Journal articles: 'Critical multiculturalism'

1

O'Regan, Tom. "Introducing critical multiculturalism." Continuum 8, no. 2 (January 1994): 7–19. http://dx.doi.org/10.1080/10304319409365667.

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Riley-Hiscox, Anna. "Critical Multiculturalism: A Response to "Questioning Multiculturalism"." Art Therapy 16, no. 3 (January 1999): 145–49. http://dx.doi.org/10.1080/07421656.1999.10129651.

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Tumposky, Nancy. "Multiculturalism and Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 6, no. 3 (1990): 8–9. http://dx.doi.org/10.5840/inquiryctnews19906381.

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McDowell, Teresa, and Shi-Ruei Sherry Fang. "Feminist-Informed Critical Multiculturalism." Journal of Family Issues 28, no. 4 (April 2007): 549–66. http://dx.doi.org/10.1177/0192513x06297331.

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Saha, Anamik. "MULTICULTURALISM: A CRITICAL INTRODUCTION." Ethnic and Racial Studies 36, no. 1 (January 2013): 222–24. http://dx.doi.org/10.1080/01419870.2012.720694.

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Watts, Ivan Eugene, and Nirmala Erevelles. "Critical Multiculturalism as Political Economy." Inquiry: Critical Thinking Across the Disciplines 22, no. 2 (2003): 21–32. http://dx.doi.org/10.5840/inquiryctnews200322215.

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Hodson, Derek. "Towards a more critical multiculturalism." Canadian Journal of Science, Mathematics and Technology Education 1, no. 1 (January 2001): 117–21. http://dx.doi.org/10.1080/14926150109556455.

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Awad, Isabel. "Critical Multiculturalism and Deliberative Democracy." Javnost - The Public 18, no. 3 (January 2011): 39–54. http://dx.doi.org/10.1080/13183222.2011.11009061.

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Rhoads, Robert A. "Critical Multiculturalism and Service Learning." New Directions for Teaching and Learning 1998, no. 73 (1998): 39–46. http://dx.doi.org/10.1002/tl.7305.

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10

Nylund, David. "Critical Multiculturalism, Whiteness, and Social Work." Journal of Progressive Human Services 17, no. 2 (June 16, 2006): 27–42. http://dx.doi.org/10.1300/j059v17n02_03.

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11

Mclennan, Gregor. "Can there be a ‘Critical’ Multiculturalism?" Ethnicities 1, no. 3 (September 2001): 389–408. http://dx.doi.org/10.1177/146879680100100306.

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Stokke, Christian, and Lena Lybæk. "Combining intercultural dialogue and critical multiculturalism." Ethnicities 18, no. 1 (October 20, 2016): 70–85. http://dx.doi.org/10.1177/1468796816674504.

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Gilson, Stephen French, and Elizabeth Depoy. "Multiculturalism and Disability: A critical perspective." Disability & Society 15, no. 2 (March 2000): 207–18. http://dx.doi.org/10.1080/09687590025630.

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James, Deborah. "Democracy, Multiculturalism, and the Community College: A Critical Perspective:Democracy, Multiculturalism, and the Community College: A Critical Perspective." Anthropology Education Quarterly 29, no. 2 (June 1998): 263–64. http://dx.doi.org/10.1525/aeq.1998.29.2.263.

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Putranto, Hendar. "Daya Komunikasi Paham Multikulturalisme Kritis di Ranah Politik Daring dalam Konteks Indonesia." Jurnal ULTIMA Comm 3, no. 2 (December 1, 2011): 1–22. http://dx.doi.org/10.31937/ultimacomm.v3i2.196.

