ABSTRACT
In Britain, this debate has tended to be structured around an intensive exploration of the distinction, if any, between multicultural and antiracist education. For some writers, the distinction is more apparent than real. They argue that despite protestations to the contrary, antiracists have tended to mobilize concepts, pedagogical strategies and policy imperatives which bear more than a passing resemblance to those associated with the (discredited) multicultural education paradigm. Antiracists maintain that their conception of racism and their strategies to combat its reproduction in education differ in profound ways from those which are operationalized by advocates of multicultural education.
