The term "muliticulturalism" covers different ideas and approaches. More often multiculturalism approaches the phenomenon using civilization as the main interpretative scheme. From this point of view, multicultural discourse, as well as the educational practices that are based on multiculturalism, start from a statical attestation of the meaning of culture, they codify "differentiation" in cultural differences, writing off other social, class or economic parameters--and at the same time they speak about the need of maintaining those differences in order to keep the continuance of cultural tradition. During recent years, on the above basis, an interest has evolved in the emergence of a critical multiculturalism that can surmount the contradiction, the stalemates and the prejudices of the dominant multicultural speech, taking into account the social, political, economical and cultural conditions of the structures of identity. The present essay explores the intercultural educational policies which is applied today in Greek schools and examines the prerequisites for the development of a critical intercultural education that will lead to a complete change in the way we encounter the formation of identity. (Contains 3 footnotes.)