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Feminist ethics supports the contemporary educational trend toward increased multiculturalism and a diminished emphasis on the Western canon. First, I outline a feminist ethical justification for this development. Second, I argue that Western canon studies should not be altogether abandoned in a multicultural curriculum. Third, I suggest that multicultural education should help combat oppression in addition to simply promoting awareness of diversity. Fourth, I caution against an arrogant moralism in the teaching of multiculturalism.

Multicultural education help students acquire knowledge, learn about attitudes, and skills needed to benefit Effectively in a pluralistic so- ciety and to berinteraksi, negotiate, and berkomunikasi with people from different groups with the aim of creating a civic and moral com- munity attitudes be better. Multicultural education in the implemen- tation, assuming the school and classroom run as a simulation of a real-life arena plural, constantly changing and evolving. Institutional schools and classrooms are alive with starring vehicle for learners and teachers at all educational staff acting as facilitators. Learning dia- logue and enrichment managed as a unique life experience, so that it can grow and experience the collective consciousness of every citizen and students who later Became the basis of political ethics based civic ethics.

The discussion over the idea of multicultural education has never been finished. Multicultural education is an educational philosophy and practical educational strategy that has been well developed in the United States. It has been being developed in some countries, and so is Indonesia. The American schools have been developed and implemented the idea of multicultural education and the American government has supported them by giving multicultural values on education policies. In some Indonesian schools, it has also been tried to apply multicultural education, but there are some problems in developing and implementing it, because of the lack of experience in it and the supports from the government.

Multicultural education : characteristics and goals / James A. Banks -- Culture, teaching, and learning / Christina Convertino, Bradley A. Levinson, and Norma González -- Social class and education / Lois Weis, Seong Won Han, and Hyunmyung Jo -- Christian nation or pluralistic culture : religion in American life / Charles H. Lippy -- Gender bias : past, present, and future / David Sadker, Karen Zittleman, and Melissa Koch -- Classrooms for diversity : rethinking curriculum and pedagogy / Mary Kay Thompson Tetreault -- Queer lessons : sexual and gender minorities in multicultural education / Cris Mayo -- Approaches to multicultural curriculum reform / James A. Banks -- Backstage racism : implications for teaching / Leslie H. Picca and Ruth Thompson-Miller -- Language diversity and schooling / Rachel Snyder and Manka M. Varghese -- Civic education for non-citizen and citizen students / James A. Banks -- Educational equality for students with disabilities / Sara C. Bicard and William L. Heward -- Culturally responsive special education in inclusive schools / Luanna H. Meyer, Hyun-Sook Park, and Saili Kulkarni -- School reform and student learning : a multicultural perspective / Sonia Nieto and Patty Bode -- Communities, families, and educators working together for school improvement / Cherry A. McGee Banks -- Classroom Aasessment and diversity / Catherine S. Taylor and Susan B. Nolen.

The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet of democracy. Through investigating research findings in the field of critical multicultural education in higher education, the author argues that many of the educational approaches-including the ones that claim dialogue to be their main instructional tool- could be described as undemocratic, and thus have done more harm than good for the multicultural objectives. On the other hand, the author argues that dialogic pedagogy could be a better approach for critical multicultural education as it promises many opportunities for learning that do not violate the students' rights of freedom of expression and freedom of association. Throughout this paper, the author tries to clarify the difference between dialogic pedagogy and other conceptualizations of dialogue in critical multicultural education arguing for the better suitability of dialogic pedagogy for providing a safer learning environment that encompasses differing and at times conflicting voices.

The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet of democracy. Through investigating research findings in the field of critical multicultural education in higher education, the author argues that many of the educational approaches-including the ones that claim dialogue to be their main instructional tool- could be described as undemocratic, and thus have done more harm than good for the multicultural objectives. On the other hand, the author argues that dialogic pedagogy could be a better approach for critical multicultural education as it promises many opportunities for learning that do not violate the students' rights of freedom of expression and freedom of association. Throughout this article, the author tries to clarify the difference between dialogic pedagogy and other conceptualizations of dialogue in critical multicultural education arguing for the better suitability of dialogic pedagogy for providing a safer learning environment that encompasses differing and at times conflicting voices.