ABSTRACT Multicultural Days are a regular event in Australian schools. While they are viewed as a vehicle for cultural inclusion and strengthening community, they have long been critiqued for their avoidance of a more critical engagement with deeper issues around cultural complexity. The intent of this paper is not simply to add to this critique but to understand why such forms of lazy multiculturalism persist in schools. Taking an ethnographic orientation to the field of multicultural education, it examines one school's approach to the Multicultural Day. The paper considers how, despite engaging in professional learning designed to challenge established practice in this area, teachers resisted the intellectual task of doing diversity differently. The ethnographic methods used in the study not only allowed for an examination of the practices this school engaged in, they drew attention to how teachers might modify their practice and develop a deeper understanding of cultural complexity.

中文翻译：

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懒惰的多元文化主义：文化本质主义和澳大利亚学校多元文化日的坚持

摘要多元文化日是澳大利亚学校的一项定期活动。尽管它们被视为促进文化包容和加强社区的工具，但长期以来一直受到批评，因为它们避免与文化复杂性相关的更深层次问题进行更关键的参与。本文的目的不仅是增加对这种批评的理解，而且要理解为什么这种形式的懒惰的多元文化主义在学校中仍然存在。以人种学的方向介绍多元文化教育领域，它考察了一所学校实施多元文化日的方法。本文认为，尽管从事旨在挑战该领域既有实践的专业学习，教师如何抵制以不同方式进行多元化的智力任务。