Global Leaders in Education EDU 562 Terrains of Global and Multicultural Education: What is Distinctive, Contested, and Shared? * Welcome to Global Leaders in Education. In this lesson, we will discuss the Terrains of Global and Multicultural Education: What is Distinctive, Contested, and Shared? Next slide. TopicsOrigins and Contexts of Global and Multicultural EducationLegal and Philosophical JustificationsDifferent Beneficiaries, Proponents, Opponents, and ScopeSimilarities between Multicultural and Global EducationMonocultural Approaches: Defending Against Diversity The following topics will be covered in this lesson: Origins and Contexts of Global and Multicultural Education; Legal and Philosophical Justifications; Different Beneficiaries, Proponents, Opponents, and Scope; Similarities between Multicultural and Global Education; Monocultural Approaches: Defending Against Diversity; Next slide. * Topics, ContinuedParticularistic Approaches: Defending DiversityPluralistic Approaches: Resourcing DiversityLiberal Approaches: Negotiating DiversityCritical Approaches: Intersecting Diversity with Oppression The following topics will also be covered in this lesson: Particularistic Approaches: Defending Diversity; Pluralistic Approaches: Resourcing Diversity; Liberal Approaches: Negotiating Diversity; Critical Approaches: Intersecting Diversity with Oppression; Next slide. * Topics, ContinuedJoining the Fields through Poststructuralist Pragmatist Citizenship EducationA Call for a New Political-Personal Citizenship The following topics will also be covered in this lesson: Joining the Fields through Poststructuralist Pragmatist Citizenship Education; and A Call for a New Political-Personal Citizenship. Next slide. * Origins and Contexts of Global and Multicultural EducationGlobal EducationDevelops in response to international and national politics and global issuesMulticultural EducationDevelops as an aspect of national minority struggles in the context of national political issues Let‘s get started by discussing what is distinctive between global education and multicultural education. Global education and multicultural education have very different origins. Global education developed in response to international and national politics and global issues. It emerged as a coherent educational field in the 1960s owing to four interrelated contexts; An American domestic sphere increasingly dominated by foreign policy issues, the emergence of global jurisprudence and global economic systems exemplified by the United Nations and Bretton Woods financial institutions in the wake of World War II, the emergencing ecology and environmental education movement, and the influence of a global focus in disciplinary academic study in areas ranging from anthropology to geography, world literature to history, and political science. Multicultural education developed as an aspect of national minority struggles in the context of ...

1. Global Leaders in Education
EDU 562
Terrains of Global and Multicultural Education: What is
Distinctive, Contested, and Shared?
*
Welcome to Global Leaders in Education.
In this lesson, we will discuss the Terrains of Global and
Multicultural Education: What is Distinctive, Contested, and
Shared?
Next slide.
TopicsOrigins and Contexts of Global and Multicultural
EducationLegal and Philosophical JustificationsDifferent
Beneficiaries, Proponents, Opponents, and ScopeSimilarities
between Multicultural and Global EducationMonocultural
Approaches: Defending Against Diversity
The following topics will be covered in this lesson:
Origins and Contexts of Global and Multicultural Education;
Legal and Philosophical Justifications;
Different Beneficiaries, Proponents, Opponents, and Scope;
Similarities between Multicultural and Global Education;

2. Monocultural Approaches: Defending Against Diversity;
Next slide.
*
Topics, ContinuedParticularistic Approaches: Defending
DiversityPluralistic Approaches: Resourcing DiversityLiberal
Approaches: Negotiating DiversityCritical Approaches:
Intersecting Diversity with Oppression
The following topics will also be covered in this lesson:
Particularistic Approaches: Defending Diversity;
Pluralistic Approaches: Resourcing Diversity;
Liberal Approaches: Negotiating Diversity;
Critical Approaches: Intersecting Diversity with Oppression;
Next slide.
*
Topics, ContinuedJoining the Fields through Poststructuralist
Pragmatist Citizenship EducationA Call for a New Political-
Personal Citizenship

