ABSTRACT
It is undisputable that Australia is a multi-ethnic nation. However, it is also a fact that multiculturalism has long suffered from definitional problems. At its most simplistic level, multiculturalism can be taken to mean a celebration of diversity that is recognizable through languages spoken, different modes of dress and exotic foods. Hence, multiculturalism characterizes the “exotic Other” who, while highly visible, nevertheless exists at the fringes of the mainstream. The perception that multiculturalism ought to be concerned with equity and social justice has waxed and waned in policy documents over a period of many years. While the past has seen policies that sought to assimilate everyone to a preconceived standard of Australian-ness grounded in the infamous “white Australia” policy, the present appears superficially to be more open to diversity at all levels, whether in skin pigmentation, religion, or language. Given that education has traditionally played a role in policy implementation, this chapter will provide a brief overview of the historical and socio-political context of Australian multiculturalism before addressing two key questions: “What is the role of education in bringing about social reform?” and “To what extent can teachers utilize Australia’s new national curriculum to teach in ways that are critical and transformative?”
