ABSTRACT
The ideal and movement of multicultural education has existed in Taiwan for only about one decade. It is still in the infant stage if compared with the United States. However, as Gay (1992a, 1998a) pointed out, the major goals of multicultural education should apply in all settings, but the operational practices should be appropriately contextualized in different individual geopolitical and sociohistorical milieus. In other words, the development and implementation of multicultural education in different settings represent individually a unique case that needs to be carefully examined in its own historical, social, cultural, and political background. It is important to know how the developments of multicultural education in different settings are affected by different geopolitical and sociohistorical contexts.
