ABSTRACT In view of the primary challenges facing contemporary society, such as globalisation and interdependence, the author reflects on the question of what the most appropriate educational policy and pedagogical approach is: transcultural education, multicultural education, or intercultural education. Based on historical developments in the US and in Europe, he first presents a terminological and semantic clarification. Then, considering the existing terminological confusion and misunderstandings across the world and disciplines, he underlines the urgency to develop a shared terminology. He proposes to use the adjective ‘multicultural’ in descriptive terms (societies are multicultural) and applies multicultural education as a strategy for improving knowledge about and respect for ethnic and cultural diversities. The concept ‘intercultural’ should be utilised in reference to intervention, where intercultural education is viewed as an activity in which one engages in interaction: encounter, contact, dialogue, and conflict management. In his opinion, nowadays, intercultural education also has to include new challenges and different forms of diversity, including neoliberalism, climate change, power, and special needs.

中文翻译：

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多元文化主义失败了吗？让我们开启跨文化时代来面对多样性问题

摘要 鉴于当代社会面临的主要挑战，例如全球化和相互依存，作者反思了最合适的教育政策和教学方法是什么的问题：跨文化教育、多元文化教育或跨文化教育。基于美国和欧洲的历史发展，他首先提出了术语和语义的澄清。然后，考虑到世界各地和学科中存在的术语混乱和误解，他强调了开发共享术语的紧迫性。他建议在描述性术语中使用“多元文化”这个形容词（社会是多元文化的），并将多元文化教育作为一种提高对种族和文化多样性的认识和尊重的策略。“跨文化”的概念应该用于干预，其中跨文化教育被视为一种人们参与互动的活动：相遇、接触、对话和冲突管理。在他看来，如今跨文化教育还必须包括新的挑战和不同形式的多样性，包括新自由主义、气候变化、权力和特殊需求。