ABSTRACT
The educational implications of cultural pluralism attracted a good deal of attention in western societies during the 1970s and 1980s, and they remain a matter of scholarly and professional concern. On grounds of equity and human rights, maximizing national talent, and maintaining social cohesion, these issues continue to exercise many societies. A curious feature, however, is that surprisingly little attention has been devoted to the potential of teacher education, despite its pivotal role in the initial preparation and continuing professional development of classroom practitioners, school inspectors, educational administrators and researchers. This volume seeks to make a contribution to a small but growing literature, concentrating in general on initial teacher education.
