Framing Multicultural Capital to Understand Multicultural Education in Practice

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Title Framing Multicultural Capital to Understand Multicultural Education in Practice
Author Poyatos Matas, Cristina Florencia; Bridges, Susan
Journal Name The International Journal of Learning
Year Published 2009
Place of publication Australia
Publisher Common Ground
Abstract Educational institutions are agents that can support culturally and linguistically diverse communities and promote transformative change in preparing global citizens. The degree of preparedness of citizens to deal with the new multicultural reality that constitutes modern life has real economic implications for a nation's success. By adopting a multicultural capital framework that synthesises current capital theories across fields, we seek to understand how educational institutions can prepare students for a world in which the ability to move across cultures and languages significantly determines an individual's ability to succeed. Middle schooling has been increasingly identified in educational literature as an identifiable stage in schooling that spans traditional notions of primary and secondary schooling and that holds distinct characteristics and needs. Drawing upon ethnographic data from a qualitative, exploratory study, this paper maps educational practices (both pedagogic and institutional) across six middle schools in urban Australia. By mapping these practices to the proposed multicultural capital framework, we identify how culturally proactive school communities productively draw upon multicultural capital to foster and promote a distinctly Australian perspective of what constitutes multicultural education.
Peer Reviewed Yes
Published Yes
Publisher URI http://thelearner.com/Journal/
Copyright Statement Copyright remains with the authors 2009 .The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal's website or contact the authors
Volume 16
Issue Number 10
Page from 379
Page to 395
ISSN 1447-9494
Date Accessioned 2009-12-24
Date Available 2010-06-01T06:52:55Z
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Humanities and Social Science
Subject Curriculum and Pedagogy Theory and Development
URI http://hdl.handle.net/10072/29942
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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