Id like to conduct this exploration on the theme of multicultural education, paying

specific attention to conversations and activities centered on themes of social justice. After being
introduced to Ira Shor and Paulo Freire in my studies last semester I have been increasingly
interested in the incorporation of these two topics in inclusive classrooms. I argue that through
exposure to different cultures, different ways of living, perspectives, etc. students will develop
cultural sensitivity and awareness. Developing these attributes will not only make them wellinformed citizens but I believe will also help them think critically about social issues often
misconstrued by the media. In addition, my clinical placement this semester currently uses the
Lucy Calkins model as the framework for their Writers Workshop. In this model, the ultimate
goal is to have students generate texts that stem from issues plaguing their personal lives. In this
kind of environment students are not just writers, they are advocates. Combining the educational
philosophies of Shor, Friere, and Calkins will lead students to make personal connections to
global events. These specific types of connections are extremely important not just for
intellectual growth but personal growth. I believe this assignment will lead to a better
understanding of this topic which in turn would further enhance my understanding of Calkins
philosophy, leading to more impactful classroom experiences for my students. I am specifically
interested in learning more about when and why the conversation surrounding multiculturalism
began and how it has evolved since then. I would also like to hear (if any) sentiments against
themes of multiculturalism and the inclusion of social justice in curriculums. While I believe it is
something that is vital to progress our country forward I am also aware that there could be some
resistance to this progressive way of thinking and would like to understand the logic behind the
differing opinion.
Alvarado, N., Chapman, T., & Hobbel, N. (2011). A Social Justice Approach as a Base for
Teaching Writing. Journal of Adolescent & Adult Literacy. 54 (7), pp.539-541
This short, yet informative article provides ELA teachers the basics on how to incorporate
social justice into their writing curriculums. They note that not only will students benefit
from being made aware of societal issues but expanding upon these topics in their
writing, more specifically making explicit connections to personal experiences in their
writing, will lead them to a better understanding of their multiple identities as well as
guide them in understanding how to write with a specific audience in mind. They cite
Nieto and Bodes (2007) tenets of social justice education as objectives and the
foundation of their proposal. They reiterate the importance of defining and analyzing the
words affirmation, solidarity, and critique in the appropriate contexts to assist students in
accurately critiquing and evaluating student work on sensitive subjects. They conclude
with explicit examples of types of assignments ELA teachers can implement in their own
classrooms that touch upon critical thinking through a social justice framework.
Arbisi-Kelm, H., Clay, J.P., Lin, M.M., Horikawa, R., Clifton, W.H., & Kapani, S. (2013).
Who I Am is the Text. Who I Become is the Purpose. New Directions for Student
Services. 144, pp.47-55

