The World’s framework is radically changing as traditional historical, geographical and political barriers are vanishing. Techno- logical developments coupled with political and economic transfor- mations are reshaping the international order.
Globalisation and the expansion of technological communication networks have had a direct impact on the perception and development of cultural identification. Societies are today definitively multicultural with intensifying cross- cultural interactions. The perception and development of cultural iden- tity is also changing into a more heterogeneous frame. This is reflected in the shifts from monoculturalism to multiculturalism and finally to interculturalism.
The purpose of this paper is to briefly analyse the complex and inter- related concepts of nationalism, cultural identity, monoculturalism, multiculturalism and interculturalism and their bearings on educa- tional thought and practice in. Monoculturalism is outmoded; Multi- culturalism, on the rise during the 70’s and 80’s, is increasingly criti- cised on the basis of failing to achieve cultural integration. Intercultur- alism, as an alternative to multiculturalism, is strongly advocated by Quebec and calls for convergence among the different cultural groups. These shifts have strong bearings on education thought and practice. Key-words: Monoculturalism, multiculturalism, interculturalism, Cul- tural identification, Global changes, Education, Teacher training.