| The following dissertation entitled, “Multiculturalism: An Opportunity for Social Justice Pedagogy” connects a deliberate focus on educational policies and practices with issues related to facilitating the creation of a more just and equitable society. It examines the varying forms of multiculturalism and their potentialities for addressing and responding to the many inequities and injustices in educational curriculum and instruction. Additionally, the dissertations posits a particular type of multiculturalism that is socially reconstructive and employs the tenets of critical pedagogy as an alternative to the monocultural, ahistorical, apolitical, ethos of teaching and learning that currently exists. Therefore, the central focus of the dissertation involves an effort to merge theory and practice by investigating the implications for, and feasibility of, implementing multicultural education that is social reconstructionist. It analyzes and interrogates the implementation of the Winston-Salem/Forsyth County school system's African-American Curriculum Infusion project as a case study, from its inception in 1994 until 1999. The final chapter of the dissertation offers conclusions, recommendations, and projections for those interested in implementing a similar project in the future. |
