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ERIC Number: EJ1384252
Record Type: Journal
Publication Date: 2022
Pages: 17
Abstractor: As Provided
ISSN: ISSN-2005-615X
EISSN: EISSN-2377-0031
Multicultural Education and the ESEA: The Ebbs and Flows of Policy Alignment between 1965-2015
Terry, Neisha
Multicultural Education Review, v14 n4 p211-227 2022
Since its ratification in 1965, the ESEA and its reauthorizations have shaped educational policy and funding in the US. However, while the ESEA has been positioned as a fundamental system of educational governance to ensure quality in the nation's education system, it has been criticized for inconsistent support of diversity and the promotion of Americanization. This article utilizes discourse analysis methodology to analyse several key iterations of the ESEA through the lens of critical multicultural education to examine the policy's commitment to the multicultural education agenda over that of the goal of Americanization. Findings reveal that the commitment to multicultural education has vacillated over time, and Americanization still influences policy framing. Recommendations include employing a critical approach by promoting meaningful inclusion of multiple stakeholders to interrogate and dismantle the conservative foundation upon which the US education system is built.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001; Education Amendments 1972
Grant or Contract Numbers: N/A