Reimagining multicultural education: Needed transformations at the epistemological level

Hamza R'BOUL, M. Camino BUENO-ALASTUEY

Research output: Chapter in Book/Report/Conference proceedingChapters

1 Citation (Scopus)

Abstract

Multicultural education has actively endeavored to undermine inequalities and imbalances by offering pedagogical frameworks for accounting for and managing cultural diversity. However, foundational literature on multicultural education seems to be dominated by Western scholars, mainly American. This assumption is not in alignment with the objectives of critical education which seeks to stymie power imbalances and grant visibility to less popular individuals along with their cultures, understandings, and perspectives. That is why it is important to ask questions about whether multicultural education has exhibited any signs of seeking to stymie the hegemony of Western episteme in terms of its theory and praxis. This chapter argues that it is necessary to include other epistemologies in multicultural education theory and praxis in order to realize global cognitive justice. The main aim is to make a case for the possibility of further developing multicultural education by integrating other knowledges and ways of knowing. Copyright © 2021 IGI Global.

Original languageEnglish
Title of host publicationEvolving multicultural education for global classrooms
EditorsRichard Keith GORDON, Kawser AHMED, Miwako HOSODA
Place of PublicationHershey PA
PublisherIGI Global
Pages195-213
ISBN (Electronic)9781799876519
ISBN (Print)9781799876496
DOIs
Publication statusPublished - 2021

Citation

R'boul, H., & Bueno-Alastuey, M. C. (2021). Reimagining multicultural education: Needed transformations at the epistemological level. In R. K. Gordon, K. Ahmed, & M. Hosoda (Eds.), Evolving multicultural education for global classrooms (pp. 195-213). Hershey PA: IGI Global.

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