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Indonesia is a fertile ground for flourishing respect towards differences as well as nurturing diversity, considering its unique history and genealogy of its formation. Despite the progress of information and communication technology for the last two decades, added with the emergence of informational politics or online politics after the reformation era 1998, there arose several radical groups and extreme social organization threatening the very foundation of multiculturalism in Indonesia, namely the freedom of religion/belief. Through analyzing and synthesizing the framework of critical multiculturalism and online politics, this research results in producing four parameters (accessibility, interactivity, criticality, solidarity) to measure the level of pro and anti-multiculturalism within certain websites. Here, the role and influence of sympathetic communication power is highly important because online politics depend more on the soft power rather than hard power, rational persuasion in communicative action framework rather than physical violence and politics-by-mass movement. Critical multiculturalism is properly needed in an era of information proliferation and easy access to various power relations. For the sake of a better future, critical multiculturalism should participate further and deeper in the context of emancipation, empowerment, and struggle for justice, especially justice for “those who have no voice, those who toil, those who live unappreciated, and those who die in silence.” Keywords: multiculturalism, critical multiculturalism, online politics, informational politics,Communication Power, “accesibility, interactivity, criticality and solidarity” parameters

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Putranto, Hendar. "Daya Komunikasi Paham Multikulturalisme Kritis di Ranah Politik Daring dalam Konteks Indonesia." Jurnal ULTIMA Comm 4, no. 2 (August 1, 2012): 1–34. http://dx.doi.org/10.31937/ultimacomm.v4i2.205.

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Indonesia is a fertile ground for flourishing respect towards differences as well as nurturing diversity, considering its unique history and genealogy of its formation. Despite the progress of information and communication technology for the last two decades, added with the emergence of informational politics or online politics after the reformation era 1998, there arose several radical groups and extreme social organization threatening the very foundation of multiculturalism in Indonesia, namely the freedom of religion/belief. Through analyzing and synthesizing the framework of critical multiculturalism and online politics, this research results in producing four parameters (accessibility, interactivity, criticality, solidarity) to measure the level of pro and anti-multiculturalism within certain websites. Here, the role and influence of sympathetic communication power is highly important because online politics depend more on the soft power rather than hard power, rational persuasion in communicative action framework rather than physical violence and politics-by-mass movement. Critical multiculturalism is properly needed in an era of information proliferation and easy access to various power relations. For the sake of a better future, critical multiculturalism should participate further and deeper in the context of emancipation, empowerment, and struggle for justice, especially justice for “those who have no voice, those who toil, those who live unappreciated, and those who die in silence.” Key words: multiculturalism, critical multiculturalism, online politics, informational politics,Communication Power, “accesibility, interactivity, criticality and solidarity” parameters

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17

Watson, Iain. "Multiculturalism in South Korea: A Critical Assessment." Journal of Contemporary Asia 40, no. 2 (May 2010): 337–46. http://dx.doi.org/10.1080/00472331003600549.

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18

Cisneros, Josue David. "Multilingualism, Multiculturalism, and Migration: A Critical Assessment." American Literary History 31, no. 3 (2019): 519–29. http://dx.doi.org/10.1093/alh/ajz018.

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AbstractThis essay-review assesses what has been dubbed a hybrid or mobile turn in work on immigration, literature, and language. Analogous to a broader mobility turn in studies of migration, scholars in literature and linguistics emphasize the fluidity, hybridity, and mobility of migrants’ (multi-)lingual practices and literatures, aiming to challenge sedimented ideas about linguistic assimilation or nationalism and monolingualism. While finding merit in these works, this essay argues that celebrations of migrant multilingualism and linguistic hybridity also can work in tandem with the racialization, economic exploitation, and exclusion of migrants. This is because certain forms of migrant multilingualism become forms of human capital under neoliberalism, while other forms of linguistic diversity or fluidity are, at best, made illegible or, at worst, used to racialize otherwise ideal neoliberal migrant subjects. Tracing how arguments for linguistic fluidity and hybridity are folded into complex and stratified forms of neoliberal subjectivity, multiculturalism, and economic value, the essay illustrates the necessity of situating studies of immigrant language practices and language policy within broader political, economic and world-historical contexts such as global racial capitalism.

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19

Abcha, Sadok. "Critical Discourse Analysis of Adjectives Used with the Word Multiculturalism in British Print Media." International Journal of Linguistics 8, no. 6 (December 27, 2016): 185. http://dx.doi.org/10.5296/ijl.v8i6.10405.

