Understanding diversity through collaboration and dialogue

Abstract

Fred Dervin et al. note that in Finland education policy has also interpreted the idea of multiculturalism narrowly as being primarily about nationality. This interpretation means other aspects of cultural diversity (ethnic, linguistic, religious, class and gender, for example) tend to be overlooked. Banks has argued that increases in migration have challenged assimilationist conceptions of citizenship, and this suggests an approach that is more inclusive and embraces diversity is needed. The original intention of the research was to explore the link between learning and collaboration, but as reflection inevitably raised questions of identity it seemed that this data might usefully be re-analysed from the perspective of diversity. The group members saw collaboration as promoting creative and critical thinking, and also to promoting deeper reflection. The members in this group both spoke of the key role that language plays in learning, and impact that not being able to speak a language fluently can have on learning and a sense of belonging.