Given the National Curriculum Council's failure to issue any formal guidance on the subject, multicultural education is becoming increasingly marginalized and left to individual schools. This book provides guidance and advice to schools on issues of racial equality and cultural diversity. It helps teachers, managers and governors implement the requirements and expectations of new educational legislation since the 1988 Education Reform Act and its associated non-statutory advice and guidance.; Within a whole school curriculum framework, chapters provide analysis and practical guidance for each subject area of the National Curriculum. With responsibility for multicultural education resting largely on individual schools, this book sets out to aid schools of all kinds, primary, secondary, grant maintained and LEA, to ensure that issues of racial equality and cultural diversity are addressed throughout the whole curriculum.; It is aimed at teachers at all levels, Heads of Education Departments, Mentors, Governors, Advisers, INSET course tutors, students on PGCE, BEd.MEd. courses and those doing a BA in Education.

"Indian Religions: Renaissance and Renewal", the latest collection of "Spalding" papers, celebrates the work of Ninian Smart in bringing together papers by some of the most eminent scholars within this field. The papers are concerned with cultural, religious, political or textual exchange and encounter, and therefore in concepts of rupture, revival, restoration, reformation and reformulation. The title of this book comes directly from Professor Klaus Klostermaier's paper which argues that the real Hindu Renaissance is happening now. However, the title also embraces the contemporary problematic of the study of Indian religions. There cannot ever have been a time when the scholarly study of Indian religions has been under such scrutiny or more politically, culturally and religiously sensitive. The papers in section one urge a major rethinking of academic paradigms. The papers in the second section focus on texts, contexts and ways of understanding. Vastly different in style, period and approach, they nevertheless cumulatively develop sensitivity to textual continuities, to the purposes of commentators, and the contemporary creative reinterpretation of texts and their application to real life. The third section is concerned with cultural and religious encounter and exchange, transformation, restoration, revival, and reformation. The fourth section focuses on the performative, experiential, and expressive. There are papers on the Hindu imagination and imaginary Hinduisms; religion, the media and a multi-modal future; ritual performance and gender; and art and the aesthetic imagination.