ABSTRACT
The Canadian Multicultural Policy, introduced by the federal government in 1971, established a framework that, over the years, has informed the ways in which educational institutions have come to recognize the cultural diversity of the Canadian population, and has initiated educational programs that address issues related to race, national and ethnic origin, color, and religion. Although some educators and writers claim that multicultural education as implemented in schools has been responsive to the needs, interests, and aspirations of the diverse population of students (Mansfield & Kehoe, 1994; Samuda & Kong, 1986), critics have argued that this approach to education has been limited in its capacity to do so particularly with regard to marginalized students. To support their point, the critics pointed to the situation where, even with the implementation of “multicultural education,” low teacher expectations continue to contribute to the streaming of minority and immigrant students into low-level educational programs, resulting in alienation and high dropout rates (Cummins, 1997; Curtis, Livingstone, & Smaller, 1992; Dei, Muzza, Mclsaac, & Zine, 1998; Lucas & Schecter, 1992). On this basis, multicultural education as practiced has been unable to ensure equality of educational opportunities and, still less, equity for all students within the Canadian education system.
