The education and socialization of immigrant children and youths is a problem for educators and policy makers around the world, particularly in developed countries. The challenge is to achieve social equality or at least equal social opportunity for minorities; the dilemma is whether the culture of these immigrants should be replaced by that of the majority or consciously preserved. This problem is complicated by the fact that minority members differ in their relationship to each other, their culture, and the majority society. The Council of Europe sees "interculturalism" as the basic concept to guide teachers working with migrant and native youth, but this approach has been interpreted in a variety of ways. West Germans assume that the immigrants will eventually return to their homeland, and provide compensatory schooling designed to aid them during their stay. Sweden and Britain assume that the immigrants intend to stay. Sweden takes a bilingual and bicultural approach, encouraging the acquisition of both Swedish and English; the British regard immigration as a race relations problem, and strongly stress the need for English as a second language. Australia has traditionally been xenophobic, but has recently accepted more immigrants of non-European ancestry. Early policies were essentially assimilationist, but new settlers have developed their own ethnic schools, and there is an increasing understanding of the need for multiculturalism in Australia. In all cases, educators see cultural pluralism as a new challenge for schools and teachers, and are altering their concepts of what schools can and cannot do. (CJM)