I have argued that new approaches to multicultural and citizenship education have never entirely replaced older approaches. However, the older approaches and the ideals they represent have generally ceased to be part of the public dialogue. When the federal government, for example, embraced a social justice perspective on multiculturalism, it was common to hear officials talk about “song and dance” in disparaging ways. Given the current shift, as both Jenson (1998) and Ball (1998) have implied, if we wish to reinsert social justice, identity, and an activist orientation into multicultural and citizenship education, we need a new narrative. Peace education, by responding to concerns about violence in schools and society, provides the possibility for a new narrative. There is a wealth of literature on education for peace from which we can build. The tasks that remain are to define programs of action and to influence the public debate.
Anderson, J.T.M. (1918). The education of the new Canadian: A treatise on Canada's greatest educational problem. Toronto, Ontario: J. M. Dent and Sons.
Ball, S. (1998). Big policies/small world: An introduction to international perspectives in education policy. Comparative Education, 34 (2), 119–128.
Behiels, M. D. (1991). Quebec and the question of immigration: From ethnocentrism to ethnic pluralism, 1900–1985. Ottawa, Ontario: Canadian Historical Society.