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The paper examines the theoretical position of intercultural educational studies. It begins by stressing the vital importance of intercultural education and the progress that has been made in recent times. It then turns to the terminological shift that occurred two decades ago, from multicultural to intercultural education, which was accepted unquestioningly at the time. Retrospectively, we might ask what was the discursive strategy of this lexical change. Did it not serve to disguise the realities of much cultural interaction: conquest, slave trade, genocide? What are the theoretical (as distinct from the moral) premises of intercultural education?