Attitudes of classroom teachers to cultural diversity and multicultural education in country New South Wales, Australia

James Forrest, Garth Lean, Kevin Dunn

Research output: Contribution to journalArticlepeer-review

9 Citations (Scopus)

Abstract

Views of country school teachers towards multicultural education and anti-racism policy directives are examined against a background of a largely 'white' landscape but increasing numbers of language background other than English (LBOTE) immigrants. A 10 per cent response from a self-administered online survey of government primary and secondary classroom teachers in country New South Wales examines their attitudes to cultural diversity, goals of multicultural education, and anti-racist strategies. Though strongly supportive of attempts to combat racism, implementation in some schools lags behind intention. Whether on cultural diversity, multiculturalism or acknowledgement of racism, teacher attitudes are more tolerant than those in the wider communities the schools serve. But while among teachers and the wider community there is some level of intolerance and discrimination towards Aboriginal and LBOTE Australians, such attitudes do not vary significantly across country areas with different cultural diversity mixes, except for recognition of the needs of Aboriginal students among teachers.

Original languageEnglish
Pages (from-to)17-34
Number of pages18
JournalAustralian Journal of Teacher Education
Volume42
Issue number5
DOIs
Publication statusPublished - 2017

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