According to HARRISON (1984),

MULTICULTURALISM is a theory about the

foundations of a culture rather than a practice
which subsumes cultural ideas.
MULTICULTURALISM is a systematic and
comprehensive response to cultural and ethnic
diversity, with educational, linguistic, economic,
and social components and specific institutions
mechanisms.
 DEMOGRAPHIC-DESCRIPTIVE usage occurs when the
word multicultural refers to the existence of linguistically,
culturally, and ethnically diverse segments in the
population of a society or state.
IDEOLOGICALLY-NORMATIVE usage of multiculturalism
generates the greatest level of debate since it
constitutes a slogan and basis for political action.
PROGRAMMATIC-POLITICAL usage of multiculturalism
refers to the specific policies developed to respond and
manage ethnic diversity.
 BANKS AND BANKS (1995) define multicultural
education as a field of study and an emerging discipline
whose major aim is to create equal educational
opportunities from diverse racial, ethnic, social class,
and culture.
JAMES BANKS (2001) the primary goal of multicultural
education is to transform the school so that male and
female students, exceptional students, and students
from diverse cultural, social-class, racial and ethnic
groups experience an equal opportunity to learn.
 CONTRIBUTIONS APPROACH The ethnic heroes and
holidays are included in the curriculum.
ADDITIVE APPROACH A unit or course is incorporated
(for example, a unit on women in history), but no
substantial change is made to the curriculum as a
whole.
TRANSFORMATION APPROACH The entire Eurocentric
nature of the curriculum is changed. Students are
taught to view events and issues from diverse ethnic
and cultural perspectives.
SOCIAL ACTION APPROACH It goes beyond
the transformation approach. Students not only
view issues from multiple perspectives but also
become directly involved in solving related
problems. Rather than political passivity, the
typical by-product of many curricular
programs, this approach promotes decision-
making and social action in order to achieve
multicultural goals and a more vibrant
democracy.
isa progressive approach for transforming
education that holistically critiques and
addresses current shortcomings, failings and
discriminatory practices in education. It is
grounded in the ideals of social justice,
educations equity and a dedication to
facilitating educational experiences in which all
students reach their full potential as learners and
as a socially aware and active beings, locally,
nationally, and globally.
 Every student must have an equal opportunity to
achieve her or his full potential.
Every student must be prepared to completely
participate in an increasingly intercultural society.
Teachers must be prepared to effectively facilitate
learning for every individual student, no matter how
culturally similar or different from themselves.
Schools must be active participants in ending
oppression of all types, first by ending oppression within
their own walls, then by producing socially and critically
active and aware students.
Education must become more fully student-
centered and inclusive of the voices and
experiences of the students.
Educators, activists and others must take a more
active role in reexamining all educational
practices and how they affect the learning of all
students: testing methods, teaching approaches,
evaluation and assessment, school psychology
and counseling.