Abstract
This paper examines how the concept of multicultural education is translated into action within an inner city preschool. School policy, classroom organization, and the classroom experience of the children are analyzed. The data suggests that the concept of culture as used by teachers and staff has negative implications for program success. More importantly, the social relationships among school participants remain derivative of socioeconomic class distinctions in the larger society and consequently severely hamper the implementation of the goals of cultural pluralism embedded in the multicultural idea.
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