ABSTRACT
Multicultural and cross-cultural education have been receiving attention in recent years and this is not surprising when one takes into account various government commitments to increasing the number of overseas students in the domestic country and accelerating international student exchange programmes. Academics are paying increased attention to inter-group multicultural education and teachers are under pressure to ensure that students understand cultural differences and share crosscultural experiences (Hoelscher, 1996). It has been suggested that teacher-training programmes fail to recognize and address the importance of multicultural issues and consequently those designing educational programmes do not adopt the global and multicultural perspective that they should (Delany-Barmann and Minner, 1996: 37).
