Interest Convergence in Intergroup Education and Beyond: Rethinking Agendas in Multicultural Education


  • Limarys Caraballo Teachers College, Columbia University



Multicultural Education, Critical Race Theory, Interest Convergence, Intercultural Education, Intergroup Education, diversity


Intergroup movements in the United States in the 1920s-50s provided leadership to schools and communities grappling with rising racial and ethnic unrest. C. A. M. Banks (1996, 2004, 2005) argues that the conceptual limitations of the movement’s scholarship and its decline yield important lessons for multicultural educators. Building upon her work, I use Bell’s (1980) interest-convergence principle to analyze the movement’s successes and failures given the interests and values of prominent political, socioeconomic, and educational constituencies of the time. As an analytic lens, the interest-convergence principle simultaneously clarifies and complicates future agendas in multicultural education research, pedagogy, and curriculum.

Author Biography

Limarys Caraballo, Teachers College, Columbia University

Limarys Caraballo is a doctoral candidate in the Department of Curriculum and Teaching at Teachers College. Her research interests include theory and practice in urban and multicultural education, curriculum theory, and students' experience of the curriculum. As Research Fellow for a New York City middle school, she analyzes students' exam data and makes recommendations for instruction, as well as participates in curriculum design and professional development in the area of literacy. Her dissertation research focuses on diverse students' identity construction and its impact on their experiences of curriculum.




How to Cite

Caraballo, L. (2009). Interest Convergence in Intergroup Education and Beyond: Rethinking Agendas in Multicultural Education. International Journal of Multicultural Education, 11(1).



Articles (Peer-reviewed)