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ERIC Number: ED359105
Record Type: Non-Journal
Publication Date: 1990-Mar
Pages: 34
Abstractor: N/A
Reference Count: N/A
Problems of Evaluation of Education in a Pluralistic Society: A Discussion Paper. Report Studies S.142.
Churchill, Stacy
The theme of this paper is how the objective of maintaining ethnocultural pluralism and diversity transforms the criteria for evaluating educational policies and reforms. The discussion is based on analysis of recent Canadian educational experience with respect to linguistic and cultural minorities. During the past 25 years, Canadian education has undergone a transformation that has caused a basic shift in thinking about evaluation related to education of linguistic and cultural minorities. The country has established a system that provides education to English and French speaking populations alike. Ethnocultural groups of immigrant descent and Native peoples have obtained greater school recognition of their languages and cultures. This paper concentrates on issues without attempting to review all that Canadian researchers and educators have said on the topic. The document presents findings of a major cross-national study; they provide a framework for discussing differences in policies for dealing with ethnocultural diversity in school populations. The main body of the paper addresses evaluation, showing how the interweaving of research results, theoretical juggling, and a bit of common sense have begun to give shape to new evaluation practices. Such issues are brought together in a section summarizing new dimensions of concern for those evaluating educational policy in a pluralistic society. (An appendix offers a text extract from "Stages of Policy Development Regarding the Education of Linguistic and Cultural Minorities in the OECD Countries" (Churchill). (Contains 17 references.) (SG)
EPP/EFD Documentation Centre, UNESCO, Place de Fontenoy, 75700 Paris, France.
Publication Type: Reports - Research; Opinion Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Educational Policy and Planning.
Identifiers - Location: Canada