Education beyond ethnic and religious divides: a critical analysis of Bangladeshi primary and secondary education policies

With 54 ethnolinguistically diverse Indigenous minority groups, Bangladesh represents richer cultural diversity than is usually thought for such a small country. Yet mainstream research in education continues to homogenize the country and fails to address the contested nature of identity politics and religious and cultural traditions while representing Bangladesh as a country of Bangali Muslims. In response to contemporary directions towards enhancing multicultural awareness through and in education, it is necessary to acknowledge such cultural diversity in the education policies of Bangladesh. This chapter draws on such issues embedded in Bangladeshi primary and secondary education by critically reviewing education policies for ethnic minorities through the lens of the multicultural education theory (Banks, 1994). This review finds that the country’s educational policies often ignore student diversity, espousing a general otherness for minorities. The study calls for further contemplation beyond assimilative tolerance but meaningful and sustainable acculturation and reconciliation between majority Bangali Muslims and other minority groups.