ABSTRACT
The author and colleagues have been trying to do in two contrasting settings: Sydney, Australia, and Honiara, Solomon Islands, and this curriculum concern is the subject of this chapter. A basic argument of this chapter is that to cope with these divisive times it is necessary to have a world view that assists one to make sense and meaning of life on the planet. Speaking to groups of student teachers in Australia one is acutely conscious of their concerns about the current crises of contemporary society. Governments also, in addition to their programmes of social services and antidiscrimination, need to help create an education system which itself contributes to the awareness of, and the reduction of, inequality. Curricula and teacher education in Solomon Islands still strongly reflect colonial influences. Solomon Islands students were fully aware, and appreciative of, the cultural diversity of their island nation.
