Curriculum contentions are cultural struggles. As an illustration, we examine contention surrounding which and how languages are taught in the curriculum. We (the authors) locate this struggle within our positionalities, as a departure for our
analysis of competing ideologies surrounding language and curriculum. We use a dialogical methodology to examine tensions between monocultural and multicultural ideologies. An imaginary dialogue between us, Hirsch, and Bakhtin provides an illustration. Based upon the struggles located in the bodies of the authors and the imaginary dialogue of two cultural theorists, we conclude that a monological curriculum represents the domination of one cultural group over others rather than the pedagogical and social rationales provided by opponents of multilingual education.