Globalisation, Education, Policy, and Curricula Issues: The Community Good as Global Education Policy

This book chapter discusses how multiculturalism rightly stresses ‘a commitment to revaluing disrespected identities and changing dominant patterns of representation and communication that marginalize certain groups’ (Stanford Encyclopedia of Philosophy, Multiculturalism, https://plato.stanford.edu/ENTRIES/multiculturalism/ , 2020), but it falls short of a coherent conception of the community good, in which the nation, the country, the homeland—its history, values and identity—is no less important than the individual and the respect accorded to all groups that make up the nation. And regarding national history, it is important to build on all the school’s efforts the understanding that history is a story in the making. In every setting, community good as global education policy will require skilful educational planning and the building of school culture that is based on deep understanding of the heritage and values of population sub-groups in any society, as well as of the shared values at the heart of a society. Then curriculum, teaching and the elements of school culture can be constructed and enacted for the good of students, the local community, and the nation, as well as the global community of which we are all a part.