There has been an increase in research activities in multicultural early childhood education in NewZealand. This article provides a critical review of these activities. This is an attempt to unravel theaspirations and complexities associated with the educational policies and practices with children ofculturally diverse backgrounds. The conclusion from this literature review is that despite themulticultural principles that support democracy and equitability in education in New Zealand, a monoculturalapproach is still pervasive in multicultural early childhood classrooms.
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