In this paper, the author summarizes her understanding of multicultural education and culturally relevant pedagogy; she also presents her concerns and questions about ambiguities emerging from her literature review. She hopes to extend the conversation about what scholars mean when they use the terms 'multicultural', 'multiethnic' and 'culturally relevant'. Specifically, she is concerned about a mismatch between the definitions, purposes of multicultural education, culturally relevant pedagogy and the research reported in the literature. There seems to be a disconnection between the theory and perspectives reported in the literature and the complexity of everyday practice in the classrooms.

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