ABSTRACT
This chapter considers the definition of ‘cultural pluralism’, discusses some of the educational responses to it, and the role of teacher education; and briefly reviews subsequent contributions to this book. 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. All teachers should adopt an intercultural approach, even for the most common of situations. Regardless of their subjects and of the origin of their pupils, teachers must be aware of the value, originality and contributions of various cultures.
