| The purpose of this study was to analyze the development of multicultural concepts, in three immigrant countries with diverse populations (Australia, Singapore, the United States) as they pertain to the implementation and utilization of educational policies. These policies have been scrutinized to determine how the ideology of multiculturalism permeates within specific arenas of life such as, immigration, government and, most importantly, education. Most educational plans of multiculturalism deal with the promotion of cultural and ethnic identification through the curriculum. The rationale of this study extends this concern further by suggesting that the understanding of the dynamics underlying ideological assumptions of multiculturalism and multicultural education policies will contribute to successful participation of students as future educators, business people, foreign and educational policy-makers in a global society. This type of understanding contributes to developing the ability to view the world through diverse lens thus gaining a more proficient international focus and wherewithal to make just decisions. Through the guises of multiculturalism we can examine human interactions based on the forces, urges, needs, fears, and insecurities that forge ahead through systems of interactions such as religion, education and politics. In the historical development of multiculturalism we see the past brought to the present as we continue to investigate the possibilities of the concept to bring about harmony among varying cultures and ethnicities.;The design of this essay involved the comparative analysis of historical documents and educational policies. Documentary research methods were used to arrange and present a historical overview of multieducational policies in each country. Government publications have also been utilized. The cultural issues examined in this study span the time periods from early settlement in Australia, Singapore and the United States and extends to current discourse now referred to as multiculturalism in the contemporary society of these countries.;Conclusions, recommendations and future implications are presented and suggest that ethnic and political struggles of one country are not entirely unrelated to those of other countries. However, differences in resolving the conflicts are evident. The similarities and difference are relative to the development of immigration, concepts of democracy, ethnic resistance to monoculturalism, language policies, economic advancements, problems involved with national educational policies and implementation issues. Despite the many disgruntles regarding multicultural elements and terminology, this idea seems far from being eliminated in the discourse regarding educational policies. |
