The Challenges of Cultural Diversity Contexts at School from the Perspective of the Comparatist Wolfgang Mitter

Proposal Information
In historical terms, cultural diversity was and still is a reality present in different societies, and Multicultural education is a crucial component in fostering social and cultural awareness and is essential for creating a respectful and inclusive society. But what is the impact of this reality on social dynamics at school and in the educational policies? To answer this question, we turn to the works published by the comparatist Wolfgang Mitter (1927-2014).
Renowned researcher and expert in the field of comparative education, with focus on multiculturalism and national educational policies, his studies invite us to reflect on cultural diversity and inclusivity in educational settings. Mitter believes that multicultural education is a crucial component in fostering social and cultural awareness and is essential for creating a respectful and inclusive society.
The childhood of Wolfgang Mitter was in the former Czechoslovakia, in the predominantly German-speaking part of Bavaria, and is later drafted into military service in Germany. After the war, he is transferred to the U.S. zone where he is engaged in language and literature studies. In his scientific career he explores the topic of educational policies in multicultural contexts, at the same time as he assumes teaching and research functions and Chair of General and Comparative Education at the Paedagogische Hochschule.
In this exploratory study, we aim to verify how the subject of cultural diversity is explored in the investigations of Wolfgang Mitter and what reflections he points to on the relationship between multiculturalism, multilingualism, educational dynamics and national educational policies. We also intend to verify how his works about multiculturalism and multilingualism at school point out reflections about educational policies and teacher training.

Methodology or Methods/ Research Instruments or Sources Used
From a narrative literature review, conducted systematically on the international databases Web of Science (WoS), EBSCO Discovery Service (EDS), and Scopus, 46 works published between 1964 and 2017 were selected. Only articles, book chapters, books or reports written in English or German on the topic of multiculturalism in education were considered eligible. Based on this result, we proceeded with the analysis of the selected works.

The deductive analysis was performed based on the analytical framework structured according to the descriptors used in the research. Since some complementary information emerged from the data, the inductive analysis was also constituted with code categories that emerged from the results.

Conclusions, Expected Outcomes or Findings
Cultural aspects are highlighted as the approaches reflect on education systems in a macro perspective of definitions of nation and culture (Mitter, 1988). In this sense, the characteristics of cultural, political and economic diversity in the Southern East European region should be observed in an analysis of the impact of multiculturalism on educational systems (Mitter, 2000).

Mitter’s approach to multiculturalism in education emphasizes the importance of valuing and respecting the cultural heritage of each individual and recognizes the positive impact of cultural diversity on learning and academic achievement. He believes that multicultural education should aim to develop students’ cultural literacy and help them understand the cultural practices and perspectives of people from different backgrounds.

Concerned not with presenting ready-made solutions but with comparing different educational contexts and realities, especially in the case of Eastern European countries, Mitter point that the national educational policies do not always balance the various aspects related to cultural diversities and changes in the international scenario.

Mitter examines the impact of cultural diversity on the school, comparing the challenges in Central and Eastern Europe and reflecting on similar problems in Asia and Africa. His research highlights the relevance of a social analysis of educational dynamics to respect cultural pluralism in a transnational perspective of education. He also highlights the importance of teacher training and professional development, to help educators, become culturally competent and effectively engage with the diversity of their students.