@article{ref1,
title="Ethno-cultural diversity education in Canada, the USA and India: the experience of the Tibetan diaspora",
journal="Compare: a journal of comparative and international education",
year="2018",
author="MacPherson, Seonaigh",
volume="48",
number="6",
pages="844-860",
abstract="This paper contrasts approaches to supporting ethno-cultural diversity in education in Canada, the USA and India through the lens of the experiences of the Tibetan diaspora. All three countries self-identify as linguistic and ethnically diverse states that value multiculturalism. These shared values make them insightful comparative cases to consider the role of public education vis-a-vis its impact on ethno-cultural diversity within pluralistic societies. The case used to conduct the comparison is that of the Tibetan diaspora, an ethno-cultural migrant minority found in each country. Three prevailing ethno-cultural diversity orientations are identified - integration, achievement and sustainability - to describe prevalent approaches in Canada, the USA and India, respectively. The paper concludes with implications of the skewed orientations in each context, proposing a more balanced use of all three orientations for more robust and comprehensive supports for ethno-cultural diversity in education.<p /> <p>Language: en</p>",
language="en",
issn="0305-7925",
doi="10.1080/03057925.2017.1362547",
url="http://dx.doi.org/10.1080/03057925.2017.1362547"
}