Curriculum Responses to Ethnic Minority Groups: a framework for analysis

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Abstract
In this discussion consideration is given to a model of analysis which was developed in the process of examining curriculum responses to the presence of ethnic minority groups in some West Midlands schools. The model is related to two basic notions. First, the notion of educational ideologies, which can be interpreted as various and complex. Second, the notion of ideological competition between dominant and challenging or assertive groups in society, reflected, in part, through the existence of competing educational ideologies. The proposed model of analysis is discussed in relation to some general curriculum literature and to some specific attempts to analyse curriculum responses to ethnic minority groups.

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