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This article examines issues concerning multicultural education. It argues that multicultural education has no independent identity or value beyond the various goals, practices, or content to which others attach it. The article describes the different uses and meanings of multicultural education as articulated by political and educational philosophers, educational theorists, and educational practitioners. It highlights some potential tensions among the aims, practices, and content of multicultural education and reflects on multicultural education's potential practical importance despite its conceptual incoherence.
Keywords: multicultural education; political philosophers; educational theorists; educational practitioners; conceptual incoherence
Article. 10595 words.
Subjects: Philosophy ; Social and Political Philosophy ; Epistemology
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