Swiss education and international policies and social justice
Lade...
Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
19.08.2025
Typ der Arbeit
Studiengang
Typ
04A - Beitrag Sammelband
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Oxford research encyclopedia of education
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Oxford research encyclopedias
Reihennummer
Jahrgang / Band
Ausgabe / Nummer
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
Oxford University Press
Verlagsort / Veranstaltungsort
New York
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
In considering the interconnections among social justice, international policy, and Swiss education, a global policyscape of social justice can be examined through the proxy of cultural diversity. A political landscape composed of public policies at international, regional, and national levels can help us understand to what extent cultural diversity is enshrined as a value in education. Against a backdrop of increasing attention to cultural diversity through social movements and critical theory, Switzerland is positioned as a country context that is experiencing demographic diversification and evolving education policy. Social justice, as a theoretical construct and practical ideal, results from policy designed to eliminate discrimination and inequity—policy that ultimately guides the activities of ordinary citizens, including actors in the education sphere. Education systems can play an important role in addressing social injustice, especially in view of historical colonialist structures that call for liberatory, decolonial, pluriversal pedagogy to combat the persistent policies and practices that systematically oppress those who are culturally disadvantaged in Northern, Western, high-income country contexts.
Educators at all levels hold implicit beliefs, values, and ideologies that guide them toward or away from social change. Schools can be sites of resistance, possibility, and advocacy for recognizing students from diverse backgrounds who have differential access to power and opportunity. Placing cultural diversity as an object of debate and concern in policy documents at the international, regional, and local levels reveals the myriad of ways the term is understood and utilized in the realm of education, such as the Sustainable Development Goals, reports by the Organization of Economic Co-operation and Development and the European Commission, and the Swiss Lehrplan 21. An exploratory review of these documents reveals similarities among them, such as rhetorical mention of diversity, equity, and inclusion to greater or lesser extents in each document, as well as differences, such as how precise the policy guidance is regarding action that can be taken in pursuit of increased social justice. While the social justice policyscape is visible across all three levels, there is much work to do to move from policy rhetoric and discourse of tolerance to practical action and an approach of engagement with cultural diversity in the education sector internationally, regionally, and in Switzerland.
Schlagwörter
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
978-0-19-026409-3
ISSN
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Fachlektorat/Editorial Review
Open Access-Status
Closed
Lizenz
Zitation
Magno, C., & Mekacher, S. (2025). Swiss education and international policies and social justice. In G. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.2009