Despite their political and cultural similarities, Anglosphere countries have developed distinct national multicultural education policies. These policy differences can be understood by examining the interrelated ways these nations domesticated multiple global cultural models over time. First, in response to the model of multiculturalism, Anglosphere nations decided whether or not to adopt official national multicultural policies. Second, in response to the model of neoliberalism, these same nations decided whether or not to centralize control of curriculum and testing. The nexus of these two decisions concerning the institutionalization of multiculturalism and the centralization of schooling created nation-specific trajectories for multicultural education policies.

尽管在政治和文化上有相似之处，但英语国家还是制定了独特的国家多元文化教育政策。通过研究这些国家随着时间的推移驯化多种全球文化模型的相互联系的方式，可以理解这些政策差异。首先，作为对多元文化主义模式的回应，盎格鲁世界各国决定是否采用官方的国家多元文化政策。其次，作为对新自由主义模式的回应，这些国家决定是否对课程和考试进行集中控制。这两个关于多元文化主义制度化和学校集中化的决定的联系为多元文化教育政策创造了针对特定国家的发展轨迹。