ABSTRACT
In this chapter, the authors argue that educational programs should not be planned on the basis of any match between students' original perceptions and any of the theoretical definitions of multicultural education but on the definition of multicultural education that supports the most democratic future for citizens. The growing trend of cultural diversity in the United States requires the author to recognize and embrace issues regarding multicultural education. Teachers must know how to work with children from different cultural backgrounds to support learning and break the reproduction cycle of inequality and injustice in our society. The collages of Ann, Kim, and Mary were the most popular representations of multicultural education in the class. Their classmates' writings interpreted how the collages best represented multicultural education. Multicultural education is defined in various different forms: as an educational reform, from a critical perspective, as an educational strategy, as developing one common culture and from a social context.
