e global approach on the other hand requires that education recognize the importance of all the variant cultures and ideologies that all the participants bring to the table (Kim, Clarke-Ekong, Ashmore, 1999). This way they get to retain their cultural uniqueness even as they blend with the mainstream culture.
In the past, the key objective of multicultural education was to address the needs of groups that have been underrepresented in the educational system such as the desegregating institution of higher learning. In the book the multicultural university, (Bowser, 1995) examines some of attributes that would constitute a multicultural educational institution. According to him, the members of the faculties determine the content of education system to ensure cultural diversity is represented they proffer a simple solution: They propose that as long as the teaching staff in an institution is multicultural, the content of the curriculum will be reflect this diversity even after the staff has been changed. With time, different members of staff tasked with curriculum development will gradually enrich its content by factoring in emerging cultural considerations. Such a curriculum will result in what Ameny-Dixon (2004) refers to as cultural competence; this is the ability of an individual to solve problems in different cultural contexts in a variety of ways. The objective of this is to focus on the understanding and learning to negotiate situations where there is cultural diversity such that problems between and among nations can be approached from a point of mutual understating about each other’s culture (Ameny-Dixon, 2004). This is obviously more effective than a situation where the pedagogical system undermines the cultural traditions of one community, in most cases the majority are exalted above those of the minority. However, education should strive to nurture appreciation for the different cultures through strengthening cultural consciousness and intellectual