ABSTRACT
One of the key characteristics of multicultural education is that it is strongly based on the ethos of social justice. Multicultural education strives to translate this into educational programs, strategies, and school cultures where students learn to become socially just citizens (Bennet, 1990, 2001). Every effort to create education for a multicultural society must be underpinned by the principles of equality and solidarity among members of the society, the proper understanding and valuing of human rights, and the recognition of the dignity of every human being (Zajda, Majhanovich, & Rust, 2006, p. 1). In this way, education will enable pupils to develop themselves to their fullest potential regardless of ethnicity, religion, gender, and class. Although social justice should be manifest in the process of school education through school policies, school cultures, and interactions among pupils and teachers, and the broader school environment, it will also be one of the objectives, i.e., to produce pupils with social justice awareness and competences in a diverse society (Banks, 1997; Lynch, 1986.)
