Multicultural education in Australia is believed to serve two main purposes: on the one hand, prepare all students to live in a multicultural society; on the other hand, ensure equal future opportunities for migrant and native students. Besides, multicultural education encompasses several dimensions. James A. Banks, one of the most influential and renowned multiculturalist, outlines five of them: integration, knowledge construction, prejudice reduction, equity pedagogy, and an empowering school culture (Banks, 2003). These dimensions additionally emphasize the multifaceted and broad nature of multicultural education. Yet, it will be misleading to forget that the concept remains a relatively new one that continues to change: the key question is whether multicultural education is still relevant these days or new challenges produced by modern society has gradually turned it obsolete
The answers given to this question vary amazingly. Many believe that multicultural educational policies help students develop new human capabilities and new identities in order to properly respond to the increasing need to recognize cultural diversity.