ABSTRACT Despite compelling need for transformational approaches to multiculturalism, the measures in place at many schools may be works in progress. Based on twelve months of fieldwork at the secondary-school level in El Ejido, Spain, and longitudinal interviews with key participants, this article examines conflicting articulations of race, racism, and civility shaping interactions in state mandated intercultural education courses. Interweaving analysis of in-class exchanges with attention to textual/audiovisual inputs and socio-historical contexts, this article employs a discourse-centred approach to untangle the tensions shaping local interpretations of race and racism, based particularly on the experiences of marginalised Moroccan immigrant youth. Drawing on Michael Agar’s notion of ethnographic ‘rich points’, or points of misunderstanding, I argue that the perspectives of diverse learners be leveraged to mindfully reconfigure top-down curricula through attention to distinctly local understandings of difference and inequality.

中文翻译：

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混乱和挫折感是变革的催化剂：多元文化教育中的“要点”

摘要尽管迫切需要对多元文化主义进行变革的方法，但许多学校所采取的措施可能仍在进行中。基于西班牙El Ejido中学十二个月的实地考察，并与主要参与者进行了纵向访谈，本文考察了在国家规定的跨文化教育课程中种族，种族主义和文明塑造互动的相互矛盾的表述。班级交流的交织分析，关注文本/视听输入和社会历史背景，本文采用话语为中心的方法，以消除基于种族和种族主义的当地解释而产生的压力，特别是基于边缘化的摩洛哥移民青年的经验。借鉴迈克尔·阿加（Michael Agar）的人种学“要点”或误解要点，