This paper brings to the surface for review, discussion, and debate, some critical issues for which multicultural education specialists need to provide useful theoretical frameworks that may guide our explanations to these issues. With the embracing of the ideology of multicultural education in the United States, practically every institution of formal learning, from the grade school to the university, is rapidly subscribing or has already subscribed to multicultural curricula. By embracing the multicultural agenda, educational institutions are demonstrating a commitment to broadening students' views of American subcultures (and world cultures). By exposing students to these subcultures, their histories, experiences and contributions to the U.S. society, it is expected that students will appreciate and celebrate cultural differences, and that ultimately, multicultural education will help eradicate all forms of bigotry, such as racial-ethnic bigotry, sexism, homophobia, etc. in the United States. While the intent of multiculturalism is positive, a critical examination of some aspects of this educational reform endeavor, reveal, at least theoretically, that certain issues in multicultural programming require the development of strong explanatory frameworks. Without adequate explanatory frameworks to explain the issues outlined in this study, these issues may pose great threats to the strength of multicultural education as an interventionist program against bigotry. The area of multiculturalism covered in this study is limited to racial and ethnic (cultural) diversity.
Oyinlade, A. Olu
"Multicultural Education: Work Yet to be Done,"
Great Plains Sociologist: Vol. 18:
1, Article 4.
Available at: https://openprairie.sdstate.edu/greatplainssociologist/vol18/iss1/4