Document Type


Publication Date

Fall 1997


"I wish to make two claims in this article. One is that multicultural education has largely refused to acknowledge how imperialism, colonialism, and the transnational circulation of capitalism influences the ways in which many oppressed minority groups cognitively map their paradigm of democracy in the United States. The other claim is that the present focus on diversity in multicultural education is often misguided because the struggle for ethnic diversity makes progressive political sense only if it can be accompanied by a sustained analysis of the cultural logics of white supremacy; While these two claims mutually inform each other, it is the latter claim that will occupy most of the space in this article."


This article was originally published in Multicultural Education, volume 5, issue 1, in 1997.

Peer Reviewed



Caddo Gap Press. This material may not be reproduced, distributed, or sold without specific permission of Caddo Gap Press.



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