)Citation: Education Inquiry Vol. 4, No. 1, March 2013, pp. 5–10
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