The conclusion of the Second World War in 1945 hastened a level of cultural interaction and immigration into many Western nations that had not previously been seen. Much of this immigration and increased cultural interaction was the result of the fact that tens of thousands of individuals were force to seek work elsewhere or move from the destroyed regions that they had previously lived. In his text ‘Multiculturalism: A Civic Idea’ Modood (2007) stresses the importance of education in shaping multiculturalism in the modern society. This paper examines the prospects of multiculturalism with the impending changes to the national curriculum. The need for change is contingent upon some of the issues that have been represented within England over the past few decades. Ultimately, the nation is experiencing something of a tribalized level of development; with certain ethnic, racial, or religious groups seemingly existing within the periphery of English life and not actively viewing themselves as a functional part of it. This creates a serious issue both for the society’s development and for the way in which multicultural can be effected or considered as an overall success. Within this understanding, stakeholders within government and education have determined that the most effective way of correcting this would be to focus a higher level of emphasis on engaging multicultural norms and forms of appreciation within the educational structure; as a means of integrating with the societal stakeholder as they are young and explaining the importance of this as a means of forming a more cohesive yet individualized nation.
For a long time since it came to the fore in the 1940s, multiculturalism has been presented as a positive feature of national societies. Countries and even cities have proudly presented themselves as being multi-cultural or even metropolitan; this represents part of a wider ideology referred to as multiculturalism (UNESCO, 2003). During the past ...Show more