Ethnicity, Race, and Nationality in Education: A Global Pespective

Ethnicity, Race, and Nationality in Education: A Global Pespective

Ethnicity, Race, and Nationality in Education: A Global Pespective

Ethnicity, Race, and Nationality in Education: A Global Pespective


This volume explores contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. These issues are analyzed from the perspective of seven nations: China, Israel, Japan, South Africa, Ukraine, Wales, and the United States. While different, these perspectives are not mutually exclusive lenses through which to review the discourse between ethnic and educational dynamics. The chapters in this book illustrate how these seven perspectives differ, as well as overlap. *Part I explores ethnicity and race as important variables in explaining minority students' academic performance and schooling in the United States and China. *Part II focuses on ethnic and racial identity issues in Israel, Japan, and South Africa. *Part III addresses ethnic and racial identity as it affects racial integration at different levels of education in post-apartheid South Africa, and the effects on schooling of a rapidly changing ethnic map in the United States. *Part IV focuses on issues of language and national identity in three countries: Ukraine and Wales, where a national language is central to nation-building, and China, where 61 languages are in use and bilingual education is essential in enhancing national literacy and communication. The questions this book addresses are highly significant in today's global economy and culture. Scholars and professionals in the fields of comparative, international, and multicultural education and educational policy will find the volume particularly pertinent.


The profession of education was shaken to its roots nearly two decades ago, when national attention focused critically on education and on educators. Beginning with the highly publicized A Nation at Risk (1983), often contradictory criticisms, analyses, and recommendations on American education appeared from virtually every segment of contemporary U.S. society. Critics and friends have raised basic questions about our profession, including whether educators have met the challenges successfully that the students and the schools present, and, even more fundamentally, if we are able to meet those challenges.

In this explosion of concern and ideas for educational reform, there has been a need for a national forum in which the problems of education can be examined in light of research from a range of relevant disciplines. Too often, analyses of complex issues and problems occur within a single discipline. Aspects of a problem that unfamiliar to members of the discipline are ignored, and the resulting analysis is limited in scope and thus unsatisfactory. Furthermore, when educational issues are investigated by members of only a single discipline, there is seldom an attempt to examine related issues from other fields or to apply methods developed in other fields. Such applications may prove to be illuminating.

The national debate on educational reform often has suffered from a myopia, as problems and issues are identified and analyses and solution soften proposed within the limited confines of a single disciplinary boundary. In the past, national discussions have been ill informed or uninformed by current research, partly because there are far too few mechanisms for interdisciplinary analyses of significant issues.

In response to the call for educational reform in our country, the faculty of the Rutgers Graduate School of Education developed the Rutgers Invitational Symposia on Education (RISE), which is both a live forum at rutgers and a published scholarly series. Taking a multidisciplinary and interdisciplinary perspective, the Symposia focus on timely issues and problems in education. Because there is an accumulating corpus of high-quality educational research on topics of interest to practitioners and policymakers, each symposium focuses on a particular issue, such as potential teacher shortage, how to assess literacy skills, the optimal structure of schools, or the effects of cognitive psychology on . . .

Search by... Author
Show... All Results Primary Sources Peer-reviewed


An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.