This article provides readers with an in-depth look at SEED- Seeking Education Equity
and Diversity. Similar to the other texts, these authors articulate the need for students to
have intimate discussions that touch upon race, ethnicity, sexual identity, socio economic
status, etc. More specifically, SEED asks students to consider the conflicts that may arise
between several of these identities; moreover SEED asks students to critically think about
situations where possible intersections and conflicts might occur. I was especially
impressed with SEEDs explicit mission statement- the ultimate purpose is to develop
culturally competent citizens who will interrupt oppression and ignite transformative
social change (48). This program is twofold; it does not want to solely educate students
but rather teach them how to use that information in conjunction with their voice to make
a difference in the global community. They make the distinction between diversity as a
social good and a social value. By viewing it as a social value students learn to question
hegemonic institutions, analyze privilege, while also exploring personal social identity
conflicts. Combined, this reiterates an idea that is interwoven throughout the entire text;
SEED is meant to be transformational not only for our world but on a personal level for
the students involved.
Cammarota, J. (2011). The Value of a Multicultural and Critical Pedagogy: Learning
Democracy Through Diversity and Dissent. Multicultural Perspectives. 13 (2), pp.6269
An important quote that captures the essence of this article can be found at the very
beginning. Paraphrased, it states multicultural education, like American democracy, is
founded on the values of diversity and dissent. More specifically, it contains the diversity
of perspectives and dissent from domination. The purpose of implementing a
multicultural education is to validate the silenced voices of marginalized populations. In
addition Cammarota touches on critical pedagogy and argues without it students will fail
to develop into engaged, active citizens. Like other articles, this text explains that
problem posing is not enough, students must act upon their social critiques of the world
around them. Through a multicultural based critical pedagogy taught in an environment
that encourages outspokenness and values difference of opinion, students will recognize
that they have the power and authority to question hegemonic insitutions as well as unjust
matters. Lastly, giving students a say in what they learn will result in a positive outlook
on education and the learning process.
Epstein, S.E. (2010). "Who are your Friends?" Complexities in Multicultural Education.
Urban Rev. 42, pp.39-57
Epsteins paper analyzes the triumphs and obstacles of the after school program Beyond
Today. This program attempts to encompass a social reconstructionist multicultural
curriculum. In this account fourth and fifth graders from different schools of different
racial and socio economic make-ups partake in the program which asks them to conduct
conversations tackling issues such as discrimination and social justice with the overall
goal that they will become leaders and activists that will go on to promote social change,
specifically with regards to race and equity. Although Epstein found instances where
positive personal changes were occurring (i.e. minorities taking pride in their cultural
identities, children of privilege celebrating cultural practices foreign than them, etc.) the
research lacked substance. Racial stereotypes and prejudices were common, referred to as

retreats; Epstein provided little suggestions with how to combat these sentiments and
push students to move past these comfortable spheres.
Flaherty, A., Frederick, H., Malott, K.M., & Marbley, A.F. (2011). Three Issues, Three
Approaches, Three Calls to Action: Multicultural Social Justice in the
Schools. Journal for Social Action in Counseling and Psychology. 3 (1), pp.59-73
This is the only article that looks at multicultural social justice as it pertains to school
counseling. It cites The American Counseling Associations (ACA) March 2010
Multicutltural Social Justice Leadership Development Academy (MSJLDA) as the first
progressive step in igniting change in terms of multicultural social justice advocacy for
students; however, it also provides examples that demonstrate more work needs to be
done. This article focuses heavily on marginalized students and calls for school
counselors to be better advocates for these students. It provides alarming statistics that
correspond to the school to prison pipeline issue- statistics confirm that there are a high
percentage of young black males receiving inappropriately severe punishments that in
turn lead to high dropout rates and incarceration. The first case demonstrates a minority
student being unfairly reprimanded, the second case reveals how bi-racial students
struggle to embrace multiple ethnic identities (often the result of school/community
environment), and the third calls for the implementation of service learning programs to
enable students to develop leadership skills while also broadening their perspectives. The
most beneficial section of this research comes at the end where the authors provide
bulleted suggested action strategies to help rid our schools of misunderstandings and
insensitivity.
Gorski, P.C. (2015). Critical Multicultural Pavilion. [ONLINE] Available at:
[Link] [Last Accessed 15 February
2015].
This website is a fantastic resource for teachers looking to incorporate social justice and
multicultural elements into their current curriculum. It contains a full page of links to
Social Justice speeches in addition to diversity activities and quizzes. I specifically liked
several of the suggested icebreaker activities as ways to introduce students to
multicultural topics while also establishing the trust and developing a secure, safe
environment that is so important (as reiterated in the other articles). The Multicultural
Links page contains links to academic writing on the topic but the most important part of
this page is the Equity in Education section that contains resources separated by subject
(racism, homophobia, poverty, etc). Even more impressive- this website has a list of
songs that correspond to these topics, making it easy for teachers to make meaningful
connections for students. While the other resources on this reference list argue why this
kind of education needs to be implemented, this website provides educators with a
plethora of material and information to assist in introducing this material in their own
classrooms.
Marshall, P. (2009). Multicultural Education in a Post-Race Political Age: Our Movement
at Risk?. Multicultural Perspectives. 11 (4), pp.188-193

