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Article: Framing multicultural capital to understand multicultural education in practice

TitleFraming multicultural capital to understand multicultural education in practice
Authors
KeywordsMiddle schooling
Multicultural capital
Multicultural education
Issue Date2009
PublisherCommon Ground. The Journal's web site is located at http://www.learning-journal.com
Citation
International Journal Of Learning, 2009, v. 16 n. 10, p. 379-395 How to Cite?
AbstractEducational 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 educational institutions productively draw upon multicultural capital to foster and promote a distinctly Australian perspective of what constitutes multicultural education. © Common Ground, Cristina Poyatos Matas, Susan Bridges.
Persistent Identifierhttp://hdl.handle.net/10722/66788
ISSN
2015 SCImago Journal Rankings: 0.111
References

 

DC FieldValueLanguage
dc.contributor.authorMatas, CPen_HK
dc.contributor.authorBridges, Sen_HK
dc.date.accessioned2010-09-06T05:49:21Z-
dc.date.available2010-09-06T05:49:21Z-
dc.date.issued2009en_HK
dc.identifier.citationInternational Journal Of Learning, 2009, v. 16 n. 10, p. 379-395en_HK
dc.identifier.issn1447-9494en_HK
dc.identifier.urihttp://hdl.handle.net/10722/66788-
dc.description.abstractEducational 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 educational institutions productively draw upon multicultural capital to foster and promote a distinctly Australian perspective of what constitutes multicultural education. © Common Ground, Cristina Poyatos Matas, Susan Bridges.en_HK
dc.languageengen_HK
dc.publisherCommon Ground. The Journal's web site is located at http://www.learning-journal.comen_HK
dc.relation.ispartofInternational Journal of Learningen_HK
dc.subjectMiddle schoolingen_HK
dc.subjectMulticultural capitalen_HK
dc.subjectMulticultural educationen_HK
dc.titleFraming multicultural capital to understand multicultural education in practiceen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1447-9494&volume=16 &issue=10&spage=289&epage=395&date=2009&atitle=Framing+multicultural+capital+to+understand+multicultural+education+in+practiceen_HK
dc.identifier.emailBridges, S:sbridges@hkucc.hku.hken_HK
dc.identifier.authorityBridges, S=rp00048en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-77951121613en_HK
dc.identifier.hkuros168265en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77951121613&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume16en_HK
dc.identifier.issue10en_HK
dc.identifier.spage379en_HK
dc.identifier.epage395en_HK
dc.publisher.placeAustraliaen_HK
dc.identifier.scopusauthoridMatas, CP=35810825100en_HK
dc.identifier.scopusauthoridBridges, S=35896148800en_HK
dc.customcontrol.immutablecsl 140711-

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