Multicultural policy as social activisim: Redefining who 'counts' in multicultural education

Theory and research in multicultural education in the USA has largely focused on curriculum and pedagogical issues, with little attention to the development and implementation of multicultural policy. This case study of multicultural policy in the New York City schools examines the social and political context and the role of community involvement in multicultural policy development during three historical periods: (1) the intercultural education movement of the 1930s and 1940s; (2) the community control movement of the 1960s; and (3) the Children of the Rainbow curriculum controversy in the 1990s. A historical analysis indicates that multicultural policy development has served as a significant organizing tool in the empowerment of community groups who were disenfranchised and marginalized by the school system and a key public arena to 'advance the conversation' about effective educational practices that promote diversity. The article concludes with a synthesis of common principles regarding local multicultural policy development and a call for civic engagement in the policy development process.