Dialogic Multicultural Education Theory and Praxis - Dialogue and the Problems of Multicultural Education in a Pluralistic Society

Oct 15, 2026

Uploaded by dhado

The purpose of this theoretical article is to show how dialogic pedagogy can strengthen critical multicultural education for pre-service teachers. It examines the tension between multicultural education and democratic ideals of free speech and expression, arguing that some “dialogue-centered” approaches can be undemocratic and harm multicultural goals. The paper then argues dialogic pedagogy protects learners’ rights while supporting conflicting voices, offering a safer learning environment in democratic multicultural classrooms.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction: Multicultural Education as a Democratic Movement for Education Reform

Democracy, pluralism, and the struggle among different voices

Policy mandates and resistance in teacher education

Dialogic pedagogy as an alternative in critical multicultural praxis

ISSN: 2325-3290 (online) Dialogic Multicultural Education Theory and Praxis: Dialogue and the Problems of Multicultural Education in a Pluralistic Society Nermine Abd Elkader University of Delaware Abstract The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet of democracy. Through investigating research findings in the field of critical multicultural education in higher education, the author argues that many of the educational approaches-including the ones that claim dialogue to be their main instructional tool-could be described as undemocratic, and thus have done more harm than good for the multicultural objectives. On the other hand, the author argues that dialogic pedagogy could be a better approach for critical multicultural education as it promises many opportunities for learning that do not violate the students’ rights of freedom of expression and freedom of association. Throughout this article, the author tries to clarify the difference between dialogic pedagogy and other conceptualizations of dialogue in critical multicultural education arguing for the better suitability of dialogic pedagogy for providing a safer learning environment that encompasses differing and at times conflicting voices. Nermine Abd Elkader has recently graduated with [a Ph.D. degree](a Ph.D. degree) in the Sociocultural and Communal Approaches in Education at the University of Delaware. She is currently working on a research project that involves the professional development of in-service teachers who wish to follow the dialogic approach in their classrooms. 􀀡􀀢􀀢 Dialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu) [DOI: 10.5195/dpj.2015.71 | Vol. 3](DOI: 10.5195/dpj.2015.71 | Vol. 3) (2015) A1 Dialogic Multicultural Education Theory and Praxis Nermine Abd Elkader Introduction: Multicultural Education as a Democratic Movement for Education Reform: Could a Movement that Claims Democracy as its Basic Tenet be Anti-Democratic? There is a dilemma that multicultural education for pre-service teachers has to deal with: it is that of democracy, pluralism, and the struggle among different voices in the society for and against multiculturalism. The dilemma is caused by the fact that while many educators regard the goal of multicultural education policies and practices to be social justice and equality for minorities (LadsonBillings, 1999; Nieto, 2004; Yosso, 2002), fulfilling the multicultural requirement in teacher education programs is a mandate for all students (Yang & Montgomery, 2013) even those who have no intention to work with minority students and those who might not believe in the multiculturism and pluralism of the society in the first place. As a policy that is imposed on all students, the multicultural objectives, especially those concerned with antiracist education (Lee, 1995; Sleeter & Bernal, 2003), provoke the resistance of the majority of the students-especially those who are White and middle class (Ladson-Billings, 1999; Solomon, Portelli, Daniel, & Campbell, 2005) . This is in addition to the fact that any success that the multicultural course might achieve in reducing prejudices and changing negative stereotypes about minorities during the time of the course is short lived and difficult to sustain in the long term (Holins & Guzman, 2005) . This suggests that such superficial success only reflects students’ desire to give instructors the answers they are looking for without actual changes in the students’ convictions or perceptions. Such findings raise red flags about the worth of a multicultural education that could not sustain its learning outcomes for long. Moreover,

FAQs

What is the central purpose of the article?

To highlight the role dialogic pedagogy can play in critical multicultural education for pre-service teachers, especially regarding democratic principles and learners’ rights.

Why does the article question some dialogue-based approaches in multicultural education?

It argues that many approaches claiming dialogue as their main tool can still be undemocratic, potentially harming multicultural objectives and failing to sustain learning outcomes.

How does dialogic pedagogy differ from other conceptualizations of dialogue in critical multicultural education?

The article emphasizes that dialogic pedagogy offers a safer learning environment that accommodates differing and conflicting voices without violating students’ freedom of expression and association.

Oct 15, 2026

Uploaded by dhado