Abstract
In this paper I examine the difference between a multicultural curriculum and an intercultural one. I argue that such a distinction is important because it helps teachers in universities and colleges to move beyond the canon debate and its politics, and focus on the more fundamental task of fostering intercultural thinking. I assert here that interculturalism in teaching is not about covering multiple cultures; rather it is about working through a dialogue between cultures. A dialogue, of course, requires minimally a party of two. Once that requirement is satisfied, in my view the focus should then be on the dialogue itself rather than on the multiplicity of voices for the sake of inclusivity.
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