- Research revealed that some students seem to have very limited knowledge and awareness about Canada’s national or poly-ethnic minorities. This is a main hurdle to developing acceptance, accommodation and respect in Canada’s diverse society (Peck & Sears, 2005).
- Most multicultural citizenship education can be classified as either contributions or additive meaning that content focuses on including cultural norms and traditions (Dilworth, 2004). A transformative model of multicultural education, which includes a range of cultural perspectives through integrated activities, must be adopted (Ladson-Billings, 1994; Ladson-Billings, 1995; Ladson-Billings, 2004).
- To enhance multicultural education, educators must not only challenge systematic and institutionalized prejudice and discrimination, but also be aware of personal bias and stereotypes (Bruno-Jofré, 2000; Ladson-Billings, 1995; Ladson-Billings, 2004; McIntosh, 1990).
- A pedagogy of peace, which is based on values such as tolerance, respect, non-violence and equality can transform education, especially multicultural education in Canada (Joshee, 2004).