Introduction Such concept as multiculturalism is nowadays often used by educators and policy-makers. Although in popular opinion, it is usually associated with tolerance, yet John Friesen defines it as the acceptance and respect for people of different cultures, linguistic backgrounds, and racial origins (Friesen 1995, p 177). Currently, there is a debate about the necessity to include multiculturalism in school and how it can be done (Friesen 1995 p. 173). These questions are particularly important for Canadian society which is extremely diverse in terms of culture, race, and language. This paper will examine the connections between the process of socialization and multiculturalism. In particular, it is necessary to explain the roles played by school and families in the upbringing of a child, especially if we are speaking about appreciation of other traditions, values, worldviews, and so forth. Secondly, this essay will evaluate the advantages and disadvantages of school-based socialization. This discussion will identify the challenges that teachers and parents should expect. The responsibility for fostering understanding of cultural diversity The first aspect that should be analyzed is the necessity to foster understanding of racial and cultural diversity. This task is closely related with the process of socialization or the formation of a person’s identity, value system, beliefs, attitudes, and behavior norms. At this point, policy-makers and educators attempt to determine whether parents or schools should be responsible for promoting multicultural values. It seems that this task requires joint collaboration of these players. Previously, the socialization of a child was primarily parents’ responsibility; yet, as it is argued by John Friesen this process has “moved into the public sector” (1995, p. 174). On the whole, Canadian society has long realized the necessity for multiculturalism. The existing legal, political, and educational frameworks are aimed at performing the following functions: 1) to raise children’s awareness about cultural differences; 2) to promote cross-cultural respect; and 3) to eliminate prejudice, intolerance, or racism (Friesen 1995, p. 176). These objectives can hardly be attained without active participation of teachers and parents. One should bear in mind that families and schools are the main agents of socialization. They shape the behavior of children or adolescents, form their values or attitudes. Provided that they do not take part in the process, children will be left to their own devices. Their perceptions of race, culture, or ethnicity will be shaped by mass media and peers. The influence of these socialization agents is not always beneficial. The cooperation of educators and parents can produce much better results. This is why one should view them as partners, rather than some separate entities. To some degree, this promotion of cultural or racial respect can be similar to deliberate indoctrination. However, it has several distinct features. The term indoctrination is usually interpreted as unquestioning acceptance of a certain ideology or worldview (Magnell 1998, p. 59). The crucial distinction is that educators must prompt children to certain views about racial differences, cultures, religions, and so forth; yet, the teachers must not force students to certain con