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This critical examination of resistance is situated in the experiences of Lebanese Muslim male youth in Australia. It involves tracing the social formations of identity and systems of knowledge and beliefs in discourses. This provides a framework for explaining levels of participation in education, activities of resistance, identity and sense of belonging. The Lebanese construction of male identities are related to prior ideas about the dominance of western knowledge, beliefs and values in the master narratives of imperialism, nationalism, liberalism, Neoconservatism and neoliberalism in education found and multiculturalism. An emancipatory multiculturalism is advanced as a way of providing a more inclusive education. This requires the inclusion of multi-cultural narratives in the English curriculum, new approaches to English language education and the inclusion of languages other than English as a priority in all levels of schooling.

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Margaret Costello BA (Wollongong), MEd. (Monash) is a researcher at Deakin University, Melbourne, Australia. Her research interests focus on student engagement and the challenges faced by teachers as they struggle to meet the diverse needs of students. She has over thirty years experience teaching NESB students from Kindergarten to University.

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