ABSTRACT
This chapter examines how teachers at Milltown High interpreted and responded to school and LEA policies on multicultural and antiracist education. A large majority of teachers regarded the aim of multicultural and anti-racist education as the promotion of 'tolerance' of and 'respect' for cultural differences, better race relations and 'a more harmonious society'. LEA and school policies gave teachers little specific guidance as to how to incorporate multicultural and anti-racist education into their individual and departmental practices. Hargreaves has observed that most Art teachers concentrate on the practical teaching of skills and visual awareness, rather than transmitting knowledge about the history of art or its relationship with culture. The Modern Language teachers said that they were most interested in teaching linguistic skills, but maintained that teaching a language was in itself multicultural and anti-racist education because it involved teaching about another culture.
