ABSTRACT
The study of the Opening Doors (OD) program provides insight into what it means to be and what it takes to become multicultural. The process of becoming multicultural as a recursive cycle of deconstructing self as object, reconstructing self as subject, and engaging in subject to subject relations with others has several implications for educational practices. Becoming multicultural implies the development of an egalitarian, democratic relationship among individuals. One who teaches from a multicultural perspective structures activities that provide both the place and the space for individual perspectives in the classroom. This chapter describes that critical theorists suggest this personal and social transformation process is achieved through a dialectic exchange, a language of possibility, and a pedagogy of questions. One must be willing to share personal experiences before socially shared perspectives can be constructed. The curriculum of multicultural teaching is talk, talk with each other through social interaction, with ourselves through critical reflection.
