Beyond surface diversity: Unmasking the flaws of Multicultural education in the Afro-Colombian curriculum

In this study, I critically examine the Afro-Colombian ethno-educational curriculum, exploring its conception of multiculturality, pedagogical practice, and knowledge production. Utilizing Iterative Critical Discourse Analysis, the study investigates the 2006 “Curriculum Guidelines for Afro-Colombian Studies.” It reveals that despite its advances in addressing some of the issues of the multicultural question in Colombia, the curriculum is marred by essentialism, a celebratory approach, and Eurocentric biases that undermine the liberatory purpose of this multicultural approach to education in the country. These flaws reflect a superficial representation of Multicultural Education, perpetuating neoliberal mechanisms of domination and failing to challenge prevailing power structures adequately. This paper posits the necessity to re-envision ethno-education in light of these findings, recommending incorporating Culturally Responsive Teaching, promoting self-reflexivity in the classroom, and developing Third Spaces for a more robust and transformative approach to Multicultural Education in Colombia. The study is theoretically grounded on Critical Multicultural Education and postcolonial and governmentality studies.