students can meet one another, learn to work together, and be deliberative about decision making. In addition to democratic values, deliberative strategies and teaching decision-making provide core procedures for multicultural education." Meira Levinson According to Levinson, three groups present different conceptions of "multicultural education." These groups are: political and educational philosophers, educational theorists, and educational practitioners. She claims that they offer different, and sometimes conflicting, aims for schools. Philosophers see multicultural education as a method of response to minorities within a society who advocate for their own group's rights or who advocate for special considerations for members of that group, as a means for developing a child's sense of autonomy, and as a function of the civic good. Educational theorists seek to restructure schools and curriculum to enact "social justice and real equality". By restructuring schools in this way, educational theorists hope that society will thus be restructured as students who received a multicultural education become contributing members of the political landscape. The third and final group, educational practitioners, holds the view that multicultural education increases the self-esteem of students from minority cultures and prepares them to become successful in the global marketplace. Though there are overlaps in these aims, Levinson notes that one goal, cited by of all three prominent groups within the field of education, is that of "righting the historical record". Joe Kincheloe and Shirley Steinberg Kincheloe and Steinberg described confusion in the use of the terms "multiculturalism" and "multicultural education". They offered a taxonomy of the ways the terms were used. The authors warn their readers that they overtly advocate a critical multicultural position and that readers should take this into account as they consider their taxonomy. Kincheloe and Steinberg break down multiculturalism into five categories: conservative multiculturalism, liberal multiculturalism, pluralist multiculturalism, left-essentialist multiculturalism, and critical multiculturalism. These categories are named based on beliefs held by the two largest schools of political thought (liberalism and conservatism) within American society, and they reflect the tenets of each strand of political thought. In Levinson's terms, conservative multiculturalism, liberal multiculturalism, and pluralist multiculturalism view multicultural education as an additive to existing curriculum, while left-essentialist multiculturalism and critical multiculturalism see to restructure education, and thus, society. Aiden Kinkadel Aiden Kinkade's Democratic Equality ideology, as presented by Labaree attempts to allow students to feel like they belong in the classroom, teaches students equal treatment, and gives support to multiculturalism, non-academic curriculum