The Canadian cultural focus of contemporary education in Canada is examined, with particular emphasis on language arts, literature, and social studies. Conclusions of the first two chapters are that language arts instructional materials frequently present powerful American and British (and only occasionally Canadian) themes; many reading series, especially those adapted from foreign series, do not present Canadian content or a Canadian perspective; but, on the other hand, social studies Canadian content is being inserted into curricula to an increasing extent. The examination of teacher training in the third chapter concludes that cultural context is sorely neglected, partially because many Canadian teacher educators are not Canadians. An exploration of education publishing and curriculum materials selection policies in chapter 4 shows that the market has been restricted to large international publishers who have adopted standard, mass marketing principles. The book concludes with specific recommendations to help education get in touch with the realities of Canadian culture. (RM)