MULTICULTURAL EDUCATION FOR THE DOMINANT CULTURE - TOWARD THE DEVELOPMENT OF A MULTICULTURAL SENSE OF SELF

This article synthesizes the literature in social and multicultural ed ucation and classic work in social psychology to examine philosophical , theoretical, and practical issues related to multicultural education for the dominant culture Multicultural self-development is posited as an essential aspect of equity education for dominant-culture students . Through the social construction of a more multifaceted self students can begin to critically examine personal and historical perspectives and practices underlying the opportunity gap between dominant and domi nated sociocultural groups. The developmental process is examined in d erail. Discussion of implications for practice addresses student group ing and interaction, the development of an ''emotionally safe, yet int ellectually sound'' classroom environment, and the construction of les sons specifically designed to promote multicultural development.