Australasia and South East Asia . Chapter 2, on Australia, deals with policy changes, particularly those relating to multiculturalism, languages other than English, and racism. Chapter 3, on New Zealand, is light on details about teacher education programs. The authors argue for language policy covering community languages as well as English as a second language, but they do not deal with teacher preparation. Chapter 5, on the Netherlands, shows that there are strong policies on instruction both in the first language and in Dutch as a second language.
Cultural minorities are underrepresented among primary teachers.
Chapter 7 explains that in Spain there is considerable diversity, which includes gypsies. Attempts to deal with intercultural issues, racism, and civic education are recent and underresearched. Chapter 8 highlights the linguistic and religious diversity of Romania, much of which has existed since the Middle Ages. Conversely, theorizing multicultural education is strong, and some programs are working. In the final chapter, Cushner concludes that there are common issues emerging from the 13 brief and probably contestable overviews.