ABSTRACT
The value of multicultural curricula has long been accepted, but the consequences of their implementation on children’s identity work, the ways children identify themselves as certain kinds of people, have seldom been looked at through a Bourdieusian social reproduction frame, with an emphasis on how children’s positioning intersects with official curricula. To this end, this chapter focuses on what fifth grade students in a racially and linguistically diverse classroom did with discursive practices for talking about difference that they gleaned from assigned multicultural texts.
