Unraveling Multicultural Education's Meanings: An Analysis of Core Assumptions Found in Academic Writings in Canada and the United States, 1981-1997

Authors

  • Helen Raptis University of Victoria
  • Thomas Fleming University of Victoria

DOI:

https://doi.org/10.11575/jet.v32i2.52526

Abstract

Scholars in the field of multicultural education continue to debate the very meaning of the concept itself. This paper analyzes conceptions and definitions of multicultural education found within the academic literature from 1981 to 1997. The paper argues that underlying these conceptions of multiculturalism are five key social and educational beliefs which have not generally been subjected to academic scrutiny. The origin and character of these beliefs are examined, as are the consequences of the currently confused and contradictory state of academic writings on multicultural education . Altogether, the discussion suggests that contradictions within the literature may have a potentially destructive impact on efforts to improve intercultural relations in countries troubled by the negative effects of cross-cultural misunderstandings.

Author Biographies

Helen Raptis, University of Victoria

Helen Raptis is a doctoral student in the Faculty of Education at the University of Victoria. She has taught English as a Second Language in Canada, the United States, Australia, and France and is interested in cultural diversity and policy studies.

Thomas Fleming, University of Victoria

Thomas Fleming is Professor of Educational History at the
University of Victoria. He has published numerous studies in the history of administration and school policy

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Published

2018-05-17

Issue

Vol. 32 No. 2 (1998)

Section

Articles

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