3. The following topics will also be covered in this lesson:
Joining the Fields through Poststructuralist Pragmatist
Citizenship Education; and
A Call for a New Political-Personal Citizenship.
Next slide.
*
Origins and Contexts of Global and Multicultural
EducationGlobal EducationDevelops in response to
international and national politics and global
issuesMulticultural EducationDevelops as an aspect of national
minority struggles in the context of national political issues
Let‘s get started by discussing what is distinctive between
global education and multicultural education. Global education
and multicultural education have very different origins. Global
education developed in response to international and national
politics and global issues. It emerged as a coherent educational
field in the 1960s owing to four interrelated contexts; An
American domestic sphere increasingly dominated by foreign
policy issues, the emergence of global jurisprudence and global
economic systems exemplified by the United Nations and
Bretton Woods financial institutions in the wake of World War
II, the emergencing ecology and environmental education
movement, and the influence of a global focus in disciplinary
academic study in areas ranging from anthropology to
geography, world literature to history, and political science.

4. Multicultural education developed as an aspect of national
minority struggles in the context of national political issues. An
example of this would be the push for the growing civil rights
movementand the legal challenge of the National Association of
the Advancement of Colored People (NAACP), the Supreme
Court declared racial segregation in education to be
unconstitutional in Brown v. Board of Education. This history
making triumph set the stage for a major new development in
American education, the desegregation of Southern schools. By
the 1980s, equity was increasingly interpreted not just as having
access to equally funded and openly available schooling but
much more deeply as having equitable access to curriculum and
instruction. James Banks, one of the major architects of
multicultural education, argued that in order to obtain a
multicutural school environment all aspects of the school had to
be examined and transformed including policies, teachers‘
attitudes, instructional materials, assessment methods,
counseling, and teaching styles. He concluded that multicultural
moved through many stages before becoming complete. It has
gone from ethnic studies to multiethnic education designed to
bring about structural and systematic changes in schools, into
the third phase that introduced other monority groups,
especially women, into the conceptualization and, finally, into
the fourth and current phase that keeps at the forefront the
development of theory, research, and practice that focus on the
interplay of race, gender, and class.
Next slide.
*

5. Legal and Philosophical JustificationsMulticultural Education
JustificationsPrincipals of democracy and is supported by
lawsFocuses on interpersonal and community relationsGlobal
Education JustificationsPrincipals of national and global
citizenship and human rightsFocuses on participating in global
economics and politicsGlobal Accomplishments
One of the most important differences between multicultural
education and global education is the fact the multicultural
education policies are often mandated by law, and they have a
judicial constitutional protection. Multicultural education is
justified as necessary to assure justice, liberty, and freedom of
expression, which are foundational to democracies and central
to individual lives and micro-politics. Because democracy
requires the just distribution of public goods and opportunities
and equal treatment under the law, multiculturalism and
diversity are perennial issues in our debates about our largest
national policy concerns. All democracies have some kind of
multicultural education policy. Yet there are also differences in
democracies and in their corresponding multicul tural policies.
Multicultural education emerges as part of a wider social
movement for minority rights, which include not only the right
to capital goods such as fair wages, housing, and equal spending
on education, but more broadly, the right to include cultural
values and curriculum in nation states that previously had de
facto identity. Nations are not considered multicultural by
virtue of diversity alone. Many nations states in Africa, Asia,
and the Americas are culturally diverse and have long been
multicultural in the sense that people from different cultures

6. live there, but they are not multicultural if diverse people do not
have equal rights to participate in society and to have their
cultures recognized as worthy.
Global education has no legal or procedural basis in the way
that multicultural education has. Global education takes on two
forms. One has to do with the perspectives needed for active
citizenship; the other with the philosophical perspectives
needed for democratic thinking. One is formal and policy
oriented; the other is more oriented to culture and philosophy.
From the knowledge perspective it can be argued that global
education is a practical necessity for citizens who vote about
matters affecting the world. From this perspective, many of the
pressing issues of our time, from terrorism to global warming,
are world problems and commitment to both a global civic
culture and the skills of global citizenship.
From a philosophical perspective it can be argued that
Americans need to recognize the human rights of everyone on
the planet. Although there is not yet any formal global
citizenship, there are increasing venues for global rights and
global cooperation such as the United Nations and its
Commission on Human Rights (UNCHR), the organization for
Economic Cooperation and Development (OECD), and the
Universal Postal Union (UPU).
The philosophical recognition of global human rights has
actually led to an increasing number of institutions for and
examples of practical and legally negotiated tolerance. The
Universal Declaration of Human Rights (UDHR) is widely
endorsed, there are international standards for the rights of
individuals and the treatment of prisoners of war and
international agreements about biological diversity, endangered
species, and sustainability. There is also increasing agreement
about global standards in trade, communication, transportation,
and environmental safety, and about global moral standards in

