Waking up the Neighbors: Surveying Multicultural and Antiracist Education in Canada, the United Kingdom, and the United States

摘要

Contemporary academic discourse about diversity and discrimination is a multilayered and contested landscape, with intersecting and conflicting views from a variety of ideological and theoretical positions even from within the field of education (Corson, 2000; Sleeter & Bernal, 2004). Compounding this tumult are manifestations of nationalist perspectives that may employ similar terminology but in very different senses. Even among scholars who define themselves as working in the field of multicultural education there is a wide range of thought and activity that often confounds attempts to define a common purpose, or indeed, any meaningful expression of political solidarity among its avowed supporters toward social justice.