本文共分成三個方向探討，首先從自由主義與社群主義對個人自我的對抗中，引出涉及多元文化的爭議;接著從「差異政治」與「肯認政治」論多元文化，並探討兩者對偏遠地區弱勢族群教育照顧實務中的議題，分別提出補償式的類型、差異性適應的類型、肯認式的類型、通識性的類型、反省式的公民教育類型等五類所涉及的教育爭議，如何調合其對「差異性」與「共通性」的歧異。最後從「差異政治」與「肯認政治」論多元文化對偏遠地區弱勢族群照顧之具體實踐，提出以下建言:
一、當該社群之文化為主流的強勢文化時，應致力於「多民族教育」
二、涉及經濟上的不平等，需依賴一個社會合作的體系，以營造經濟自「肯認」是最基本的多元文化教立。
三、當學校社群之文化為邊陸文化時，育觀。
四、多元文化教育可以是一種通識性的教育。

This essay will analyze the multi-culture in three prospective. First，the controversy caused in the opposition between liberalism， communitarianism and ego in multicultural issues. Second， the influence of politics of difference and recognition in multi-culture and the relationship in the practical education of minority group in remote area. Fivedifferent educational types are brought out， including: compensation， difference adaption， recognition， general and reflection civic education. Thecontroversies in education will be discussed in order to balance the irreconcilable difference and similarity.Third， after understanding the actual influences of multi-culture in minority groups' education， the essay provides four suggestions:
A. Ifthe culture in the community is a strong major culture， multiethnic education should be focused.
B.A social-corporative-system is needed to overcome the ijustice economic situation， also to pursue selιsupporting economy.
C. Use recognition education when the edge culture became the culture in school and community.
D. Multicultural education can be seen as general education.