Originating several decades ago in Anglo-American countries like Canada, Australia, the United Kingdom, and the United States, “multiculturalism” in education, and in broader society, has now become a worldwide norm (Kymlicka, 2005; Bromley, 2009; Meyer, Bromley, and Ramirez, 2010). Recognition, even affirmation, of, and respect for, diversity are now expected of nations who claim to adhere to international standards of human rights and modern education. In Korea, since the mid-2000s, references to “multiculturalism” have proliferated in the media, in academic scholarship, and in policies for newcomer incorporation and for education (Han, 2007; Cho, 2010; Hong, 2010; Lee, Jae-Boon, 2010). Yet, multiculturalism as a policy remains confusing, problematic, and, often, controversial wherever it is adopted. This is because its meanings can vary, its implementation is difficult, and, even in its most limited forms, it reflects and advances unsettling social change. Moreover, multiculturalism is always pursued in the context of specific social divisions and conflicts that characterize particular national societies.