Abstract
This article explores the theme of the ‘two faces of education’ by reviewing new policy directives in the United Kingdom to strengthen community cohesion in schools and their communities. These directives have resulted from growing disaffection with the aims and outcomes of multiculturalism. This article will investigate the ways in which this disaffection has resulted in both ‘quick fix’ politicised solutions, and in more genuine attempts to support young people to develop positive relationships with people from different ethnic backgrounds. It will suggest that whilst inequalities of educational outcome for different ethnic groups persist, schools will continue to be part of the problem, hence the second link with the theme of two (or more?) faces of education. In order to become part of the solution, schools internationally will need to adopt much more creative and complex approaches to the reduction of racism and inequality than those currently being proposed by the UK Government. A case study of an approach that has been used in many countries of the world, including Brazil and Canada, to engage young people in open dialogue, and to develop empathy and critical thinking is provided. The case study from a multi-ethnic college setting within the Midlands, United Kingdom, will illustrate how young people can be enskilled and empowered to consider key debates that have relevance to their lives as global citizens living in a culturally diverse community.