Intercultural education has arisen in the last two decades as an intersectional field of academic knowledge and professional development, located at the borders and in the confluence of the multicultural paradigm in the social sciences, the anthropology of education, and other interdisciplinary subfields commonly known as Intercultural Studies. As will be discussed throughout this article, the thematic range represented by the broad topos of interculturality-in-education is not limited to questions about minority groups, but is closely linked to core issues of national identity and broad societal identification processes. Therefore, in order to be able to critically engage in a fruitful, truly "intercultural" dialog between multicultural theorists and activists, on the one hand, and between academic and practitioners' knowledge on diversity, we need a particularly, and constantly, self-reflexive and mutually comparative hermeneutical approach. In this way, we can avoid the traps and bridge the biases of the underlying, but omnipresent, self-fulfilling, and self-essentializing identity discourses in broader national society as a whole. (Contains 1 note and 1 figure.)