Intercultural dialogue is a concept and discourse that dates back to the 1980s. It is the major means for managing diversity and strengthening democracy within Europe and beyond. It has been adopted by the United Nations, UNESCO and the Council of Europe as the basis for interreligious and interfaith initiatives and has become increasingly associated with a liberal theory of modernity and internationalism that presupposes freedom, democracy, human rights and tolerance. It is now the dominant paradigm for "cultural policy" and the educational basis for the development of intercultural understanding. Governments have placed their hope in intercultural education as the way to avoid the worst excesses of globalization, especially exclusion and marginalization, and the problems of xenophobia and racism that afflict European societies. "Interculturalism, Education and Dialogue" is an international collection by renowned scholars who examine the ideological underpinnings of the European model and its global applications. It explores the historical, philosophical and educational dimensions of intercultural dialogue. This book contains the following: (1) Introduction: Interculturalism, Education and Dialogue (Tina Besley and Michael A. Peters); (2) Western Models of Intercultural Philosophy (Michael A. Peters); (3) Averroes Revisited: Intellectualism, Interculturalism and Dialogue in Medieval Spain (Driss Habti); (4) Winking at the State: Social Drama and Multicultural Claustrophobia (Peter Murphy); (5) Education as Dialogue (Tasos Kazepides); (6) Narratives of Intercultural and International Education: Aspirational Values and Economic Imperatives (Tina Besley); (7) Intercultural Dialogue and the Dialogism of Life: Education for Transformation (J. Gregory Keller); (8) Toward Shared Values: Self-Other Dialogue and the Cultural Pedagogy of Concepts (Inna Semetsky); (9) A Pedagogy for Global Understanding Understanding--Intercultural Dialogue: From Theory to Practice (Nina L. Dulabaum); (10) Seeking a Common Language: European Citizenship and the Governance of Dialogue (Naomi Hodgson); (11) Intercultural Dialogue: Cultural Dialogues of Equals or Cultural Dialogues of Unequals? (John Igbino); (12) The Council of Europe's "White Paper on Intercultural Dialogue": An Analysis Using the Ethic of Care (Michalinos Zembylas and Vivienne Bozalek); (13) Intercultural versus Interreligious Dialogue in a Pluralist Europe (James Arthur); (14) Teacher Competences for Diversity: Becoming Ethical and Responsible (Julie Allan); (15) A Cooperative School Model to Promote Intercultural Dialogue between Citizens-to-be (Danielle Zay); (16) Intercultural Dialogue and Ethnography: On Learning about Diversity in Italian Multicultural Classrooms (Francesca Gobbo); (17) Recognition, Interculturalism(s) and Schooling in Italy: A Critique from an Equity Perspective (Monica Mincu and Maurizio Allasia); (18) Possible Orientations of the European Dimension in Romanian Educational Policy (Roxana Enache); (19) Fostering Intercultural Dialogue in Tourism Studies: The Case of Latvia (Ineta Luka); (20) Literacy and Empowerment: Swedish Children from Diverse Backgrounds Defeating the Statistical Trends (Ulla Damber); (21) Explorations of Intercultural Dialogue from a Chinese Perspective (Xiaoping Jiang); (22) Interculturalism in Practice: Quebec's New Ethics and Religious Culture Curriculum and the Bouchard-Taylor Report on Reasonable Accommodation (David Waddington, Bruce Maxwell, Kevin McDonough, Andree-Anne Cormier, and Marina Schwimmer); (23) Intercultural Dialogue, Education and Transformation: An African Perspective (Peter Rule); (24) Intercultural Understanding and Social Activism Initiative in the Western Suburbs of Chicago (Sammer Zehra); (25) Reframing Globalism: Dialogue and Difference in the Classroom: Muslim Students in New York Schools (Shaireen Rasheed and Linda Welles); (26) Intercultural Education Challenges Democracy (Robert K. Shaw); and (27) Human Dignity and Humiliation Studies: A Global Network Advancing Dignity through Dialogue (Evelin G. Lindner, Linda M. Hartling, and Ulrich Spalthoff).