This study aims to trace the lines of communication between the United Kingdom, United States,
Canada, and France from the early 1940s through 1989 on one subject of policymaking—
attempts to shape the minds of citizens through education and schooling. Resulting policies were
remarkably similar, in that these were policies that reorganized schools systems and repurposed
education to establish in their children a new, more tolerant, and open mind-set. This shift into an
interconnected transnational framework should deepen and broaden the scale and scope of my
work’s novelty and contribution to the field. In particular, seeking to establish a direct correlation
between the United Kingdom and comparators in the Atlantic World, with the United Kingdom
as a locus for the greater transnational development of multicultural education policies, will be
an original contribution to the discipline.
The examination of this thesis was a transnational one that tracked the open dialogue between
comparator nations and the resulting influence of each nation on the others. The foci are those
pieces of policy that planned shifts in education policy in order to establish how these education
policies interrelated. One goal of this thesis was to establish which policy networks between
these nations supported emergent policies that could, and would, mirror or birth multicultural
education. This paved the way for further analyses of how these policies were moulded not only
by national concerns but by international organizations and participation in global planning. The
UK, the US, Canada, and France, through a transnational policymaking cycle, have succeeded in
building a set of interrelated education and integrative policies. These education policies
focussed on rationalizing an increasingly diverse world, while promoting the essential benefits of
education to engineer a tolerant mind-set in its future citizens.
Permanent link to this resource: https://doi.org/10.24384/t4th-6n36
School of Education
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