ABSTRACT
The educational response to cultural diversity has changed markedly over the last twenty years. There has been a fundamental redefinition of objectives. Early educational responses to the presence of minority ethnic group pupils were developed in the context of the broadly assimilationist approach which government adopted towards post-war immigration. The policy was assumed rather than explicitly stated. At the level of overall policy there has, then, been significant change. Broad 'multicultural' objectives have been laid down, and policy has become that the presence of minority ethnic groups in British society should be made a positive feature in the education of all children. Significant developments have taken place in the educational response to cultural diversity. There is now an overall policy commitment to multicultural aims. In some LEAs and schools the far-reaching and complex implications of implementing such objectives are being worked out.
