David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 42 (1):57-72 (2010)
According to the 'fragmentation objection' to multiculturalism, practices of cultural recognition undermine political stability, and this counts as a reason to be sceptical about the public recognition of minority cultures, as well as about multiculturalism construed more broadly as a public policy. Civic education programmes, designed to promote autonomy, toleration and patriotism, have been justified as a corrective to the fragmentary tendencies of multiculturalism. This paper distinguishes between two versions of the fragmentation objection, in order to evaluate this particular justification of civic education. The cultural fragmentation version of the objection emphasises the importance of a common identity and a shared sense of belonging for political stability, whilst the value fragmentation version of the objection emphasises the importance of shared values for political stability. It is argued that neither version of the objection successfully demonstrates that multiculturalism is incompatible with political stability. However, narrow versions of each objection provide reasons to favour the promotion of toleration in public schooling, and reasons to be sceptical about the promotion of patriotism. Meanwhile, justifications of the cultivation of autonomy must appeal to values other than political stability.
|Keywords||liberal nationalism civic education political liberalism multiculturalism|
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References found in this work BETA
Iris Marion Young (1990). Justice and the Politics of Difference. Princeton University Press.
John Rawls (1993). Political Liberalism. Columbia University Press.
Will Kymlicka (1995). Multicultural Citizenship. Oxford University Press.
J. Rawls (1995). Political Liberalism. Tijdschrift Voor Filosofie 57 (3):596-598.
Brian Barry (2001). Culture and Equality: An Egalitarian Critique of Multiculturalism. Polity Press.
Citations of this work BETA
Kudzai Pfuwai Matereke (2012). 'Whipping Into Line': The Dual Crisis of Education and Citizenship in Postcolonial Zimbabwe. Educational Philosophy and Theory 44 (s2):84-99.
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