Ratna Ghosh – författare

The South Asian population in Canada, encompassing diverse national, ethnic, and religious backgrounds, has in recent years become the largest visible minority in the country. As this community grows, it encounters challenges in settlement, integration, and development.Accounting for only 1 per cent of the population in Quebec, the South Asian community has received limited attention in comparison with other minority groups. The Invisible Community uses recent data from a variety of fields to explore who these immigrants are and what they and their families require to become members of an inclusive society. Experts from Canadian and international universities and governmental and community agencies describe how South Asian immigrants experience life in French-speaking Canada. They look at how members of the community integrate into the job market, how they manage socially and emotionally, how their religious values are affected, and how their children adapt to French-speaking and English-speaking schools.The Invisible Community shares lived experiences of different subgroups of the South Asian population in Quebec in order to better understand wider social, political, and educational contexts of immigration in Canada.

This volume encapsulates the essence of Rabindranath Tagore’s philosophy, democratic ideas, and cosmopolitanism, and how these ideas relate to his pioneering experiments in education. Perhaps best-known outside of India as the first non-European person to receive a Nobel prize, Tagore’s unique ideas about education are expressed across many articles and essays throughout his life. This book interprets key aspects of Tagore’s overall philosophy of education, a distinctive aspect being his blending of ancient traditional wisdom with modern scientific inquiry. In this volume Ratna Ghosh considers how Tagore’s ideas have influenced and expanded her own thoughts on “education,” underscoring the price of ignore and lack of liberty, and the significance of inclusion and cosmopolitanism. The author also explores how Tagore’s ideas apply to the complex and urgent problems of contemporary education. Tagore and Education is a valuable resource for undergraduate and postgraduate-level courses in educational foundations, philosophy of education, multicultural education, social justice education, and comparative education.

This volume encapsulates the essence of Rabindranath Tagore’s philosophy, democratic ideas, and cosmopolitanism, and how these ideas relate to his pioneering experiments in education. Perhaps best-known outside of India as the first non-European person to receive a Nobel prize, Tagore’s unique ideas about education are expressed across many articles and essays throughout his life. This book interprets key aspects of Tagore’s overall philosophy of education, a distinctive aspect being his blending of ancient traditional wisdom with modern scientific inquiry. In this volume Ratna Ghosh considers how Tagore’s ideas have influenced and expanded her own thoughts on “education,” underscoring the price of ignore and lack of liberty, and the significance of inclusion and cosmopolitanism. The author also explores how Tagore’s ideas apply to the complex and urgent problems of contemporary education. Tagore and Education is a valuable resource for undergraduate and postgraduate-level courses in educational foundations, philosophy of education, multicultural education, social justice education, and comparative education.

Despite decades of multicultural education policies, cultural minorities and the peoples of the First Nations continue to be marginalized in Canadian schools. In Education and the Politics of Difference, authors Ratna Ghosh and Ali A. Abdi expose the problematic constructions of difference in schooling contexts, where differences are either treated as surface issues that do not affect the lives of learners, or superficially celebrated in terms that do not question power relations in schools and society. This revised and expanded second edition engages the broad theories of multicultural and inclusive education, and provides case studies of Canadian multicultural education policies, such as the unique situation of Aboriginal education. With this discussion of how differences of race, class, gender, sexuality, and other differences are viewed — particularly in a post-9/11 world - this book extends the possibilities of a more open-minded global understanding and appreciation of difference. The book closes with a discussion of the future of multicultural and inclusive education, envisioning a school system where difference is normalized and seen as a fundamental human trait essential for social and human well-being.