ABSTRACT

It is a fair assumption to suggest that multiculturalism and the transformation of education have garnered much attention in recent years. However, because these issues are so encompassing, albeit substantive areas of academic discourse, there is no simple manner in which justice may be accorded them. Certainly, they require more than superficial examination. In the context of educational dynamics, the issue of multiculturalism has already spawned national debate among scholars, educators, and politicians in very much the same way that A Nation at Risk and subsequent documents have prodded the public’s conscience regarding schooling and teachers’ education, all issues of education reform.