Marshall seeks to make a connection between the 2008 Presidential election and cross
generational conflicts occurring within the National Association for Multicultural
Educations hierarchy. She repeatedly states the notion that electing an African American
President suggested that our country had entered a post-race age which I immediately
questioned in lieu of recent events (i.e. Trayvon Martin, Eric Garner, etc.). Overall she
struggled to make her point as cohesively as I would have liked. I argue she should have
solely focused on the issues going on with NAME or, (although harsh) not have
published this at all. This read more like bad public relations for the association when she
explicitly talked about subtle homophobia amongst older members. All I took away from
it was her personally venting about how the younger NAME generation needs to do more
research and produce more publications on the future of multicultural education in our
country. I was deeply concerned by the fact that there are disagreements amongst cross
generational members given that the association is supposed to be founded on acceptance
and diversity. Multicultural Education is not race education, rather, it encompasses much
more than that as stated in almost every other article found on this reference list.
Muthukrishna, N. & Schluter, H. (1 November 2011). Towards Socially, Just, Inclusive
School Cultures. ISEA. 39, pp.19-31
This paper analyzes South African and German education systems with specific regards
to their struggle to create, promote, and preserve a strong multicultural education
curriculum in their schools. Moreover the authors reiterated the need for conversations
about race, social class, language, ethnicity, culture, religion, and gender to occur because
of the globalization of our world. They make the distinction between equity and equality
explicit, explaining that equity is fairness whereas equality is sameness. They argue to
successfully launch such a program in these schools they must also implement a
discourse of rights as well as a human rights approach. Approaching this material at that
angle reinforces that everyone deserves to have access to a quality education. Also, the
quality of education is not enough- the school also plays a role in providing students a
safe haven, further suggesting that schools should be a community. One key point made
in this paper that is worth continuing to explore it the relationship between language and
power. The denial to speak a native language and/or the requirement to adopt the
language used in mainstream society undermines the principles of a multicultural
education.

The National Association for Multicultural Education (2015). Missions, Goal, & Objectives.
[ONLINE] Available at: [Link]
[Last Accessed 9 February 2015].
This specific page on the website provides an explicit, detailed outline of the main
objectives and philosophies of the association. They cite six points that are essential to
their cause as: To respect and appreciate cultural diversity, to promote the understanding
of unique cultural and ethnic heritage, to promote the development of culturally
responsible and responsive curricula, to facilitate acquisition of the attitudes, skills, and

knowledge to function in various cultures, to eliminate racism and discrimination in

society, and to achieve social, political, economic, and educational equity. These points
are interwoven into the three listed objectives they have also stated on this page that in
summary seek to advance political and educational policies to support and promote an
education that focuses on awareness of multiculturalism and social justice. These six
points, along with their three objectives, can act as a framework for teachers who are
seeking to incorporate this educational philosophy in their own classrooms. They can
serve as reminders of the importance of this type of education. More simply stated, they
answer the questions, what is multicultural education and social justice and why is it
important.
Renner, A. (2009). Teaching Community, Praxis, and Courage: Foundations Pedagogy of
Hope and Humanization. Educational Studies. 45, pp.59-79
Renner focuses on the need for our society to reestablish the sense of community that has
been lost as a result of catastrophic current events. He lists specific examples: the Iraq
War, Hurricane Katrina, genocide in Darfur, NCLB, and corporate globalization as
poignant events in the 21st century that should have resulted in a stronger sense of
community rather than furthering hindering connectivity amongst the global and national
communities. A point that he makes that I have often thought of myself is the fact that
our world has the ability to be more connected than ever given the technological
advancements we have. And yet, as his examples reveal, our selfish motivations and
ulterior motives and agendas are what often get in the way. His hopeful curriculum has
three parts: community, praxis, and courage. Sentiments expressed throughout this article
can be found in almost every text on this list. One specific call to action that I found to be
extremely compelling and inspiring is stated on page 74, Teachers can do this through
humanizing pedagogical practices which pose problems for their students, making the
world a series of issues to be researched, resolved, and improved rather than one that is
given, static, and unchanged. I think this statement summarizes the entire collection of
works on this reference list.