Multicultural education policy in the global institutional context

초록

Hile multicultural education is still a contested concept with multiple meanings (May and Sleeter 2010; see also Banks in this volume), few would disagree that envisioning an inclusive education toward social justice and equity for all children regardless of their cultural group memberships is an integral part of what may be called multicultural education. Multicultural education, in such a rather loosely defined sense, has emerged as an important policy issue in an increasing number of countries around the world (Banks, 2004; Cha et al. 2012). As the pace of economic and cultural globalization has accelerated, the importance of multiculturalcompetence demonstrated by schoolchildren has been receiving increased attention from educational policymakers and researchers, as immigrant populations are increasing rapidly in a growing number of countries. ? Springer Nature Singapore Pte Ltd. 2017.