This paper aims to locate multiculturalisms rhetorically, using contemporary rhetorical theorists with which to do so, and using this theorized location to then discuss the implications of a critical multiculturalist pedagogy within the writing classroom in shaping new discursive space in the Academy. First, the paper presents, as a useful resource, an outline of the different types of multiculturalism (Exhibit 1), along with a second table that shows that multiculturalism is struggling with a split identity, its supporters torn on what exactly it is they are supporting. It makes a qualifying distinction that while conservative, liberal, and left-liberal forms of multiculturalism still do trickle down into the classroom, critical multiculturalism has not had a chance to "trickle up" into the material relationships of business and politics per se (which is not to say that critical multiculturalism has not been a tool with which to critique these systems, it is just that academics are doing the critiques). Bearing that caveat in mind, the paper asserts that it is critical multiculturalism that has come the farthest in "refus[ing] to see culture as nonconflictual, harmonious, and consensual," and it is this form of multiculturalism that complicates any aforementioned notion of multiculturalism. According to the paper, students simply do not want to, or lack the tools to, address difference and borderlines in a critical way once they enter the Academy; furthermore, the same holds true for many instructors. The paper asserts that the writing classroom is such a space and opportunity with which to enact this critical multiculturalist pedagogy. It then focuses on why this is so. Lists 17 works cited. Exhibits 1 and 2 (which contains quotes from Thomas West and Peter McLaren) are attached. (NKA)