This volume is the latest in the Languages for Intercultural Communication and Education series. The concept of interculturalism that underlies the editors' perspective emerged largely from the foreign language education context, but in this volume, it is applied to the case of citizenship education in a number of cases. The case studies are made especially strong by the inclusion of what can best be termed an ethical or moral perspective; ultimately, as the editors note, “an intercultural perspective on citizenship education also identifies ethical issues more clearly” (p. 3). Included in the volume are both theoretical rationales for intercultural citizenship education (especially Byram's excellent and powerful chapter, “Developing a Concept of Intercultural Education”) and a wide array of case studies, most from Asia and Europe. Interestingly, the major gap in the volume is the complete absence of Africa (and, indeed, of Latin America, save Mexico) from the cases explored—a gap that one hopes will later be filled in the literature inspired by this work.

This volume is divided into three broad sections: In the first section, the authors address questions and dilemmas related to identity as well as the challenges these questions and dilemmas pose for education; the second section focuses on citizenship education and language and the challenges posed by linguistic diversity for citizenship education. The final section of the volume offers a new definition for what citizenship education can mean for various types of emergent societies. This work is a thoughtful and well-written contribution to the literature, and the editors and authors have done a remarkable job of tying a number of complex and potentially frustrating issues together in a cogent and understandable manner.