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Students of Turkish descent suffer various forms of discrimination in education in Flanders (the northern part of Belgium). Nevertheless, few studies have documented how these discrimination experiences are situated within structures of ethnic inequality in education. Adopting a critical race theory approach, experiences of Turkish Belgian university students were analysed to expose deficit assumptions towards ethnic minorities and push against inequity in education. The accounts of students show the exclusionary treatment they were exposed to despite the dominating discourses of colorblindness in education. Students' experiences with peers highlight the pervasiveness of racism that targeted ethnic minority students based on their ethnic and social class background. Lack of minority representation, ubiquitous microaggressions, and exclusionary curriculum shape students' experiences at university context and affirm White normativity. These findings highlight the urgency of challenging against systems and structures of racism in education. The implications for research and practice are detailed in the concluding section.

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Multicultural education has aroused extensive international attention and has been promoted by a large body of advocates due to its significance for the achievement of social equity in education. Such worldwide concern, therefore, calls for collaborative work, with contributions from diverse sociocultural contexts. This paper reviews 179 research studies on Chinese multicultural education (CME) from 2000 to 2018. Six interrelated categories were identified: (1) theoretical discourses on CME; (2) multicultural curricula and instruction; (3) students' perspectives in multicultural contexts; (4) multilingual education and language policy; (5) citizenship education; and (6) multicultural teaching and teacher education. Each category was thoroughly examined and the limitations were discussed. Also, the paper identified various issues that future research needs to address, such as broadening the concept of multicultural education, the academic communication between China and the West, and the need for empirical literature in English.

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