For the past sixteen years, the Five Dimensions of Multicultural Education, as proposed by James A. Banks (1995), have been accepted in many circles as the primary conceptual framework used in teaching multicultural education courses: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy and an empowering school culture and social structure. These dimensions are often challenged by students and others with varying ideological perspectives; in addition, the purview of multicultural education courses at the college level has expanded significantly since this framework was first developed. Thus, I propose conceptualizing a more global and inclusive perspective by introducing five new dimensions of multicultural education, adapted from the five contexts of critical pedagogy, as developed by Joe L. Kincheloe (2005): the social dimension, the political dimension, the economic dimension, the cultural dimension and the cognitive dimension. These new dimensions comprise a useful paradigm for the college-level course in multicultural education.