ABSTRACT
This chapter argues that it is essential for teachers to study multiculturalism as policy and practice in the wider society and in the educational context if they are to contribute towards intercultural understanding and challenging discrimination in a diverse society. A survey of teacher-education curricula across Australia shows that some, but not all, of the country’s teacher-education institutions agree with this view. The study of how multiculturalism emerged and developed as a national Australian policy adhered to by both major political parties, yet challenged by ideological positions on both the Left and the Right, throws light on many aspects of Australia's history, identity and experience of schooling. Edu-cation practice is notoriously resistant to change, and this is reflected in the limited improvements in teacher education a decade later. The token approach to multicultural studies in Programme X appears to be the norm in many Australian teacher-education institutions.
