Deterritorializing multicultural education: re-conceptualizing social justice curriculum and teaching

In an effort to begin rethinking multicultural education, this dissertation intends to problematize multicultural education social justice discourse. I analyze multicultural education's territorial assumptions about power-and the subsequent social arrangements of power (social justice, equality and democracy)-which limit its conceptualizations of progressive social change and social justice education. Later I explore how territorial frameworks render MCE assumptions about social justice education amenable to neoliberal discourses that endorse liberal versions of social equity and associate greater social justice with capital accumulation. Lastly-with particular attention to multicultural education curriculum and teaching-my research strives to propose deterritorial notions of power, social justice and teaching to help imagine explorative multicultural education pedagogies.