Gamage, Sirisena

2009

Based on her research in South Africa, Dolby writes that 'as a practice multicultural education is still highly contested' (Dolby, 2000, p.898). While reviewing previous work, she says that it is under theorized, has neglected the complexity of notions of identity and difference, and has become incorporated into the mainstream discourses it once challenged. Arguing for a change in the way we define and deploy the notion of identity (and difference) - key concepts in multicultural education, she observes that 'it is only through a shift in this fundamental concept that multicultural education will be able to begin to break out of its present position as an increasingly mainstream, stale, and ineffective practice' (Dolby, 2000, p.898). In this chapter, current thinking about 'critical' multicultural education and 'critical' race theory are examined with a view to drawing out directions for policy and practice.

Interrogating Common Sense: Teaching for Social Justice, p. 111-131

1442507195

9781442507197

https://hdl.handle.net/1959.11/9282

en

Pearson SprintPrint

1

Current Thinking about Critical Multicultural and Critical Race Theory in Education

Book Chapter

Publication