In this conceptual analysis paper, I provide a brief overview of multicultural education and highlight the critiques to the field that demonstrate challenges to implementing an education that is multicultural especially when considering students from minoritized and global majority backgrounds. Next, I explore the changing political and social context that suggests, among other things, the need for re/newed orientations to multicultural education. I focus on two important scholarly lines of inquiry -- Decolonization and Antiblack theorizing -- that might inform possible trajectories for multicultural education including a pedagogy of recognition and a pedagogy of refusal. I conclude by identifying questions that lay at the intersection of these two pedagogies and share some final thoughts about the role of social movements in forging a more critical, responsive approach to multicultural education. [Paper presented at the Annual Conference of the Korean Association for Multicultural Education (10th, Seoul, Korea, May 23-25 2018.)]