7. such areas as child soldiers, child brides, international
prostitution, torture, and child pornography. Although
agreements are unevenly negotiated and enforced, agreement
among diverse nations is a real global accomplishment
considering that no such agreements existed at all 100 years
ago.
Next slide.
*
Different Beneficiaries, Proponents, Opponents, and Scope
Multicultural EducationBenefits national minoritiesLed by
minorities and native peopleOpposed by nationalistsIncludes
issues of curriculum, instruction, and the learner’s culture
Different legal and philosophical positions have separated
people into two groups; those who support or do not support
multicultural and global education. Often the leaders of
multicultural education are minority and native people and
scholars. It tends to attract support from social progressive and
liberal scholars and both are generally opposed by conservatives
and nationalists. Given the legal ethical context of multicultural
education, its curricula are often the products of contentious
public debates and ultimately formulate resolutions.
Multicultural education as a movement is not only focused on
curricula but also concerned with
instructional techniques for specific real children and explicit
school policies.
Multicultural education is a lively discourse and contested
practice in liberal nations. Critiques of liberalism on the one
hand, and of identity politics on the other hand, have had a real
influence in how culture is understood in education policy,

8. alternatively justifying common schools, the study of traditional
American history, English only policies, and, alternatively,
public funding for private schools, Afrocentric schools, and
home schooling. The richness and complexity of this
philosophical engagement with the nature of culture, equity, and
identity is mostly absent from global education discourse,
curriculum, and policy.
Next slide.
*
Beneficiaries, Proponents cont. Global EducationPerceived to
people outside of the nation and every citizen to some
degreeLed mostly by first world whites and scholars.Opposed
by nationalistsUsually low profile unless national interests are
evokedFocuses primarily on curriculum.
The leaders of global education have tended to be educated
white elites who have had a significant international or global
experience. This movement tends to also attract support from
social progressives and liberal scholars and is also generally
opposed by conservatives and nationalists. In the field of global
education, instruction and school policy are comparatively
marginal aspects. Global education tends to engage in issues in
nations that are external to a student’s country of residence.
Global education is sometimes perceived as being championed
by white liberal elites, to benefit elites, even potentially to take
attention away from national minorities and national
multiculturalism.
Global education tends not to delve into the toughest issues of
national culture and diversity. One form of cosmopolitan global
education endorses a form of post-identity and post-national

9. citizenship and seeks to shift authority from the local and
national community to a world community that is a loose
network of international organizations and subnational political
actors not bound within any clear democratic constitutional
framework.
Next slide.
*
Similarities between Multicultural and Global
EducationMulticultural Education is about the “us”Global
Education is about the “us and the other”
Multicultural education addresses cultural diversity, individual
and human rights, prejudice reduction, and social justice within
the particular legal political and social context of the nation in
which the student resides. Global education is about us and the
other. However, these distinctions are becoming less and less
clear, especially with increased immigration, deepening global
communications, and the proliferation of transnational
identities. A hot topic in both multicultural and global
education is respecting other cultures and protecting one’s own,
and in finding the boundary between tolerance and critical
judgment.
Next slide.
*
Shared DiscourseMonocultural ApproachesParticularistic
ApproachesPluralistic ApproachesLiberal ApproachesCritical
Approaches

