In this article, I explore how neoliberalism dictates the terms of debate about education reform and equity in the U.S. and abroad. In particular, I explain how two paradigmatic reforms--the edTPA evaluation for preservice teachers in the United States and the global initiative Teach For All--have co-opted the discourse of multicultural education in an attempt to advance their own priorities and not those at the heart of the field, thus jeopardising the possibility of real justice. Finally, I envision a way forward, through a theory of revolutionary multicultural education, as we seek to reimagine the terms of debate about the goals of educating all students.