台灣近年來，為因應社會多元化的發展，已訂定不少政策，回應多元文化發展的需求，但也有部分政策未能針對核心的根本問題加以處理。尤其對於文化的本質、文化的意義，及文化的尊嚴，卻不夠深入。漸漸的，多元文化教育也淪為政治的另一種口號。在主流價值，文化霸權的支配下，如何重新找回不因性別、種族和社會階級的差異而能彼此尊重，並藉由理論的建構、政策的形塑、實務的推展，掌握多元文化教育的本土特性，都值得進一步探究。 　　本文以多元文化教育為題，先探討我國多元文化的發展與脈絡，其次針對以我國多元文化教育實踐進行省思，最後提出建構新多元文化教育的可能。本研究認為新多元文化教育是可以積極期待的，但它必須協助師生察覺差異與認同的動態關係，並跳脫普遍主義與相對主義爭辯的框架，才能有助於師生辨識文化發展的多元意涵與文化霸權無所不在的影響，真正落實多元文化教育 的理想。

A Study of the Multicultural Education in Practice and Reflection In the recent years in Taiwan, a great number of policies have been established in response to the trend of social pluralism. However, the essential issues of multi-culture have not been thoroughly addressed such as the nature, the significance, and the dignity of culture. In the mainstream values dominated by cultural hegemony, how are people of different genders, races, and social classes able to respect each other? 　　In this paper, it first looked into the multicultural context in Taiwan, and followed by the reflection of the multicultural education in practice. Finally, it proposed the possibility of building real multicultural education. This study suggested that the real multicultural education could happen if teachers and students were aware of the dynamics of differences and identity, and were not confined by the debates between universalism and relativism. The idea of real multicultural education can be truly realized when teachers and students recognize the meaning of multicultural development and the ubiquitous influence of cultural hegemony.