As forced and elective immigration trends are changing the composition of societies and the educational systems within them - bringing a rich diversity of cultural experience to the teaching/learning process - diaspora, indigenous, and minority groups are looking more and more for ways to sustain their cultures in the context of wider socio-political influences. This volume is a first opportunity to consider critically multicultural efforts in dialogue with educational options that are culturally particularistic but at the same time tolerant. Academics will find this an excellent reference book. Practitioners will draw inspiration in learning of others' efforts to sustain cultures, and will engage in critical reflection on their own work vis-a-vis that of others. Teachers will realize they do not stand alone in their educational efforts and will uncover new strategies and methodologies through which to approach their work.