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The present paper critically analyses the ideological uses of the adjectives used to describe multiculturalism in opinion articles published by two British quality newspapers, The Telegraph and The Times, which politically lean to The Right. Methodologically, the sample on which this study is based has been retrieved from the websites of the two dailies by means of the Key Word In Context (KWIC) technique, which has been used to look for comment articles published between July 2005 and December 2015, and in which the search word, multiculturalism used with an adjective featured. Using Fairclough’s theoretical framework of Critical Discourse Analysis (CDA), the study pinpoints the ideological underpinnings of the adjectives used with the word multiculturalism in the editorials. The study found out that all the adjectives are used in a derogative way to describe multiculturalism as being unreasonable, harmful and unsuccessful. Significantly, this paper provides critical insight into the peculiar uses of derogative adjectives in comment articles dealing with multiculturalism and avers that negative adjectives are not simply linguistic elements, but most importantly, ideological tools.

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Obidah, Jennifer E. "Mediating Boundaries of Race, Class, and Professorial Authority as a Critical Multiculturalist." Teachers College Record: The Voice of Scholarship in Education 102, no. 6 (December 2000): 1035–60. http://dx.doi.org/10.1177/016146810010200603.

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Despite the ongoing debate about the nature, goals, and politics of multicultural education, the discipline has taken hold in the minds and hearts of educators— prekindergarten through graduate school. However, for some of us who teach multicultural education, we approach our classrooms far more confident about what we want to teach, than about how we will teach it. Moreover, an examination of the assumptions underlying a multiculturalist discourse leads to questions about pedagogy; that is, what kind of pedagogy is necessary to teach multiculturalism, and how is pedagogy informed by a reconceptualization of the discipline's underlying assumptions. This article presents one professor's reflections on the challenges of mediating the boundaries of race, class, and professorial authority in an undergraduate multicultural education course.

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21

Harding, Sandra. "Multiculturalism and Postcolonialism." Science & Technology Studies 14, no. 1 (January 1, 2001): 45–54. http://dx.doi.org/10.23987/sts.55140.

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Science and technology studies have emerged from distinctive intellectual and political histories and interests in the last half of the Twentieth Century. Here I look at some central concerns in multicultural and postcolonial science and technology studies, and try to identify some of the issues that these raise for conventional postpositivist philosophies of Western modern sciences and technologies. In some respects the former provide additional evidence for postpositivist revisions of philosophy of science; in other respects they raise new issues. In both respects they can motivate critical re-evaluations of modernity, enlightenment and the Liberal political philosophy embedded in Western philosophies of science.

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Safi’i, Imam, and Hepi Ikmal. "Multiculturalism In Indonesian Civilization (Critical, Tolerant, And Empaty)." AL MURABBI 6, no. 1 (December 31, 2020): 38–47. http://dx.doi.org/10.35891/amb.v6i1.2405.

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The plurality that exists in Indonesia as something real and must be understood by all the elements in this nation, do not let these differences cause a split in the dynamics of community life. From here, this research will focus on how multicultural travel and conditions exist in Indonesia, and at the same time looking at the factors that make multiculturalism remain in one unity, living in harmony in diversity. This research provides a very encouraging answer that a harmonious life in the Indonesian nation can be realized due to critical attitudes, tolerance and empathy, therefore the attitude that makes this harmony must continue to be carried out by understanding each other so that peace will continue to exist in the life of the Indonesian nation

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23

Anderson, Patrick. "Idealism, Multiculturalism, and the Critical Race Theory Legacy." Radical Philosophy Review 18, no. 1 (2015): 147–56. http://dx.doi.org/10.5840/radphilrev20151814.

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24

Okhee Jeong. "Critical Reflection on Arts Education Practices for Multiculturalism." Korean Journal of Culture and Arts Education Studies 12, no. 5 (October 2017): 1–26. http://dx.doi.org/10.15815/kjcaes.2017.12.5.1.

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25

Matustík, Martin Beck. "Contribution to a new critical theory of multiculturalism." Philosophy & Social Criticism 28, no. 4 (July 2002): 473–82. http://dx.doi.org/10.1177/0191453702028004529.

