Globalization, Diversity, and Education

Back to the Future

Between World Wars I and II, French educator Célestin Freinet pioneered what may be considered a revolutionary pedagogy in the villages of Le Bar-sur-Loup and Vence. The pedagogy, initially based on the use of an inexpensive printing-press, consisted of students working in groups to produce a weekly newspaper. The newspaper, which reflected the existential realities of the students' communal life as well as those of neighboring villages, was mailed to students in schools across France. Pen pal exchanges with students across the globe followed. The principles that infused Freinet's educational philosophy, and those who emulated it as part of the teacher-led “Modern School Movement (Mouvement de l'École Moderne),” as summarized by Victor Acker, included a student-centered, inquiry oriented pedagogy and curricula in which students worked cooperatively and democratically to produce services and goods beneficial to others, both near and distant.

The qualities of a global, multicultural education that James A. Banks has championed in his many scholarly publications are reflected in the life work and legacy of Célestin Freinet. These qualities are centered in the development of an awareness of common interests across national borders as well as a sense of self located in one's own historical and sociocultural contexts. Multicultural education, defined in this way, strengthens both diversity and democracy as described in this entry.

Diversity, Democracy, and Education

Diversity, in its most fundamental expressions, involves, according to philosopher Amy Gutmann, a tolerance of difference and recognition of the rights of others to be different. More ideal manifestations of diversity involve a respect for and celebration of individual and cultural differences. Strong connections can be made between ideal conceptions of diversity and democracy. This is especially true when democracy is not viewed in narrow terms of voting rights but expansively with regard to the rights and abilities of individuals and communities to participate actively in those societal decisions that affect their well-being. In addition to participation, democracy, as envisioned by Leonardo Avritzer and Boaventura de Sousa Santos, involves inclusive representation of all cultural groups in a geographical, political territory. Democracy is a project in constant construction of desirable futures for all.

Education can play a key role in equipping individuals with the knowledge, skills, and dispositions to be effective citizens. Education is also the one public institution best suited to bring individuals from different backgrounds together to instill a sense of common purpose and an empathic ability to understand the life experiences of others. More will be said about the relationships among education, diversity, and democracy following discussion of the various forms of globalization.

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