Critical multicultural education theory enlarged on the educational program and emphasizes the need for a structural change. It impart the cultural framework and context as to how unequal power relations are maintained at a structural and institutional level in daily interactions (May and Sleeter, 2010, 10).
Sleeter and Grant (2006) state that the pressure of one group builds on others should be removed and educational programs should be entirely renovate to reflect the concerns of different cultural groups. This perspective states that educational practices -educational programs, class management and support for a normal class – that consider the needs of all students are possible and suggests that diversity should be considered in as many aspects as possible. This perspective also emphasizes the importance of the involvement of students in school decision making processes, the involvement of social group and minority parents, the participation of schools in local social action projects and the participation of nontraditional groups such as those from different races and genders as well as the disabled (Sleeter and Grant, 2006). Critical multicultural education helps in different cultures and intercultural students in a society. Critical multicultural education supports educational programs, pedagogic steps, social relations, and democratic initiatives at schools (McLaren, 2003). Critical multicultural education views teachers as students who transform themselves through their own personal means and interactions with others (Freire, 1998).
From a critical perspective, racial and ethnic prejudices are questioned, but critical multicultural education requires transformative actions for a multiethnic, multicultural, democratic, equal and inclusive social transformation in all educational practices. Therefore, according to critical multicultural education view, the world has to change (Hopkins-Gillispie, 2011).
