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The legacy and trajectories of multicultural education

Recognition, refusal, and movement building in troubling times

Bibliographic Data

ID18960309
AuthorsFrancisco Rios (0000-0002-6957-4227, Western Washington University, corresponding author)
Year2018
Volume10
Issue3
Pages165-183
Publication date2018-07-03
Open AccessNo
TypeARTICLE
VenueMulticultural Education Review (JOURNAL)
Journal identifiersISSN: 2005-615X • E-ISSN: 2377-0031
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/2005615x.2018.1497876
OpenAlexW2886272386
LanguageEN
Citations received3
References cited41

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

Decolonization · Epistemology · Multicultural education · Multiculturalism · Pedagogy · Political science · Politics · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Law

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Citations per year0.6
Citation span2021 - 2025 (5)
Highly citedNo

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