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Θ., Α. "David Theo Goldberg (επ.), Multiculturalism: A Critical Reader." Επιστήμη και Κοινωνία: Επιθεώρηση Πολιτικής και Ηθικής Θεωρίας 2 (September 24, 2015): 291. http://dx.doi.org/10.12681/sas.620.

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27

Kim, Sayeong. "A Model and Case of English Literature Instruction Using Autobiographical Graphic Novels for Critical Multicultural Education." Korean Society for Teaching English Literature 26, no. 3 (December 31, 2022): 35–70. http://dx.doi.org/10.19068/jtel.2022.26.3.02.

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Critical multiculturalism has recently been accepted as a pedagogical framework, which emphasizes diversity and social justice as a way of realizing praxis on the issue of race, gender, sexual orientation, religion, disability, migration, refugee, and so on. This frame is in line with rising of autobiographical graphic novels consisting of two different modes, image and text, which sheds light on the marginalized population’s voices. Based on the close potential connection between critical multiculturalism and autobiographical graphic novels, this paper proposes an instruction model and case with autobiographical graphic novels representing a variety of themes for diversity and social justice in the multicultural era. In the first section of the main body, theoretical backgrounds and key concepts of critical multiculturalism will be introduced including intersectionality, identity, positionality. critical race theory, whiteness studies, (trans)languaging, and microaggression. In the second section, a theoretical framework of graphic novel instruction will be examined closely, where basic elements of graphic novels and the Expanded Four Resources Model (EFRM) will be examined. In the third section, the instructional practice of multicultural autobiographical graphic novels will be presented, using six graphic novels. In the conclusion, ethical and political implications and pedagogical strategies will be proposed, which instructors need to recognize for graphic novel instruction based on critical multiculturalism.

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Yun, Gyung Hun, and Jung In Kang. "A Critical Review of the Interpretations of Multicultural Policies in Korean Multiculturalism Studies: Multiculturalism Without Context?" Journal of Korean Politics 28, no. 2 (June 30, 2019): 89–116. http://dx.doi.org/10.35656/jkp.28.2.4.

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Hartwick, James M. M., and Edric C. Johnson. "Transformative Multiculturalism and the Supervision of Social Studies Student Teachers: A Critical Look at One University Supervisor’s Approach." Social Studies Research and Practice 3, no. 3 (November 1, 2008): 26–38. http://dx.doi.org/10.1108/ssrp-03-2008-b0002.

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This collaborative study, conducted by two social studies teacher educators, examines how one university supervisor translates his theoretical commitment to transformative multiculturalism into his practice with student teachers. The value of this study is that it (1) illustrates the subtle nuances and applications of the transformative multicultural approach to social studies; (2) provides concrete examples of how a university supervisor, cooperating teacher, or mentor can coach a novice teacher to incorporate dimensions of transformative multiculturalism into his or her practice; and (3) explores some potential barriers to implementing a transformative multicultural perspective with pre-service and novice teachers through an honest reflection of where the university supervisor has fallen short of his professed commitment to transformative multiculturalism.

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Sikka, Sonia. "Liberalism, Multiculturalism, and the Case for Public Religion." Politics and Religion 3, no. 3 (June 10, 2010): 580–609. http://dx.doi.org/10.1017/s1755048310000180.

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AbstractLiberalism, as a political paradigm, is committed to maintaining a stance of neutrality toward religion(s), along with other comprehensive systems of belief. Multiculturalism is premised on the view that the political policies of internally diverse nations should respect the beliefs and practices of the various cultural, ethnic, and religious groups of which those nations are composed. Sometimes synthesized, sometimes standing in tension, these two political frameworks share a common goal of minimizing conflict while respecting diversity. Although this goal is, in principle, laudable, I argue in this article that the operation of liberal and multiculturalist forms of public reasoning inadvertently diminishes critical reflection and revision in the area of religion, with potentially dangerous consequences both for the health of religion and for social stability. Measures to counter these dangers, I propose, include a relaxation of the restrictive rules that define liberal public reason, and education about religion in schools.

