This chapter discusses the motivation and framework for the contributions in this book. It describes the purposes and features of multicultural education to re-center strong equity-based student-teacher relations as a basis for curriculum change that thrives on cultural pluralism and values of mutual respect, peace and harmony (Lee & Kennedy, 2024). It argues for the need to “decode” multicultural education in Asia, critically appraising assimilation-centered curricula, cultural traditions, hegemonies and neoliberal-driven reforms. The effects of these often place learners at the crux of education systems that simultaneously respond to national cohesion/integration interests and cultural diversity and inclusion agendas, as evidenced in the tensions observed in student experience, education policies, school curricula and teacher-student relations.