ABSTRACT
Scholars and educators should be cognizant of different definitions of multicultural education, be aware of how the discourses of diversity and multicultural education are constructed in different contexts, and be willing to consider how these ideas influence school practices and teacher beliefs. This chapter focuses on how the Singapore education system emphasizes the principle of harmony as a pedagogical goal. It examines how the Singapore government has articulated the concept of harmony in national public discourse and investigates the implications of the state incorporating this concept as an educational goal for multicultural education. In addition, the chapter highlights the significant role of the nation-state in establishing dominant national discourses that influence how multicultural education concepts, such as harmony, are framed and taught in schools.
