Transcending and attending to difference in the multicultural classroom

In this Paper, I hope to reconcile two conflicting moral ideals within the multicultural classroom. I argue that increased attention to cultural difference in both education and moral philosophy is vitally important, but that it should not undermine the value of generalised respect, which grounds formal equality. I argue that an intersubjective account of respect explicitly integrates the generalised and particular moral perspectives, and thus serves as an ideal for interactions in the multicultural classroom. Through the analysis of two examples, I show, that both forms of respect are logically dependent on one another and have a mutually supportive place in the practice of teaching.