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The paper summarizes the works of the most prominent theorists of the multicultural education at Czech schools since its integration into the Framework Education Programmes, at which point the handbooks by J. Průcha were usually used by Czech teachers, through the partial works by e.g. D. Švingalová, E. Cílková, P. Schönerová or V. Jirásková all the way to the reflection of the changing concept by J. Buryánek, J. Balvín, L. Gulová or J. Hladík, and, finally, the critical approach, reflected in the works of D. Moree, P. Morvayová or M. Kaleja. The study aims to point out that the approach of the teachers and the academicians towards the multicultural education referred to as “culturally standard” by D. Moree prevails even though it has been facing criticism expressed in the works of numerous authors, either reflected in the willingness to include a wider range of topics such as those related to ageism, gender, social exclusion, physical and mental disability etc. or manifested in an emphasis on the training of undergraduate teachers and the development of their multicultural competencies within further education of pedagogical staff.