This paper commences by identifying five major arguments for setting current developments of multicultural education within a more global context. It proceeds to define cultural diversity and to argue its historical and contemporary location and development. Against this background the goals of multicultural education are identified and a conceptualization of ethnic revitalization movements by Banks is briefly described. The central role of national discourse within a context of maximum freedom of expression is urged if an effective identification is to be made of shared values to guide "moral" decisions in a multicultural society. Examples of international instruments are given which could "pathfind" agreement on such moral behavior and the experience of other societies in drawing up Charters of Rights for their citizens and legislative guidelines for their education systems is cited. The paper concludes by reiterating the need for a global dimension in the planning, implementation and evaluation of multicultural education in the United Kingdom. (Author)