Critical multiculturalism is a theoretical framework that emerged as a response to the limitations of traditional approaches to multicultural education. The framework emphasises the critical examination of power relations, institutional structures, and cultural practices that perpetuate social inequalities and exclusion.

The main principles of critical multiculturalism include:

1. Recognition of cultural diversity: Critical multiculturalism recognises the importance of cultural diversity and promotes active support of marginalised cultures and identities in educational institutions.
2. Examination of power relations: The framework examines power relations and the ways in which social structures and cultural practices reproduce social inequalities and exclusion.
3. Resistance to oppression: Critical multiculturalism promotes resistance to oppression and advocates for social justice and equity.
4. Critical reflection and self-awareness: The framework emphasizes critical reflection and self-awareness as essential components of education for social justice.
5. Incorporation of multiple perspectives: Critical multiculturalism encourages the incorporation of multiple perspectives and voices in education to challenge dominant narratives and promote understanding and empathy.

(May & Sleeter, 2010; Parekh, 2006; Vavrus, 2010).

Overall, critical multiculturalism seeks to move beyond superficial approaches to diversity and to address the root causes of social inequalities and exclusion. By emphasizing critical reflection, resistance to oppression, and social justice, this framework has become an important tool for educators and policymakers seeking to promote equitable and inclusive education.

Reading material:

• DiAngelo, R. & Sensoy, Ö. (2010). “OK, I Get It! Now Tell Me How to Do It!”: Why We Can’t Just Tell You How to Do Critical Multicultural Education. Multicultural Perspectives, 12(2), 97-102
• Gorski, P. C., & Parekh, G. (2020). Supporting critical multicultural teacher educators: Transformative teaching, social justice education, and perceptions of institutional support. Intercultural education, 31(3), 265-285
• Skrefsrud, T.-A. (2022). Enhancing social sustainability through education: Revisiting the concept of multicultural education. In L. Hufnagel (Ed.), Sustainability, Ecology, and Religions of the World (pp. 1-16).
• Liggett, T. (2011). Critical multicultural education and teacher sense of agency. Teaching Education, 22 (2), 185-197.

Assignment

Read the reading material and write a passage with reflections on similarities and differences between multicultural education and critical multicultural education.

Everyone will receive feedback on their reflection.

References:

May, S., & Sleeter, C. (2010). Critical multiculturalism: Theory and praxis. In S. May & C. Sleeter (Eds.), Critical Multiculturalism: Theory and Praxis (pp. 1-16). Taylor & Francis Group.

Parekh, B. (2006). Rethinking multiculturalism: Cultural diversity and political theory (2nd ed.). Palgrave Macmillan. 

Vavrus, M. (2010). Critical multiculturalism and higher education. In S. May & C. Sleeter (Eds.), Critical Multiculturalism: Theory and Praxis (pp. 19-31). Taylor & Francis Group. 

P.S. Bonus for those of you who can understand Icelandic

Fyrirlestur Brynju Elísabeth Halldórsdóttur um öráreitni (e. micro-aggressions) og fordóma í íslensku samfélagi.

https://vimeo.com/145992238