Critical Discourse Analysis of Multiculturalism and Intercultural Education Policies外文翻译.pdfVIP

CCrriittiiccaall DDiissccoouurrssee AAnnaallyyssiiss ooff MMuullttiiccuullttuurraalliissmm aanndd IInntteerrccuullttuurraall EEdduuccaattiioonn PPoolliicciieess iinn tthhee RReeppuubblliicc ooff CCyypprruuss MMIICCHHAALLIINNOOSS ZZEEMMBBYYLLAASS AAbbssttrraacctt This paper engages in critical discourse analysis (CDA) to examine the underlying philosophical and ideological assumptions about multiculturalism and intercultural education in some recent manifestations of educational policy in the Republic of Cyprus. It begins with an overview of CDA and its usefulness in educational policy analysis followed by a brief history of intercultural education in the Greek-Cypriot educational system. Sociopolitical and textual aspects of the chosen policy documents are then analysed which focus on the following questions: (1) What ideological assumptions are made about multiculturalism and intercultural education by Greek- Cypriot educational authorities, and what are the implications of those assumptions for the education of non-indigenous children; (2) How do the chosen policy documents construct culture and diversity and in what ways do those constructions establish and sustain certain power asymmetries? The paper concludes with a discussion of the implications of this analysis for policymaking on intercultural education in the Republic of Cyprus and other multicultural settings. KKeeyywwoorrddss:: multiculturalism, intercultural education, educational policy, critical discourse analysis IInnttrroodduuccttiioonn Discourses of multiculturalism and multicultural education have been the battleground of fierce debates in many societies during the last three decades. These debates focus on the questions of unity and diversity (Banks, 2007). On one hand, critics of multicultural education (e.g.