Abstract

Multiculturalism is the recognition of differences, the individuality of each. Hence the confusion then arises: if the speech is for equal rights, talk about differences seems a contradiction. But this is not so. Equal is spoken about equality before the law, is equal to the relative rights and duties. The differences to which multiculturalism refers are differences in values, customs, etc., since it comes from individuals of different races together. In this paper we focus on the challenge of multiculturalism and the politics of recognition as today faces democratic societies, particularly in the United States and Canada, although the basic moral issues are similar in many other democracies. The challenge is endemic to liberal democracies because they are engaged, in principle, with the same representation for all. A democracy disappoint their citizens, excluding or discriminating against certain of them, so morally disturbing, when large institutions do not take into account our particular identity? Can represented as equal citizens with different identity if public institutions do not recognize this in its particularity but only our universally shared interests on civil and political liberties in income, health and education?

Critics of Multiculturalism

Introduction

It examines the varying forms of multiculturalism and their potential for addressing and responding to the many inequities and injustices in educational curriculum and instruction. Additionally, I attempt to posit a particular type of multiculturalism that is socially reconstructive and employs the tenets of critical pedagogy, as an alternative to the monocultural, ahistorical, apolitical state of teaching and learning that currently exists. Therefore, the central focus of my dissertation is examining the implications for, and feasibility of implementing a socially reconstructive form of multicultural education (Ravitch & Mitchell 2005, p. 354).

The central focus of the next study will be a synthesis of the varying forms of multiculturalism and their underlying ideologies culminating with a discussion of the type of multiculturalism that I advocate. Here, I will rely on the writings and research of Christine Sleeter and Carl Grant to distinguish between the various approaches to multiculturalism and explore the reasons most of these approaches are inadequate for addressing the current structures and systems of education that disadvantage so many poor and minority students.

These two authors have informed much of my thinking about a form of critical multiculturalism that they have named multicultural education that is socially reconstructive (p. 200). Because this type of multiculturalism provides an opportunity for students to actively work towards the promotion of structural and systemic equality, it is my contention that this approach to multicultural education is best suited to the realization of my vision of excellence and equity in education for all students (Ravitch & Mitchell 2005, p. 354). Finally, throughout this study, I will refer to other multiculturalists such as Sonia Nieto in my efforts to carefully delineate the connections I have made between critical pedagogy, multiculturalism, and my belief that schools can be sites for individual liberation and social transformation (Pentony 2001, p. 60).

Discussion

Multicultural Education (MCE) is the fourth approach to multiculturalism that Sleeter and ...