by Paul Gorski and Bob Covert (1996; 2000)

Since its earliest conceptualizations in the 1960s, multicultural education has been transformed, refocused, reconceptualized, and in a constant state of evolution both in theory and in practice. It is rare that any two classroom teachers or education scholars will have the same definition for multicultural education. As with any dialogue on education, individuals tend to mold concepts to fit their particular focus.

1.To have every student achieve to his or her potential.

2.To learn how to learn and to think critically.

3.To encourage students to take an active role in their own education by bringing their stories and experiences into the learning scope.

4.To address diverse learning styles.

5.To appreciate the contributions of different groups who have contributed to our knowledge base.

6.To develop positive attitudes about groups of people who are different from ourselves.

7.To become good citizens of the school, the community, the country and the world community.

8.To learn how to evaluate knowledge from different perspectives.

9.To develop an ethnic, national and global identity.

10.To provide decision making skills and critical analysis skills so the students can make better choices in their everyday lives.