10. Monocultural approach is both an old approach that defends
against diversity and a very current one as the need for nation
making in new emerging democracies is inevitable. It is also a
common reactionary approach to diversity in many
contemporary societies. Particularistic multiculturalism defends
against diversity. It fosters the cultural, linguistic, and religious
autonomy of major minority groups and helps to reify their
cultural attributes. The Pluralistic approach does not deny or
defend against culture differences; instead they see diversity as
inevitable and as something to understand, use, and learn from,
as a resource that can enhance the individual, the dominant
culture, and the economy. Pluralistic approaches are common in
both global and multicultural education. In the Liberal
approach, cultures are not to be consumed as a resource,
accepted at face value, or tolerated but something very
different. Diversity is to be encountered critically and
negotiated. The Critical approach on diversity questions the
neutrality of any exploration of diversity and draws attention to
the socially constructed nature of race and the difference of the
power laden nature of the public sphere.
Next slide.
*
EDU562_CheckYourUnderstanding
*

11. Summary Origins and Contexts of Global and Multicultural
EducationLegal and Philosophical JustificationsDifferent
Beneficiaries, Proponents, Opponents, and ScopeSimilarities
between Multicultural and Global EducationMonocultural
Approaches: Defending Against Diversity
We have now reached the end of this lesson. Let’s take a look
at what we’ve covered.
First, we learned the origins of global and multicultural
education. Global education developed in response to
international and national politics and global issues.
Multicultural education developed as an aspect of national
minority struggles in the context of national political issues
Next, discussed the differences of global and multicultural
education. We learned that the multicultural education policies
are often mandated by law, and they have a judicial
constitutional protection. Global education has no legal or
procedural basis in the way that multicultural education has.
Global education takes on two forms. One has to do with the
perspectives needed for active citizenship; the other with the
philosophical perspectives needed for democratic thinking. One
is formal and policy oriented; the other is more oriented to
culture and philosophy. From the knowledge perspective it can
be argued that global education is a practical necessity for
citizens who vote about matters affecting the world. From this
perspective, many of the pressing issues of our time, from
terrorism to global warming, are world problems and
commitment to both a global civic culture and the skills of
global citizenship.
Then, we became acquainted with the leaders of both global and
multicultural education. Often the leaders of multicultural

12. education are minority and native people and scholars. It tends
to attract support from social progressive and liberal scholars
and both are generally opposed by conservatives and
nationalists. The leaders of global education have tended to be
educated white elites who have had a significant international or
global experience. This movement tends to also attract support
from social progressives and liberal scholars and is also
generally opposed by conservatives and nationalists.
Finally, discussed and looked at the distinctive approaches to
global and multicultural education and to the general issue of
diversity. They included monoculturalism, particularism,
pluralism, liberalism, and criticality.
This completes the lesson.
*
EDU562, Week 2: Terrains of Global and Multicultural
Education: What is Distinctive,
Contested, and Shared?
Slide # Topics Narration
Slide 1 Introduction Welcome to Global Leaders in Education.
In this lesson, we will discuss the Terrains of Global and
Multicultural Education: What is Distinctive, Contested,
and Shared?
Next slide.
Slide 2 Topics The following topics will be covered in this
lesson:

13. Origins and Contexts of Global and Multicultural
Education;
Legal and Philosophical Justifications;
Different Beneficiaries, Proponents, Opponents, and
Scope;
Similarities between Multicultural and Global Education;
Monocultural Approaches: Defending Against Diversity;
Next slide.
Slide 3 Topics, Continued The following topics will also be
covered in this lesson:
Particularistic Approaches: Defending Diversity;
Pluralistic Approaches: Resourcing Diversity;
Liberal Approaches: Negotiating Diversity;
Critical Approaches: Intersecting Diversity with
Oppression;
Next slide.
Slide 4 Topics, Continued The following topics will also be
covered in this lesson:
Joining the Fields through Poststructuralist Pragmatist
Citizenship Education; and
A Call for a New Political-Personal Citizenship.
Next slide.
Slide 5 Origins and
Contexts of Global
and Multicultural
Education

