The (non) existence of multicultural education in the Scottish curriculum

Research output: Contribution to conferenceAbstract

Abstract

The United Kingdom has a diverse population, made up of many nationalities, races, ethnicities and religions, which has resulted over the decades in multiculturalism and assimilation discourses around community cohesion, and now integration and security. Multicultural education has been superseded by ‘citizenship’ and now ‘British values’ in the classroom as one of the responses to integrate minority communities into mainstream society. The other response has been to focus specifically on the ethnic minority Muslim community as ‘the potential enemy within’. Lawson and Swann (2011, p36) situate the context of the rise of counter terrorism legislation on historical events based on the rise of terrorist atrocities on a global, national and local level.
The term ‘multiculturalism’ was coined by the state to divide the strong Black Workers movement into different ethnic groups in the late 20th Century, relegating it to no more than the ‘steel bands, saris and samosas’, a tokenistic gesture to the diversity within, which did not address community cohesion and integration. This tokenistic approach is applied in the same superficial manner in multicultural education in schools.
This paper will explore how Scottish Government policy on one hand speaks about how social justice, equality and fairness underpin the policy with the child being at the centre of the policy, and in the other instance colludes with the Westminster Government through the implementation of counter terrorism legislation. Where children and young people do not align with the assigned values and norms of an essentialised childhood, young British Muslims are according to Coppock and McGovern (2014, p253) placed as ‘outside of childhood’ and thus a potential threat to the state. These transformations have seen the implementation of the extensive monitoring of Muslim pupils and ‘extremism’ in an attempt to ally national and local anxieties provoked by the Muslim subject who has come to embody a ‘threat.’ (Sian, 2015, p184).
Original languageEnglish
Publication statusPublished - 5 Jun 2018
EventImplementation and Challenges of Multicultural Education
: What can Thailand Learn from the Experiences of the UK?
- Mahidol University, Bangkok, Thailand
Duration: 5 Jun 20188 Jun 2018
http://www.lc.mahidol.ac.th/mceworkshop/2018/CallParticipants.htm (Call for papers)

Workshop

WorkshopImplementation and Challenges of Multicultural Education
CountryThailand
CityBangkok
Period5/06/188/06/18
Internet address

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intercultural education
Muslim
curriculum
multicultural society
community
terrorism
childhood
legislation
threat
radicalism
allies
nationality
group cohesion
assimilation
fairness
national minority
government policy
social justice
Values
equality

Cite this

Riaz, N. N. (2018). The (non) existence of multicultural education in the Scottish curriculum. Abstract from Implementation and Challenges of Multicultural Education
, Bangkok, Thailand.
Riaz, Nighet Nasim. / The (non) existence of multicultural education in the Scottish curriculum. Abstract from Implementation and Challenges of Multicultural Education
, Bangkok, Thailand.
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Riaz, NN 2018, 'The (non) existence of multicultural education in the Scottish curriculum' Implementation and Challenges of Multicultural Education
, Bangkok, Thailand, 5/06/18 - 8/06/18, .

The (non) existence of multicultural education in the Scottish curriculum. / Riaz, Nighet Nasim.

2018. Abstract from Implementation and Challenges of Multicultural Education
, Bangkok, Thailand.

Research output: Contribution to conferenceAbstract

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AU - Riaz, Nighet Nasim

PY - 2018/6/5

Y1 - 2018/6/5

N2 - The United Kingdom has a diverse population, made up of many nationalities, races, ethnicities and religions, which has resulted over the decades in multiculturalism and assimilation discourses around community cohesion, and now integration and security. Multicultural education has been superseded by ‘citizenship’ and now ‘British values’ in the classroom as one of the responses to integrate minority communities into mainstream society. The other response has been to focus specifically on the ethnic minority Muslim community as ‘the potential enemy within’. Lawson and Swann (2011, p36) situate the context of the rise of counter terrorism legislation on historical events based on the rise of terrorist atrocities on a global, national and local level.The term ‘multiculturalism’ was coined by the state to divide the strong Black Workers movement into different ethnic groups in the late 20th Century, relegating it to no more than the ‘steel bands, saris and samosas’, a tokenistic gesture to the diversity within, which did not address community cohesion and integration. This tokenistic approach is applied in the same superficial manner in multicultural education in schools.This paper will explore how Scottish Government policy on one hand speaks about how social justice, equality and fairness underpin the policy with the child being at the centre of the policy, and in the other instance colludes with the Westminster Government through the implementation of counter terrorism legislation. Where children and young people do not align with the assigned values and norms of an essentialised childhood, young British Muslims are according to Coppock and McGovern (2014, p253) placed as ‘outside of childhood’ and thus a potential threat to the state. These transformations have seen the implementation of the extensive monitoring of Muslim pupils and ‘extremism’ in an attempt to ally national and local anxieties provoked by the Muslim subject who has come to embody a ‘threat.’ (Sian, 2015, p184).

AB - The United Kingdom has a diverse population, made up of many nationalities, races, ethnicities and religions, which has resulted over the decades in multiculturalism and assimilation discourses around community cohesion, and now integration and security. Multicultural education has been superseded by ‘citizenship’ and now ‘British values’ in the classroom as one of the responses to integrate minority communities into mainstream society. The other response has been to focus specifically on the ethnic minority Muslim community as ‘the potential enemy within’. Lawson and Swann (2011, p36) situate the context of the rise of counter terrorism legislation on historical events based on the rise of terrorist atrocities on a global, national and local level.The term ‘multiculturalism’ was coined by the state to divide the strong Black Workers movement into different ethnic groups in the late 20th Century, relegating it to no more than the ‘steel bands, saris and samosas’, a tokenistic gesture to the diversity within, which did not address community cohesion and integration. This tokenistic approach is applied in the same superficial manner in multicultural education in schools.This paper will explore how Scottish Government policy on one hand speaks about how social justice, equality and fairness underpin the policy with the child being at the centre of the policy, and in the other instance colludes with the Westminster Government through the implementation of counter terrorism legislation. Where children and young people do not align with the assigned values and norms of an essentialised childhood, young British Muslims are according to Coppock and McGovern (2014, p253) placed as ‘outside of childhood’ and thus a potential threat to the state. These transformations have seen the implementation of the extensive monitoring of Muslim pupils and ‘extremism’ in an attempt to ally national and local anxieties provoked by the Muslim subject who has come to embody a ‘threat.’ (Sian, 2015, p184).

M3 - Abstract

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Riaz NN. The (non) existence of multicultural education in the Scottish curriculum. 2018. Abstract from Implementation and Challenges of Multicultural Education
, Bangkok, Thailand.