This volume examines the ways schools respond to cultural and
linguistic diversity. A richness of accumulated experience is
portrayed in this study of six Australian secondary schools;
partial success, near success or instructive failure as the culture
of the school itself was transformed in an attempt to meet the
educational needs of its students. Set in the context of a general
historical background to the development of multicultural education
in Australia, a theoretical framework is developed with which to
analyze the move from the traditional curriculum of cultural
assimilation to the progressivist curriculum of cultural pluralism.
The book analyzes the limitations of the progressivist model of
multicultural education and suggests a new post-progressivist
model, in evidence already in an incipient and as yet tentative
self-corrective trend in the case-study schools.
General
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