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Oh, Sang-Hee, and Joo-Eun Lee. "A Critical Approach on Multiculturalism Shown in Romance Films." Journal of the Korea Contents Association 15, no. 8 (August 28, 2015): 156–69. http://dx.doi.org/10.5392/jkca.2015.15.08.156.

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Ong, Patricia Ai Lay. "Critical multiculturalism and countering cultural hegemony with children's literature." Waikato Journal of Education 27, no. 1 (May 5, 2022): 51–65. http://dx.doi.org/10.15663/wje.v26i1.884.

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Children’s literature is potentially a starting point to present critical multicultural concepts to young learners. It may also be a medium through which historical and contemporary ideologies of society are encouraged in the young learners. This process may be viewed as a form of cultural hegemony when the choices of literature and reading materials for children are deliberately selective for content and themes. The study is based on a critical content and thematic analysis of 15 multicultural children’s literature picturebooks. It aims to examine the social construction of culture, characters, and literary genres through the process of critical multicultural analysis. Code categories through content analysis of selected children’s literature picturebooks were formed by both directed and conventional content analysis. These code categories include content with a social justice/equity issue, themes involving inclusivity, discovering new worlds/other cultures, language/ethnicity/religion diversity, and multidimensional characters from minority or marginalised groups. This process provides insight into counter-cultural hegemonic elements in many forms of multicultural literature. Implications are discussed in terms of culturally responsive practice and multicultural education. These multicultural and picturebook narratives provide windows to society, informing readers and learners about diverse cultural experiences.

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Devi, Trishna. "Multiculturalism: A Critical Study of Chinua Achebe's Selected Novels." SOCRATES 6, no. 1 (2018): 44. http://dx.doi.org/10.5958/2347-6869.2018.00004.3.

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Kang, Jin-Gu. "Critical Study on Discourse on Korean Society's Anti-Multiculturalism." Journal of Multi-Cultural Contents Studies 17 (October 31, 2014): 7. http://dx.doi.org/10.15400/mccs.2014.10.17.7.

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Jang, Min Jung. "Critical dicourse analysis on the media's representation of multiculturalism." Multicultural Education Studies 7, no. 3 (September 30, 2014): 67–86. http://dx.doi.org/10.14328/mes.2014.09.30.67.

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Park, Hyu-Yong. "Critical reorientation of multiculturalism for the era of posthumanism." Multicultural Education Studies 11, no. 4 (December 31, 2018): 25–54. http://dx.doi.org/10.14328/mes.2018.12.31.25.

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Abd Elkader, Nermine. "Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism." SAGE Open 6, no. 1 (January 25, 2016): 215824401662859. http://dx.doi.org/10.1177/2158244016628592.

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Thomas, Kenneth R., and Stephen G. Weinrach. "Multiculturalism in counselling and applied psychology: a critical perspective." Educational and Child Psychology 16, no. 4 (1999): 70–83. http://dx.doi.org/10.53841/bpsecp.1999.16.4.70.

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This article addresses several limitations of multiculturalism as an emerging force in the fields of counselling and applied psychology. Many of these limitations are based on the philosophical, political, and theoretical inclinations of the authors and their experiences with the multicultural movement in the United States. The primary premise of this article is that unless counsellors and psychologists with clinical and research interests in multicultural counselling and applied psychology keep in perspective their commitment to individuals of all races and ethnic groups, they may actually sabotage the very agenda they purport to advocate.

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Huang, Hui-Ling. "In the Same Boat: National Identity and Taiwanese Picture Books." Papers: Explorations into Children's Literature 17, no. 2 (December 1, 2007): 16–25. http://dx.doi.org/10.21153/pecl2007vol17no2art1191.

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The publication and marketing of picture books in Taiwan is studied by examining the effects of globalisation in the publishing industry and considering the effects of multiculturalism as reflected in picture books provided for young readers. Three Taiwanese picture books 'The Mouse Bride' (Chang and Liu, 1994); 'Guji Guj' (Chen, 2004a, b.); and 'Cherry Blossom Fairies' (Yan and Chang, 2003) are analysed by building on the theoretical insights of critical multiculturalism and post-modern multiculturalism, to study the way they have approached national identity.

