ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book shows that multicultural education, having its origins in the political movements that fueled multiculturalism policies, and born as a response to assimilationism and neo-assimilationism is informed in critical ideologies. It discusses intercultural education as per the European documents and orientations highlighting goals and pedagogies, strengths, and challenges. The book offers a theoretical foundation that helps undergird the relationship between language, power, and ideology that leads to power, domination, and oppression. It addresses the debate regarding the gap between the theoretical conceptualization and policies of interculturalism as well as their translation into actual educational practices in schools. The book examines the literature on intergroup friendships, their benefits, challenges, and potential for prejudice reduction. It considers the concept of “contact readiness” and a theoretical model, “confidence in contact,” that responds to some of the limitations of intergroup contact theory.
