Citation

MacPherson S. Compare 2018; 48(6): 844-860.

Copyright

(Copyright © 2018, Informa - Taylor and Francis Group)

DOI

10.1080/03057925.2017.1362547

PMID

unavailable

Abstract

This paper contrasts approaches to supporting ethno-cultural diversity in education in Canada, the USA and India through the lens of the experiences of the Tibetan diaspora. All three countries self-identify as linguistic and ethnically diverse states that value multiculturalism. These shared values make them insightful comparative cases to consider the role of public education vis-a-vis its impact on ethno-cultural diversity within pluralistic societies. The case used to conduct the comparison is that of the Tibetan diaspora, an ethno-cultural migrant minority found in each country. Three prevailing ethno-cultural diversity orientations are identified - integration, achievement and sustainability - to describe prevalent approaches in Canada, the USA and India, respectively. The paper concludes with implications of the skewed orientations in each context, proposing a more balanced use of all three orientations for more robust and comprehensive supports for ethno-cultural diversity in education.

Language: en

Keywords

Canada; diversity education; India; Tibetan diaspora; United States of America