Provoking Curriculum Studies in Multicultural Societies

Abstract

Nowadays, most nations may be labeled “culturally diverse,” since different ethnic, racial, and religious groups live together. In most cases, these societies turn to education, holding it responsible for both problems and solutions. Under political and ideological pressures, what should have been a choice has been presented as inevitable. The challenge is daunting since, as a result, educators have had to face a dual exigency: How is it possible for them to respond to the necessity of respecting, at the same time, the particularities of individual differences and singularities and the universality of majority law? What part does and can curriculum studies play in responding to the promise made by UNICEF of the right to “a quality education” for all?