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Kim, Eunjung. "A Complex Mix of Confidence, Uncertainty, and Struggle: Korean Secondary Social Studies Teachers’ Perspectives and Practice on Multiculturalism." International Journal of Multicultural Education 24, no. 3 (December 29, 2022): 72–93. http://dx.doi.org/10.18251/ijme.v24i3.3047.

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This study examines perspectives and practices regarding multiculturalism among 20 secondary social studies teachers in South Korea. Utilizing semi-structured interviews and critical discourse analysis, the study seeks to capture how teachers’ understandings of multiculturalism (Damunhwa in Korean) and its practice are influenced by curriculum changes, interactions with Damunhwa students, school duties, and personal experiences. The study finds that teachers know curriculum changes clearly, have little understanding of Damunhwa students, and experience discrepancies between high intellectual recognition of multiculturalism and their own ingrained biases.

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Zhang, Dan. "Multiculturalism in media representation." Media Language and Discourse in Cultural China 13, no. 1 (March 29, 2022): 99–121. http://dx.doi.org/10.1075/cld.21002.zha.

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Abstract This study explores the issue of multiculturalism in China’s journalism practice through the analysis of news coverage on the Sino-US trade war in China Daily (CD) and the South China Morning Post (SCMP). Following a corpus-based critical discourse analysis approach, the study compares thematic dimensions as well as recurring semantic patterns associated with them that denote two newspapers’ evaluative positioning. The findings reveal that CD’s reporting seems to be nationalistic-centric with overly positive representation of China’s practices and policies, while SCMP’s representation is multiculturalism-oriented with the representation of multiple discourses and articulation of competing and diversified viewpoints towards the evaluation of China’s market access and economic reform. The study concludes by recommending China’s official media practice continues to explore a multiculturalism approach to build dialogues with the international community in tandem with efforts made in promoting political, economic and cultural power.

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Nakatani, Sanae. "Staging Democracy and Multiculturalism." Asian Diasporic Visual Cultures and the Americas 1, no. 1-2 (February 24, 2015): 40–62. http://dx.doi.org/10.1163/23523085-00101003.

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This article examines the critical role Hawai‘i’s Japanese American diaspora played at the 1970 Osaka Exposition in facilitating a Hawai‘i-Japan economic partnership and disseminating messages of Hawai‘i’s multiculturalism and democracy to local and international audiences. White and Japanese American male government officials and members of the Governor’s Citizen Advisory Committee for the Expo emphasized the large Japanese American population in Hawai‘i as well as the cultural hybridity of their state in order to make the Japanese audience—potential tourists and investors—feel welcome. The main “spectacle” of the Hawai‘i pavilion featured a group of hostesses—primarily of Japanese American ancestry—who daily danced the hula. While the hostesses graciously performed the femininity and aloha that were expected of them, they also articulated their ethnic identities by educating the Japanese about the Japanese diaspora and its contributions to the fiftieth state of the United States.

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Syahriman, Agung, and Agus Mulyana. "Multikulturalisme: Analisis Wacana Buku Teks Pelajaran Sejarah." Jazirah: Jurnal Peradaban dan Kebudayaan 2, no. 1 (July 29, 2021): 17–31. http://dx.doi.org/10.51190/jazirah.v2i1.22.

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This article is a review of the history textbooks of High School that aims to view and analyze the content of multiculturalism material contained in history textbooks. The method used in this study is critical discourse analysis. The subject in this study is Indonesia history textbook class XI High School Curriculum 2013 (Revised 2017). The results of the study showed that there is a content of multiculturalism material contained in textbooks. This can be seen from the achievements of indoctrinators who support multiculturalism as a whole (the value of tolerance, the value of equality, and democratic values). With the appearance of these indicators, it can be said that the Indonesia history textbook class XI curriculum 2013 is enough to display the content of material containing multiculturalism. In addition, withthe ampilnya content of multiculturalism material in historical textbooks, it can be said to be an effort to be able to channel the understanding of multiculturalism to the younger generation (students). The material of multiculturalism itself is very suitable to be displayed in historical textbook material. Because, history textbooks in addition to being a medium that supports learning, is also a medium that can show learners a historical event that has occurred in the past with many essences and values of diversity that exist. It is a common interest for the formation of attitudes of learners who can respect each other in their lives. KEYWORDS Multiculturalism, History textbooks, Discourse analysis.

