This chapter focuses on the critical multicultural praxis of cultural/media studies.1 My approach considers the conjuncture of cultural/media studies, critical multiculturalism and critical pedagogy in relation to the challenge of pedagogically engaging with multiple forms of difference. I will contend that the charged arena of “race” and difference compels us to rethink the agency of the student, and the curriculum practices of representation and knowledge of otherness. While there has not been an orthodoxy in tackling questions of “race” and representation in these various educational disciplines, anti-essentialist and intersubjective theorizations of identity and difference have been particularly influential (Hall, 1997). What is of interest is that the frameworks of difference employed have not been sufficiently interrogated in relation to the question of student agency when encountering otherness.