Banks (2001) claims for students to become successful in a diverse world, they need to have the ability to communicate and negotiate among diverse cultures. Some argue that when the cultural diversity and global tolerance are promoted within multicultural education, traditional elitism and its shortcomings would be overcome (Schugurensky, 2002). Others argue that multicultural education hinders the assimilation efforts and creating a divisive society (Bernstein, 1994).
There are many views on the benefits or shortcomings of multiculturalization of education. The question is not whether a multicultural education should be adopted but it is rather what we understand from multicultural education and how we are going to initiate such a reform within an educational system when we cannot even define “multicultural”, which indeed includes involvement of more than two cultures and all those cultures are appreciated through a deeper understanding of each. It starts with a deep exploration of “I” regarding our intercultural communication competence.
This study explores intercultural consciousness and leadership developmental progression model developed by Karim (2003). Through this model, he explains intercultural consciousness and how it can be integrated in a leadership model. In this study, these assumptions and suppositions explained by Karim (2003) are explained and solutions are offered stemming from these assumptions and suppositions.
"Acknowledging the “I” in Multicultural Education,"
Essays in Education: Vol. 18
, Article 10.
Available at: https://openriver.winona.edu/eie/vol18/iss1/10