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Addressing diversity in schools through dialogue and compromise

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This article evaluates a decentralized Danish model for dealing with cultural and religious diversity at individual schools. This evaluation is based upon normative theories of toleration, recognition and domination and examines whether the model implies compromise with the (liberal) educational values stipulated in the national legislation. The model, reconstructed from government publications, is based on reaching accommodation through dialogue between school staff and parents/students, with the pragmatic aim of facilitating the participation of students in everyday school activities. The model is noteworthy because it appears to break with the widespread ‘retreat from multiculturalism’ predicated on the defence of liberal values, and because properly dealing with diversity at schools is important for ensuring students’ well-being and academic success.
OriginalsprogEngelsk
TidsskriftNordic Studies in Education
Vol/bind37
Nummer3-4
Sider (fra-til)183-200
Antal sider18
ISSN1891-5914
DOI
StatusUdgivet - 2017

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