Despite having multiculturalism as a core value, the province of Quebec has significant issues affecting the inclusion of visible minorities, such as positive discrimination, reasonable accommodation, and the fact of cultural divide. The presence of these minority groups brings out the tension between respecting differences and protecting "unity" in Quebec society. The social studies curriculum in Quebec schools offers a traditional multicultural education one effect of which is to reinforce a vague and neutral notion of citizenship. This helps to foster homogenization and oppresses visible minorities by pre-supposing a dominant culture. The paper makes recommendations for a social studies curriculum less content driven and more centered on participatory and critical learning processes to reduce social injustices, to reinforce a more culturally tolerant society and to help visible minorities to emancipate themselves from their oppressive status.