Planning for Diversity: Education in Multi-Ethnic and Multicultural Societies. International Institute for Educational Planning Policy Forum (17th, Paris, France, June 19-20, 2003)

In June 2003, the International Institute for Educational Planning (IIEP) organized its annual Policy Forum to discuss the impact of increasingly multi-ethnic and multicultural societies on education in general and the implications for educational planning in particular. The proceedings of this Policy Forum are presented in this volume. Part I, Presentation and Discussion: Opening Statements, contains the following chapters: (1) The Changing Map: From Nation States to Multi-Ethnic and Multicultural Societies (Christine Inglis); and (2) For Better or Worse: The Impact of Education on Societies Facing Diversity (C. J. Daswani). Part II, Panel--Organizational Strategies for Coping with Diversity: Three "Ideal" Types, contains the following chapters: (1) The Multicultural Model: The Case of Canada (Charles S. Ungerleider); (2) The Multicultural Model: The Case of Mexico (Sylvia Schmelkes); (3) The Integration Model: The Case of France (Jean-Pierre Obin); and (4) The Parallel Model: The Case of Cameroon (Maurice Tchuente). Part III, Changing Contexts--Emerging Challenges to Educational Planning, contains the following chapters: (1) The View from Above (Filling the Screen): The (Dual) Impact of Global Media (Wadi D. Haddad); and (2) The View from Below (Setting the Tone): Migrants with Mindsets (Audrey Osler). Part IV, Where Can Planners Make a Difference?, contains the following chapters: (1) Payload and Accessories: The Content of Education (Cecilia Braslavsky); (2) Split Tongues or Lingua Franca: Language, Identity and Achievement (Mamadou Ndoye); (3) The Training of Teachers for Cultural Diversity and Social Justice (Anne Hickling-Hudson); and (4) Maps and Blueprints: The Social Organization of Schools (Henry M. Levin and Clive R. Belfield). Part V, Conclusions: Learning to Plan Together, contains the following chapters: (1) Diversity and the Politics of Knowledge (Hans N. Weiler); (2) Panel Intervention (Jacques Hallak); (3) Learning to Plan Together: From Diversityto Unity in the South African Context (Teboho Moja); and (4) Panel Intervention (Faiza Kefi). The following are appended: (1) Programme; and (2) List of Participants. (Contains 10 tables, 3 charts, and 46 footnotes. Individual chapters contain references.) [This booklet was produced in collaboration with Michaela Martin and Estelle Zadra.]