Doing Diversity Differently in a Culturally Complex World explores the challenges facing multicultural education in the 21st century. It argues that the ideas fashioned in 1970s ''multiculturalism'' are no longer adequate for the culturally complex world in which we now live. Much multicultural education celebrates superficial forms of difference and avoids difficult questions around culture in an age of transnational flows and hybrid identities. Megan Watkins and Greg Noble explore the understandings of multiculturalism that exist amongst teachers, parents and students. They demonstrate that ideas around culture and identity don''t match the complexities of the social contexts of schooling in migrant-based nations such as Australia, the UK, the USA, Canada and New Zealand. Doing Diversity Differently in a Culturally Complex World draws on comprehensive research undertaken in Australian schools. It examines how a diverse range of schools address the challenges that ''superdiversity'' poses, considering how the strengths and limitations of each school''s approach reflect wider logics of traditional multiculturalism. In contrast, the authors argue for a transformative multiculturalism involving a critically reflexive approach to understanding the processes, relations and identities of the contemporary world.


With a Foreword by Fazal Rivzi, Emeritus Professor, University of Illinois at Urbana-Champaign, USA and Professor of Global Studies in Education, University of Melbourne, Australia.

Doing Diversity Differently in a Culturally Complex World explores the challenges facing multicultural education in the 21st century. It argues that the ideas fashioned in 1970s ''multiculturalism'' are no longer adequate for the culturally complex world in which we now live. Much multicultural education celebrates superficial forms of difference and avoids difficult questions around culture in an age of transnational flows and hybrid identities. Megan Watkins and Greg Noble explore the understandings of multiculturalism that exist amongst teachers, parents and students. They demonstrate that ideas around culture and identity don''t match the complexities of the social contexts of schooling in migrant-based nations such as Australia, the UK, the USA, Canada and New Zealand. Doing Diversity Differently in a Culturally Complex World draws on comprehensive research undertaken in Australian schools. It examines how a diverse range of schools address the challenges that ''superdiversity'' poses, considering how the strengths and limitations of each school''s approach reflect wider logics of traditional multiculturalism. In contrast, the authors argue for a transformative multiculturalism involving a critically reflexive approach to understanding the processes, relations and identities of the contemporary world.


With a Foreword by Fazal Rivzi, Emeritus Professor, University of Illinois at Urbana-Champaign, USA and Professor of Global Studies in Education, University of Melbourne, Australia.

Doing Diversity Differently in a Culturally Complex World explores the challenges facing multicultural education in the 21st century. It argues that the ideas fashioned in 1970s ''multiculturalism'' are no longer adequate for the culturally complex world in which we now live. Much multicultural education celebrates superficial forms of difference and avoids difficult questions around culture in an age of transnational flows and hybrid identities. Megan Watkins and Greg Noble explore the understandings of multiculturalism that exist amongst teachers, parents and students. They demonstrate that ideas around culture and identity don''t match the complexities of the social contexts of schooling in migrant-based nations such as Australia, the UK, the USA, Canada and New Zealand. Doing Diversity Differently in a Culturally Complex World draws on comprehensive research undertaken in Australian schools. It examines how a diverse range of schools address the challenges that ''superdiversity'' poses, considering how the strengths and limitations of each school''s approach reflect wider logics of traditional multiculturalism. In contrast, the authors argue for a transformative multiculturalism involving a critically reflexive approach to understanding the processes, relations and identities of the contemporary world.


With a Foreword by Fazal Rivzi, Emeritus Professor, University of Illinois at Urbana-Champaign, USA and Professor of Global Studies in Education, University of Melbourne, Australia.