14. Let‘s get started by discussing what is distinctive between
global education and multicultural education. Global
education and multicultural education have very different
origins. Global education developed in response to
international and national politics and global issues. It
emerged as a coherent educational field in the 1960s
owing to four interrelated contexts; An American domestic
sphere increasingly dominated by foreign policy issues,
the emergence of global jurisprudence and global
economic systems exemplified by the United Nations and
Bretton Woods financial institutions in the wake of World
War II, the emergencing ecology and environmental
education movement, and the influence of a global focus
in disciplinary academic study in areas ranging from
anthropology to geography, world literature to history, and
political science.
Multicultural education developed as an aspect of national
minority struggles in the context of national political
issues. An example of this would be the push for the
growing civil rights movementand the legal challenge of
the National Association of the Advancement of Colored
People (NAACP), the Supreme Court declared racial
segregation in education to be unconstitutional in Brown
v. Board of Education. This history making triumph set
the stage for a major new development in American
education, the desegregation of Southern schools. By the
1980s, equity was increasingly interpreted not just as
having access to equally funded and openly available
schooling but much more deeply as having equitable
access to curriculum and instruction. James Banks, one of
the major architects of multicultural education, argued that
in order to obtain a multicutural school environment all
aspects of the school had to be examined and transformed
including policies, teachers‘ attitudes, instructional

15. materials, assessment methods, counseling, and teaching
styles. He concluded that multicultural moved through
many stages before becoming complete. It has gone from
ethnic studies to multiethnic education designed to bring
about structural and systematic changes in schools, into
the third phase that introduced other monority groups,
especially women, into the conceptualizatio n and, finally,
into the fourth and current phase that keeps at the
forefront the development of theory, research, and practice
Slide 6 Legal and
Philosophical
Justifications
One of the most important differences between
multicultural education and global education is the fact the
multicultural education policies are often mandated by
law, and they have a judicial constitutional protection.
Multicultural education is justified as necessary to assure
justice, liberty, and freedom of expression, which are
foundational to democracies and central to individual lives
and micro-politics. Because democracy requires the just
distribution of public goods and opportunities and equal
treatment under the law, multiculturalism and diversity are
perennial issues in our debates about our largest national
policy concerns. All democracies have some kind of
multicultural education policy. Yet there are also
differences in democracies and in their corresponding
multicultural policies.
Multicultural education emerges as part of a wider social
movement for minority rights, which include not only the
right to capital goods such as fair wages, housing, and
equal spending on education, but more broadly, the right

16. to include cultural values and curriculum in nation states
that previously had de facto identity. Nations are not
considered multicultural by virtue of diversity alone.
Many nations states in Africa, Asia, and the Americas are
culturally diverse and have long been multicultural in the
sense that people from different cultures live there, but
they are not multicultural if diverse people do not have
equal rights to participate in society and to have their
cultures recognized as worthy.
Global education has no legal or procedural basis in the
way that multicultural education has. Global education
takes on two forms. One has to do with the perspectives
needed for active citizenship; the other with the
philosophical perspectives needed for democratic
thinking. One is formal and policy oriented; the other is
more oriented to culture and philosophy. From the
knowledge perspective it can be argued that global
education is a practical necessity for citizens who vote
about matters affecting the world. From this perspective,
many of the pressing issues of our time, from terrorism to
global warming, are world problems and commitment to
both a global civic culture and the skills of global
citizenship.
Slide 7 Different
Beneficiaries,
Proponents,
Opponents, and
Scope
Different legal and philosophical positions have separated
people into two groups; those who support or do not
support multicultural and global education. Often the

17. leaders of multicultural education are minority and native
people and scholars. It tends to attract support from social
progressive and liberal scholars and both are generally
opposed by conservatives and nationalists. Given the legal
ethical context of multicultural education, its curricula are
often the products of contentious public debates and
ultimately formulate resolutions. Multicultural education
as a movement is not only focused on curricula but also
concerned with
instructional techniques for specific real children and
explicit school policies.
Multicultural education is a lively discourse and contested
practice in liberal nations. Critiques of liberalism on the
one hand, and of identity politics on the other hand, have
had a real influence in how culture is understood in
education policy, alternatively justifying common schools,
the study of traditional American history, English only
policies, and, alternatively, public funding for private
schools, Afrocentric schools, and home schooling. The
richness and complexity of this philosophical engagement
with the nature of culture, equity, and identity is mostly
absent from global education discourse, curriculum, and
policy.
Next slide.
Slide 8 Beneficiaries,
Proponents cont.
The leaders of global education have tended to be
educated white elites who have had a significant
international or global experience. This movement tends
to also attract support from social progressives and liberal

