The distinguished US philosopher Elizabeth Anderson, who teaches at the University of Michigan, answers questions put to her by John White about educational aspects of her work in moral and political philosophy. She begins by describing her indebtedness to Dewey in his views on developing students' capacities for intelligent enquiry and as…

Today's global community encompasses interconnectivity between societies, where a development in one country affects and informs something similar in other countries. Multicultural education is not exempt from this pattern. Multicultural education was first started by concerned activists and educators in the United States as a way to secure social…

Immigration is increasing racial, ethnic, cultural, linguistics, and religious diversity in nations around the world, which is challenging existing concepts of citizenship and citizenship education. In this article, I challenge assimilationist conceptions of citizenship education and argue that citizenship education should be transformed so that…

Since September 11, 2001, arguments have been put forward for a sort of specifically non-pluralistic, conservative, patriotic educational policy in the United States, by educators historically sympathetic toward assimilationist policies and curriculum in U.S. schools. In response to pluralist calls for tolerance if not positive recognition of…

Because the concept of tolerance is so crucial to the goal of multicultural education in particular and education in general, educators should not confuse tolerance with permissiveness or broadmindedness. The author addresses the fundamental risk of clarifying the concept of tolerance. (MT)

Analyzes literacy education's discourse conventions on diversity. Calls for advancing a critical democracy within the context of higher education which would disentangle the rhetoric on diversity from a colonizing agenda. (NH)

Higher education institutions must make greater efforts to help the entire campus community understand that promoting cultural diversity enhances the education of all students. Only through such a unifying approach can divisive racial and ethnic conflict be avoided and the highest ideals of a pluralistic society be achieved. (MSE)

Describes five approaches that fall under the rubric of "multicultural education." Calls for an approach that enables students to become adults who will reconstruct a society that serves the needs of all groups. Presents six recommendations for developing a multicultural educational program that leads to attaining this goal. (KH)

Describes the author's experiences as a Catholic educator in different parts of the United States, emphasizing the evolution of his educational and spiritual philosophy. Highlights the author's attempts to provide a multicultural education to diverse students that allows students to have a global perspective while maintaining their individual…

Multiculturalism is the best approach to helping higher education in the United States make the most of recent demographic changes. Multicultural curricular reform is the cornerstone to successful multicultural education. Isolationism by discipline, interest, or ethnic group, when temporary, is not intrinsically wrong but should be balanced with…

Reviews two dominant mechanisms for increasing multiculturalism within the undergraduate curriculum; philosophical differences among those advocates of multicultural curricular reform who perceive diversity as a critical perspective and those who perceive diversity as variety; and four structural constraints likely to affect diversity efforts:…

Discusses how, after 30 years of liberal education's focus on examining and celebrating diversity, the realities of contemporary social and civil life and global politics are prompting new interest in recognizing and affirming our genuine commonality. (EV)

Much of today's multicultural education is ethnocentric and has little apparent concern for cross-cultural contacts, our best hope in ameliorating racism. Increasingly, multiculturalism exalts particular racial and ethnic pride at the expense of social cohesion of the American society as a whole. However, the notion of a "common American…

Outlines basic principles and philosophy behind library multicultural programs and provides brief overview of development of such programs in Canadian libraries. Programing themes (cultural identity, contribution of ethnocultural groups to Canadian society, interpretation of multiculturalism as social policy) and suggestions for integrating…

The author argues that social institutions such as schools and universities have an obligation to teach American consensus high level values as right and true and to inculcate in the students a methodological concept of authority in solving problems where there is no agreement. A response by Asa Hilliard III is offered. (MT)