The Role of Education in a Multicultural Society: The Theoretical Foundations of Mainstream Multiculturalism and Their Implications for Educational Policies Yoko Motani A thesis submitted in conformity with the requirernents for the degree of Doctor of Philosophy Department of Theory and Poiicy Studies in Education Ontario Institute for Studies in Education of the University of Toronto O Copyright by Yoko Motani 2001 National Library Bibliothéque nationale l*l of Canada du Canada A uisitions and Acquisitions et ~3io~ra~hicServices services bibliographiques 395 Wellington Street 395, nie Wellington ûttawa ON KiA ON4 O(tawa ON K1A ON4 Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence dowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distri'bute or seii reproduire, prêter, didribuer ou copies of tbis thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fonne de microficheIfilm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extncts from it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Abstract The Role of Education in a Multicultural Society: The Theoretical Foundations of Mainstream Multiculturalism and Their Implications for Educational Policies Doctor of Philosophy, 200 1 by Yoko Motani Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto At present, it is generally accepted that multiculturalism is concerned with realizing an ideal multicultural society by protecting and preserving its citizens' cultural traditions and identities. This rather vague definition of multicuiturdism has been one of the sources of controversies especially at the theoretical Ievel. Against this backdrop, this dissertation explores the theoretical foundations of multiculturalism and multicultural education in a culturaily diverse, liberal, democratic society. The implications of the theoretical foundations for actual educationai policies, in particular those that affect minority students. rire dso examined. 1 identify common criticisms of multiculturalism, which are then critically tissessed drawing especially on the theories of multiculturaiism deveIoped by Charles Taylor and Will Kyrnlicka. It is shown that their version of multicultudism, which is called mainstream muIticuIturalism in this dissertation, is more sensitive to socio-historical contexts of minorities than their critics and argues that Ln cerïain cases promoting the recognition of minority cultur% iscompatible with liberal, democratic ideals and rnaximizes the chances of achieving individbd autonomy, the caprtcity for critical reflection, and ernpowerment- Whefl tr~slatedinto educational practices, the theory of mainstream multiculturalisrli $@or& one type of rnulticuItural education, called culturally relevant pedagogy in titis gi&rtation. The appmpriateness of supponing culturaily relevant pedagogy in actual edu&oh,ll SettingS is discussed using the cases of aboriginal peoples in Canada and the Korean minority in lapan. Through the examination of socio-historical conditions affecting thesa paniculiir rninority groups and relevant ernpirical research data on minority students' iden[ity dc~elopment.it is suggested that the two groups represent rather clear cases where culturah r&vant pedagogy could and should be supported by educational policies. It is f'irther noted that rnsnstream multicultunlism intends to promote interculturai understanding throug,h engaged didogue between different cultural groups. However, engaged diaiohe @net universaliy replace the implementation of culturally relevant pedagogy. as hspfibed above. 1coflclude chat the approach of rnainstream multiculturalism and culturaily relevant pedagogy is aPPlicable to various paof the world and is legiumate and valuüble in reaIizing an ideal rnliIti~~ltUdsociety in zi modern, democratic, and liberai fmework. (337 words) Table of Contents TABLE OF CONTENTS ......................................................................................... IV TABLE OF FIGURE .....................................................................................................VI1 CHAPTER 1 INTRODUCTION: EDUCATION AND MULTICULTURALISM .................. 1 (1) Introduction ..........................................................................................................................t (II) Problem Statements................................................................................................................ 2 (III) Defining Multiculturalisrn................................................................................................... 7 (1) Oppositionai Multiculturdism ............................................................................................ 10 (2) Dominant Multiculturaiism ................................................................................................. 12 (3) Liberal Multicultutaiism and Mainstream Mutticulturalism ............................................... 15 (IV) Objectives of the Dissertation ..................................................................................17 (V) Assumptions and Limitations ..............................................................................................19 (VI) Outline of the Dissertation ............. .................................................................................... 22 CHAPTER 2 CRlTlClSMS OF MULTICULTURALISM AND MULTICULTURAL EDUCATION .................................. ...........................................................................24 (ï) Introduction ............................................................................................................................24 (LI) Liberal Ctiticisrns of Multiculturdism ...........................................................................25 (1) Multiculturalism as Separatism ........................... ,.., ..... .... ............. 29 (3) Multiculturalism as Cultural Ethnocentrism ...... ...... ..................................................... 31 (3) Multiculturalism as Cultural Determinism and Fundamentalism ....................................... 34 (4) CuIture as a Source of Identity Questioned........................................................................ 38 (III)Critical Educators' Cnticisms .............. ....................... .....................................................40 (IV) Discussion ...................................... ...... ........ ....................................... 45 CHAPTER 3 MAINSTREAM MULTICULTURALISM AND LIBERAL CRITICISM .......51 (I)Introduction ...........................................................................................................................51 (II) Limiting Our Focus to Mainstream Multicuituralism.................................................... 52 (IU)Charles Taylor's Politics of Recognition. .....................................................................55 (1) Overview of Taylor's Arguments ............................................................................... 55 (2) Summary of Taylor's Cultural Recognition Thesis and Its Problems ................................. 61 (3) Taylor's Reliance on Cultural Essentialism ........................................................................ 65 (4) Taylor's Defence of Cultural Nationalism .......................................................................... 71 (IV) Kymlicka's Arguments for Cultural Rights .....................................................................78 (1) Overview of Kymlicka's Arguments ................................................................................... 78 (2) Unresolved Criticisms ......................................................................................................... 83 (3) An Alternative to Kymlicka's Approach ............................................................................. 85 (4) Assessments of the Liberal Alternative ............................................................................... 87 (V) Conclusion ........................................................................................................................92 CHAPTER 4 CRITICAL EDUCATION AND MULTICULTURALISM ............................95 (1) Introduction ............................................................................................................................95 (II) Reframing the Relations between Mainstream Multiculturalism and Critical Education Theory ........................................................................................................................96 (III)Paulo Freire's Liberating Education ..............................................................................107 (IV)Two Dierent Approaches to Empowerment......................................................... 11 1 (V)Mainstream Multiculturalisrn. Critical Education Theory. and Liberalism ............... 115 (VI) Conclusion .......................................................................................................................122 CHAPTER 5 THE PRACTICE OF MAINSTREAM MULTICULTURALISM