18. scholars and is also generally opposed by conservatives
and nationalists. In the field of global education,
instruction and school policy are comparatively marginal
aspects. Global education tends to engage in issues in
nations that are external to a student’s country of
residence. Global education is sometimes perceived as
being championed by white liberal elites, to benefit elites,
even potentially to take attention away from national
minorities and national multiculturalism.
Global education tends not to delve into the toughest
issues of national culture and diversity. One form of
cosmopolitan global education endorses a form of post-
identity and post-national citizenship and seeks to shift
authority from the local and national community to a
world community that is a loose network of international
organizations and subnational political actors not bound
within any clear democratic constitutional framework.
Next slide.
Slide 9 Similarities between
Multicultural and
Global Education
Multicultural education addresses cultural diversity,
individual and human rights, prejudice reduction, and
social justice within the particular legal political and
social context of the nation in which the student resides.
Global education is about us and the other. However, these
distinctions are becoming less and less clear, especially
with increased immigration, deepening global
communications, and the proliferation of transnational
identities. A hot topic in both multicultural and global
education is respecting other cultures and protecting one’s
own, and in finding the boundary between tolerance and

19. critical judgment.
Next slide.
Slide 10 Shared Discourse Monocultural approach is both an old
approach that
defends against diversity and a very current one as the
need for nation making in new emerging democracies is
inevitable. It is also a common reactionary approach to
diversity in many contemporary societies. Particularistic
multiculturalism defends against diversity. It fosters the
cultural, linguistic, and religious autonomy of major
minority groups and helps to reify their cultural attributes.
The Pluralistic approach does not deny or defend against
culture differences; instead they see diversity as inevitable
and as something to understand, use, and learn from, as a
resource that can enhance the individual, the dominant
culture, and the economy. Pluralistic approaches are
common in both global and multicultural education. In the
Liberal approach, cultures are not to be consumed as a
resource, accepted at face value, or tolerated but
something very different. Diversity is to be encountered
critically and negotiated. The Critical approach on
diversity questions the neutrality of any exploration of
diversity and draws attention to the socially constructed
nature of race and the difference of the power laden nature
of the public sphere.
Next slide.
Slide 11 Check for
Understanding

20. Slide 12 Summary We have now reached the end of this lesson.
Let’s take a
look at what we’ve covered.
First, we learned the origins of global and multicultural
education. Global education developed in response to
international and national politics and global issues.
Multicultural education developed as an aspect of national
minority struggles in the context of national political
issues
Next, discussed the differences of global and multicultural
education. We learned that the multicultural education
policies are often mandated by law, and they have a
judicial constitutional protection. Global education has no
legal or procedural basis in the way that multicultural
education has. Global education takes on two forms. One
has to do with the perspectives needed for active
citizenship; the other with the philosophical perspectives
needed for democratic thinking. One is formal and policy
oriented; the other is more oriented to culture and
philosophy. From the knowledge perspective it can be
argued that global education is a practical necessity for
citizens who vote about matters affecting the world. From
this perspective, many of the pressing issues of our time,
from terrorism to global warming, are world problems and
commitment to both a global civic culture and the skills of
global citizenship.
Then, we became acquainted with the leaders of both
global and multicultural education. Often the leaders of
multicultural education are minority and native people and
scholars. It tends to attract support from social progressive
and liberal scholars and both are generally opposed by
conservatives and nationalists. The leaders of global

21. education have tended to be educated white elites who
have had a significant international or global experience.
This movement tends to also attract support from social
progressives and liberal scholars and is also generally
opposed by conservatives and nationalists.
Finally, discussed and looked at the distinctive
approaches to global and multicultural education and to
the general issue of diversity. They included