to use language to express how the dominant culture operates, how their home culture operates, and how these systemic actions impact themselves and the world. In this way, both Freire and Shor believe problem-posing education can be situated in multicultural practices as well as critical literacy practices. Shor insists "subject matter is best introduced as problems related to the student experience, in language familiar to them". Critical reception Overall, previous scholars' discussion of multiculturalism in the classroom seems to privilege "cross-cultural interactions" and valuing students' home languages as well as their cultural ideologies. However, in Donald Lazere's Political Literacy in Composition and Rhetoric, Lazere criticizes Hairston, Daniell, Schutz, Gere, and other scholars for their approaches because of their singular focus on localism in lieu of more "global" and critical approaches to the study of culture in the composition classroom (152-153). In addition, Lazere was critical of scholars' tendency to diminish the power of Edited American English (EAE) and misrepresent the power of the students' regional code (116). While Lazere supports Shor's approach to multicultural critical pedagogy, he admits some level of discomfort with applying it in his own classroom especially with respect to how much responsibility and stock Shor places in students (39). Current approaches Lazere's critique of previous scholarship related to multiculturalism pedagogies, in Political Literacy in Composition and Rhetoric and elsewhere, has prompted current composition theorists, both in second-language writing and in the field of composition in general, to consider how multicultural pedagogies can embrace globalism as much as localism. For example, Lisa Eck's "Thinking Globally, Teaching Locally" describes how Eck teaches world literature courses in which students read cultural narratives and problematize them—in the article, she references her use of Tsitsi Dangarembga's Nervous Conditions in her composition classroom. Through her teaching, she is attempting to answer the question of how multicultural pedagogical practices could still be based in research, critical literacy, and problem-posing education. In her approach, she engages students in the kind of literary criticism that is necessary for analyzing and evaluating critical discourse: "I work to make hybrid postcolonial identities familiar, even analogous at times, to what we understand as the process of identity formation for the average postmodern college student....I [also] use the Otherness of the cultures reproduced in foreign texts to estrange the American familiar" (579). The kinds of inquiry students are using to analyze the text are to show how the text