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Marom, Lilach. "A New Immigrant Experience of Navigating Multiculturalism and Indigenous Content in Teacher Education." Canadian Journal of Higher Education 46, no. 4 (January 31, 2017): 23–40. http://dx.doi.org/10.47678/cjhe.v46i4.186108.

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In this article, which is grounded in my own experiences, I discuss the responsibilities of new immigrant teacher educators when teaching courses related to diversity and multiculturalism in Canada. I highlight the complexities that underlie discourses of multiculturalism in teacher education, and the important role that new immigrant teacher educators have in locating themselves within the frame of settler colonialism in Canada. I argue that there is a need for genuine dialogue and critical reflexivity that encourage teacher educators and teacher candidates to locate themselves within a complex web of privileges and oppressions, and I explore possible new directions for teaching multiculturalism and Indigenous content in teacher education.

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Youngae Yi. "A Critical Approach to U. S. Multiculturalism in Native Speaker." Jungang Journal of English Language and Literature 51, no. 2 (June 2009): 197–214. http://dx.doi.org/10.18853/jjell.2009.51.2.011.

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46

Sunkel, Michelle. "Critical Multiculturalism and Intersectionality in a Complex World, 2nd edition." Journal of Baccalaureate Social Work 24, no. 1 (January 1, 2019): 319–20. http://dx.doi.org/10.18084/1084-7219.24.1.319.

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Brown-Manning, Robyn. "Critical Multiculturalism and Intersectionality in a Complex World (2nd ed.)." Journal of Teaching in Social Work 40, no. 1 (January 1, 2020): 86–88. http://dx.doi.org/10.1080/08841233.2020.1679592.

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박휴용. "Multiculturalism and Multicultural Education from the Perspective of Critical Theory." Korean Journal of Philosophy of Education 34, no. 2 (June 2012): 49–77. http://dx.doi.org/10.15754/jkpe.2012.34.2.003.

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49

Beiner, Ronald. "Multiculturalism and Citizenship: A critical response to Iris Marion Young." Educational Philosophy and Theory 38, no. 1 (January 2006): 25–37. http://dx.doi.org/10.1111/j.1469-5812.2006.00172.x.

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50

Sealy, Thomas. "Multiculturalism, interculturalism, ‘multiculture’ and super-diversity: Of zombies, shadows and other ways of being." Ethnicities 18, no. 5 (January 10, 2018): 692–716. http://dx.doi.org/10.1177/1468796817751575.

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Multiculturalism has increasingly become challenged and outcast, whether directly or summarily, as theoretically useful or empirically valid. This has come prominently from three corners: interculturalism, ‘everyday’ multiculturalism or ‘multiculture’ and super-diversity, in all of which the zombieness of multiculturalism is seen to be mutually reassured. Nevertheless, there are significant short comings that have not been thoroughly addressed and considered. In this article, I offer a thoroughgoing engagement with and critique of these bodies of work, identifying their points of convergence and divergence, the underlying principles in their relation to multiculturalism and suggesting how they fall short, often of their own goals, in multiple and significant ways. I argue that the cosmopolitan individualism they wish to celebrate ignores the fact of power relations, inequality, conflict and the necessity of politics. The micro-level ‘solutions’ offered, I suggest, do not provide a substitute for a macro-level multiculturalism. Moreover, the conceptualisations of identity also do not stand up to scrutiny. This, I interrogate with a particular reference to religious identity to indicate the shortcomings in these literatures. I propose instead that not only is multiculturalism not the zombie it is claimed but also that it continues to offer better critical resources than its challengers.

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Journal articles on the topic 'Critical multiculturalism'

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