Abstract
This article presents an analysis of intercultural education from the viewpoint of the dynamics of agenda building as a political process. In this analysis, particular attention is given to the theoretical and ideological assumptions on which the concept of intercultural education is based. The author contends that the employment of this concept serves the purpose of issue containment within the arena of conflict where educational policy alternatives are determined. [1] This paper was originally prepared for presentation at the “European Conference on Education and Intercultural Studies”, organised by the Working Group Intercultural Education and Teacher Training of the Association for Teacher Education in Europe (ATEE) and the “Equip de Recerca i Actuado Intercultu‐rals i sobre Multilinguisme” (ERAIM), held in Sant Feliu de Guixols, May, 1990. This Conference has been made possible by a generous grant from the European Commission (Grant 89‐00‐EDU.095BEE).
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