This article proposes a brief investigation of Italian interculturalism(s) as documented by scholarship, relevant policy documents and teaching textbooks, and presents some key practical issues relating to the integration of students of immigrant origin. The authors then analyse the 2008 "White Paper on Intercultural Dialogue"'s core concepts and their possible illumination of Italian educational discourses and practices. The authors' analysis of different versions of Italian interculturalism(s) confirms the prominence of culture as its main pillar, while the issue of equity and equality is clearly neglected. The argument here is that a balanced conception of interculturalism, which recognises the "second pillar" of equity, may prove to be a clearer message for teachers and practitioners. An equity-focused interculturalism will also fully acknowledge the right to education in all its practical forms. In addition, a policy of recognition based on both culture and class dimensions would prove more coherent and efficient in strengthening processes of integration. (Contains 6 notes.)