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ABSTRACT
This article employs the concept of ‘everyday multiculturalism’ to examine what students at an elite school in Australia are taught about working with and across difference through global citizenship education within a single-sex classroom model. The authors explore the ways in which larger social cohesion agendas are reinforced through the meanings and practices of global citizenship education to facilitate increased interactions between different groups around a set of shared values and common practices. The authors illustrate how this approach to global citizenship education and the school’s single-sex classroom model both maintain racial, ethnic and gendered divisions within the student body. Within this schooling context, students are not provided the kinds of instructional spaces that promote interdependence and habitual engagement necessary for productively working with and across difference.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. A pseudonym, as are all names of people in this article who attend or work at this school.
2. Formally, this legislation was the Immigration Restriction Act of 1901.
3. For a critical discussion and analysis of the ways in which schools are addressing this policy and how this policy is transforming schooling policies, curricula and pedagogy, see Halse (Citation2015).
4. The students in Senior School are assigned to different groups, which are called ‘houses,’ for community service activities, tutoring, wellness, and some co-curricular activities.
Additional information
Notes on contributors
Adam Howard
Adam Howard is professor of education at Colby College (USA). His research and writing focus on social class issues in education with a particular focus on privilege and elite education.
Kayla Freeman
Kayla Freeman is a research associate in the Education Program at Colby College (USA) where she earned her bachelor of arts in computer science and mathematics.