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This article cites the problems of citizenship education in three different countries: Bosnia, England and Japan, partly because of the way in which these nations are defined, as well as the way in which knowledge within the official school curriculum is selectively developed. In most countries, the curriculum is derived from a narrowly based understanding of the nation. The article suggests that during the period of globalisation it might be possible to devise an intercultural understanding of knowledge from across cultures and civilisations to obviate a clash of civilisations. The first universalist phase that the paper considers is from fifth century BC to seventh century AD when the great religions of Zoroastrianism, Buddhism, Christianity and Islam existed in tributary regions. The second phase in Andalusia in the eleventh century was the interaction between Christian, Jewish and Muslim scholars, which was part of the development of the Renaissance. These developments contributed to scientific and secular knowledge during the Enlightenment and led to the affirmation of the universal. The French and the American revolutions were informed by these ideas. The fourth phase was the development of the ideas of socialism to establish societies based on the basis of equality, but the states which espoused these ideologies failed to deepen ideas of shared values and inclusive citizenship in democratic contexts. The fifth phase of universalist development was the end of the colonial regimes in the middle of the twentieth century. The development of the Non-Aligned Movement following the 1955 Bandung Conference was the highlight of this phase of human development, but like many other phases of human history also failed in many ways.

This paper explores the implications that ancient Athens had for modern representative democracies and the links that can be made to the philosophical principles that form the essence of intercultural education. Such an exploration shows that modern democratic societies have ignored many key aspects of the important legacy left to us by these early experiments in democracy. It also shows how ancient Greece was a society deeply and profoundly shaped by the multicultural environment in which it existed.

Examines difficulties and complexities in researching issues of discrimination in education across European countries as a first step in devising intercultural curricula. Discusses cross-national differences in terminology, in the ways in which research issues related to racism and interculturalism are formulated, and in the educational experience of children of immigrant and ex-colonial groups. (SV)

An overview of intercultural and antiracist education introduces an annotated bibliography, which contains 349 international sources of information on the topic. Highlights include school and society; language in intercultural education; minority students; intercultural teacher education; effective teaching and learning, communication, classroom organization and interaction; and content of education. (LRW)

Examines the nature of European societies and focuses on territorial and immigrant minorities. Questions the definition of these minority communities and the role of this definition in excluding them, The Other, from the European context. Urges educators to help deconstruct dominance patterns and to broaden the context of multicultural education. (DB)

This paper has briefly discussed the complexities involved in the way in which education may exacerbate or contribute to vulnerability which can contribute to the rise in inter-group conflicts. It has, touched on issues of the broader social democratic issues as well as the more educational aspects of developing intercultural understanding. Paradoxically, an educational system through general as well. as targeted interventions also has the potential to ensure greater levels of equity and help in the resolution of conflicts. The rise of tensions and violence between ethnic groups may partly be embedded in inequalities which vulnerable groups confront in societies in which education systems operate. ,In as much as education systems reproduce these inequalities they exacerbate and help to perpetuate conflicts. The role of education in minimising the notions of "otherness" within communities and societies is essential to maintain peace. Its role in ensuring the belongingness of all groups to a society present great challenges to the school. These challenges. about educating for inclusivity in a democratic context, which ensures citizenship rights to all cannot be ignored. [ABSTRACT FROM AUTHOR]

The article examines the pressures on contemporary democratic societies during a period of contradictory changes in Europe. It deals with the complex issues by focusing on educational dimensions in relation to citizenship education. It addresses the question of multiculturalism and intercultural education and points the way forward in educational terms. Also, it addresses the challenges for developing communities of development.

This paper examines issues of multiculturality of European societies. The term "multicultural" is used descriptively to point out various aspects of social diversity in historical and contemporary contexts. It is intended as a programmatic term, especially in relation to the role of teacher education for a democratic and inclusive European polity. Issues of teacher education institutions, staff development, non-centric curriculum and racism are discussed to provide quality and equality education. [ABSTRACT FROM AUTHOR]

Examines the nature of European societies with particular reference to the presence of territorial and immigrant minorities. Societal diversity and the centralised European nation; Post-World War II migration and settlement; Redefining nationalities; Contemporary implications.