Opening education systems to cultural diversity: The key roles of curriculum, language, and teachers

Abstract

A critical contemporary issue, cultural diversity has constantly been central to UNESCO’s mission and activities. As Irina Bokova, the UNESCO Director General, rightly points out, ‘‘The diversity of the world’s cultures is our wealth and our future. It is high time’’, she goes on, ‘‘to increase our investment in cultural diversity and dialogue for development’’ (UNESCO 2010b). This insightful statement reinforces UNESCO’s Universal Declaration on Cultural Diversity, which sees cultural diversity as a ‘‘common humanity heritage’’, which is ‘‘as necessary for humankind as biodiversity is for nature’’ (UNESCO 2001, Art. 1). Indeed, cultural diversity is a driving force for economic, social, and human development. Also, culture is seen as playing an essential role in reaching the Millennium Development Goals (MDGs) by 2015, a view reinforced by the participants at the MDG Summit, held in September 2010, in New York (UNESCO 2010a). However, the task of achieving and preserving cultural diversity continues to be both complex and difficult. Questions related to promoting cultural diversity are usually riddled with contradictions and divisions over how to deal with complex issues, including social stratification, ethnic and racial discrimination, and economic disadvantages. Also, current globalization processes embody contradictory tendencies, as they can be a force of ‘‘homogenization’’, ‘‘heterogeneity’’, ‘‘hybridization’’, and/or ‘‘polarization’’ of divergent cultures (Holton 2000; Tomlinson 1999). In addition, ‘‘new global cultural flows shape new constructions of local identity and community’’ (Singh 2004). In parallel, we are witnessing a growing phenomenon of international migration, which has reached unprecedented levels throughout the world. Be they voluntary immigrants, refugees, asylum seekers, or just sojourners, migrants are likely to experience a convergence of heritage-cultural and receiving-cultural practices, values and identifications (Berry 2006; Schwartz et al. 2010). The growing international migration also leads, in some cases, to ‘‘novel cultural expressions, demonstrating that diversity is ever in the making’’ (UNESCO 2009, p. 7). The role of education is more crucial than ever in bridging cultural differences, while maintaining the diversity of cultural expressions.