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"Representing the precarious moment in Canada, Ireland, Australia, the United States and the United Kingdom, the essays in this collection address these questions and both depict and trouble hegemonic multicultural education and contrast it with its supposed successor regimes."

"ABSTRACTThis paper is an attempt to theorize a conceptual framework for Korean English education in response to the contextual need that South Koreans are facing in the age of neoliberal globalization. As an impact of globalization, the influx of foreign people and cultures has made South Korea a growing multicultural society. However, Koreas response to globalization does not reflect the multicultural aspect of its local context, considering the nationality and ethnicity of foreign residents in South Korea. By critically examining multicultural practices in Korean society portrayed in the media and in English pedagogy, which emphasizes linguistic competence and Western superiority in the name of achieving global leadership, this paper provides a critical multicultural insight that can help reshape educational goals for Korean English education. This paper highlights the importance of raising a socially just global consciousness for Koreans by incorporating critical multiculturalism into English education. Practical pedagogical implications for English teachers will also be drawn."

"Multiculturalism in Indonesia is predominantly concerned with various regional cultures in the country, which continue to exist, and in some cases, to develop andprogress. These cultures meet and interact in the context of a unitary national, Indonesian culture. There are however people who or whose ancestors originate from outside Indonesia, the major ones being Chinese and Arabs. They brought with them the cultures and mores of their lands of origin and to varying degrees integrated them into those of the places they adopted as homes. This article discusses how the Chinese who opted for Indonesian citizenship and nationality, fared and fare in Indonesia?s multicultural society, what problems slowed themin their path, and what lies behind these problems."

"Ideally, multiculturalism is good cultural integration model for Indonesia, the largest archipelago country in the world with a population of about 250 million, but realistically, today's world in which it exists has been hegemonized by power relations in political, economical and practical terms. The five letters-POWER-has disturbed and hurt its cultural integration creating social conflicts among some ethnics and/or religious groups in the country, especially in the fifteen years of decentralization and regional autonomy policy implementation. Action approaches, \-vithin which power is the central dominant, open up new challenges since it embodies power relations and contestation. Neoliberal capitalistic economy is recognized and preferred in the world by any measure while capital networking becomes more relevant and important in our present era as those who do not belong to any network '"'ill be in a disadvantaged position. This paper would elaborate that Indonesia has been coping with the socio-cultural impacts of the faster changes locally, nationally and globally. Its cultures respond differently to the changes and this increases new plurality of social life, but at the same time, unfortunately, its national or state laws have developed not as fast, and it is quite often they are left behind. Multiculturalism has hardly contested with global materialistic-capitalistic domination which is brought about by power hegemony."

"In Indonesia, as elsewhere in Asia, education will inevitably play a key role in the national development experience as the twenty-first century unfolds. Not much international attention is paid to how the education sector is faring in Indonesia, but that is not because nothing is happening. The past decade has seen major changes in the structure of the education system and in the schooling trajectories of Indonesian children and adolescents. The administration of primary and secondary education has been decentralized to the regions. A new paradigm of school-based management has been introduced. Public spending on education has finally reached one-fifth of total government spending, as required by law. But although enrolment rates at all levels continue to increase, the quality of education remains low and has not improved, and the tertiary sector continues to experience problems of autonomy and unsatisfactory performance."