This paper delineates tensions that arguably are inherent to integrative
Worldview Education in plural societies, due to the subject’s dual commitment to imperatives of inclusion and change. The imperative of inclusion
stems from the subject’s mandate to integrate the whole plurality of pupils
in society, whereas the imperative of ...
This paper delineates tensions that arguably are inherent to integrative
Worldview Education in plural societies, due to the subject’s dual commitment to imperatives of inclusion and change. The imperative of inclusion
stems from the subject’s mandate to integrate the whole plurality of pupils
in society, whereas the imperative of change stems from the subject’s
mandate to promote certain aims and values over others. The task of
handling such tensions can be daunting, and teachers need resources
that enable them to do so. The main aim of this paper is thus to provide
a critical examination of the metaphor of bricolage, as it was conceptualised
by Joe L. Kincheloe, in search of such resources. The examination points to
the following chain of argument: (1) Kincheloe’s bricolage contains its own
tensions between inclusion and change, due to its application of multiple
methods, methodologies, and perspectives, combined with a desire to
promote social change. (2) There is a strong overlap between the two sets
of tensions. (3) Teachers should be aware of the distinct political and
philosophical underpinnings of Kincheloe’s bricolage, and how these can
create new tensions, possibly productive ones, if teaching and learning in
Worldview Education is framed as bricolage work.