Document Type

Article

Publication Date

2018

Keywords

history of multicultural education, critiques of multicultural education, refusal and multicultural education, critical multicultural education, business as usual

Abstract

In this conceptual analysis paper, I provide a brief overview of multicultural education and highlight the critiques to the field that demonstrate challenges to implementing an education that is multicultural especially when considering students from minoritized and global majority backgrounds. Next, I explore the changing political and social context that suggests, among other things, the need for re/newed orientations to multicultural education. I focus on two important scholarly lines of inquiry – Decolonization and Antiblack theorizing – that might inform possible trajectories for multicultural education including a pedagogy of recognition and a pedagogy of refusal. I conclude by identifying questions that lay at the intersection of these two pedagogies and share some final thoughts about the role of social movements in forging a more critical, responsive approach to multicultural education.

Publication Title

Multicultural Education Review

Volume

10

Issue

3

First Page

165

Last Page

183

DOI

https://doi.org/10.1080/2005615X.2018.1497876

Required Publisher's Statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Multicultural Education Review on 14 Aug 2018, available online: http://www.tandfonline.com/10.1080/2005615X.2018.1497876

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Rights Statement

http://rightsstatements.org/vocab/InC/1.0/

Language

English

Format

application/pdf

Included in

Education Commons

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