ABSTRACT
This chapter explores the issues that are related to wider mainstream implementation for the intercultural education. As an orientation toward considering multiple perspectives, there is no particular method required for discussing difference democratically in the classroom, in line with an intercultural approach. The chapter explains the approaches of assimilationism, pluralism, critical multiculturalism, and interculturalism, in US and other contexts, pre-service teachers can consider for themselves the merits and limitations of various philosophies of education and connect these theories to their own ideals of classroom practice. The standards themselves at the state level tend to focus on facts, although in social studies, the facts are often quite open to interpretation. Bureaucracy need not preclude educational interventions that aims to enhance the democratic citizenship and personal autonomy of the US citizenry, as these are vital to the continued flourishing of this political liberal democratic society.
