Abstract

Twentieth century studies using deficit and difference approaches have dominated the analysis of schools within their cultural contexts. Their conclusions have influenced educational research and general political thinking concerning fragmentation, segregation and targeted school communities. However, such studies now raise questions concerning the extent of their usefulness in a globalised and emerging postsecularist world. In response, an assets-based approach to analysing cultural contexts is emerging. A cultural assets approach to educational analysis cuts through the idea of parallel segregated communities within liberal secular states. This article presents a multi-disciplinary approach to reconceptualise cultural assets as a broad based concept applicable to 21st century schooling. The position taken encourages the re-imagination of education, stakeholder contributions to learning that maintains cultural continuity, embraces cultural diversity and assists in social transformation. Therefore, schooling reflects a significant level of complementarity to the objectives of liberal secular states whilst striving to remain distinctive.