The contemporary discussion on the topic of multicultural education in the Canadian literature relates questions of race, ethnicity or culture to public schooling, with little attention given to the area of teacher preparation. In this study we review the political and social background of multicultural education. This study notably presents the results of a 42 item survey of pre-service teachers' perceptions of: (a) the concept of multiculturalism and; (b) the adequacy of their training for multicultural classrooms. / The pre-service teachers also examine their curriculum for multicultural content. This is followed up by a content analysis of the respective programs by the researcher. / The implications of this exploratory study are especially valuable for teacher training institutions. As multiculturalism is a fact of Canadian society, it is logical to educate our future citizens in accordance with this reality. Institutions are failing to prepare teachers for today's society if they are not providing courses in multicultural education.

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This study presents a series of empirical tests of two influential theoretical perspectives on the industrialization and modernization of polyethnic societies. On the one hand, the functionalist perspective predicts that cultural diversity and pluralism will decline, that group inequalities will decrease, and that communal conflict should become less likely over time. The communal competition perspective, on the other hand, predicts that cultural diversity and pluralism will not necessarily wither away, that group inequalities will not inevitably be reduced, and that communal conflict is a possibility at any point in time. / Hypotheses derived from these two perspectives are tested using survey data on French-English relations drawn from the 1970-71 Quebec Social Movements Study. Part of the thesis is an update and replication of the benchmark study of Roseborough and Breton (1971). / The study provides an examination of the structure of the belief system of a segmented society, and contributes to a systematic assessment of the relative utility of the two theoretical perspectives for an understanding of social change in plural societies.

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