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Why do multiculturalist philosophers argue that school practices may favor some cultural groups?

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Fragment of a Roman fresco showing Socrates seated and draped in a white robe, with Greek text above, on a red background with visible cracks. — Philosophy of education Socrates, Roman fresco, 1st century bce; in the Ephesus Museum, Selçuk, Turkey.

Multiculturalist philosophers argue that school practices often favor specific cultural groups because traditional educational systems frequently reflect the worldviews, values, and beliefs of dominant groups while marginalizing those of others.1

By emphasizing that educational aims and practices are not neutral, these philosophers point out that curricula often prioritize certain languages, customs, and lifestyles at the expense of minority groups. This critique highlights that what is often presented as a universal or objective standard is, in reality, derived from particular cultural locations. Consequently, multiculturalists contend that traditional education may inadvertently—or explicitly—privilege the interests of dominant groups, leading to the exclusion or denigration of the contributions and identities of indigenous people and people of color.12

To address these inequities, multiculturalists advocate for educational reforms that treat all cultural groups with equal seriousness and respect. This includes revising curricula to include diverse contributions and challenging the assumption that a single, dominant cultural perspective should define the educational experience for all students.12