Abstract
This paper makes the argument that education systems in Europe must maintain a concern for the function of education in maintaining intercultural social stability. Social stability is related to economic stability and inclusion for economic success on its own is no guarantor of social peace. To perceive the education system mainly in economic terms, as is happening in many European states, is likely to be a source of future trouble, both for schools and the states within which they are located. If key intercultural issues are ignored in schools, desired societal economic ends are likely to be thwarted. In particular in this article, the teaching of history is examined, the argument being made that at least three potentially differing histories can be present in most classrooms in European schools. Failure to deal with this plurality can lead to educational and social exclusion, leading to inter‐group misunderstanding and hostility.
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