Multiculturalism is more accurately described as multiracialism in Singapore as the government classifies everyone based on four racial identities according to one's paternal line: Chinese, Malay, Indian, and others. Exploring the principle and practice of multiracialism in Singapore schools, this article points out that the surface culture approach is adopted, where emphasis is on learning observable and shared cultural manifestations, such as the food, attire, and religious and cultural festivals of the three “races.” Arguing that the surface culture approach is inadequate for students to develop cultural competence, this article proposes the adoption of a dialogical education that underlies surface culture and deep culture. Through practical dialogue and critical dialogue, students are encouraged to go beyond race to deep culture matters in terms of the underlying beliefs, values, and assumptions that motivate the behavior of others.
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