Presenting and representing the world to the students is a foundational issue in educational research (Mollenhauer, 2006). Recently, Gert Biesta (2021) has called for a world-centered education, encouraging teachers to turn the pupils' gaze toward the world, to be educated by the world itself. However, introducing the student to the world within increasingly diverse societies and educational settings constitutes a challenge to national educational systems. From the perspective of intercultural education and post-colonialism, the domination of Eurocentric orientations might result in unfair and exclusion conditions for minority pupils in schools (Banks, 1993; Bennett, 2001). With the words of Willbergh and Aasebø (2022), representing the world in multicultural classrooms might generate "the multicultural paradox": should teaching represent the perspectives of particular minority groups to provide recognition, inclusion, and empowerment, or should teaching rather aim at representing universal aspects in teaching, where culture, race, privilege, etc. are irrelevant? This essay will investigate the foundational question of how we are to represent the world in multicultural schools and societies, thus facilitating Bildung processes for all children. Although we acknowledge the difficulty in defining the social and cultural world in an inclusive manner in multicultural schools, we will argue that this is an essential feature of good education and that conscious selection of content and teaching materials should be at the forefront of educational practice today. The essay concludes that we need to focus on the teacher as an agent of inclusion and Bildung, exercising judgment in the encounter between the curriculum and the multicultural pupils. As a further development of the concept of educational tact from educational philosopher J. F. Herbart (2012), the essay calls attention to the necessity of teachers developing what we conceptualise as multicultural tact. Regarding our theoretical framework, we position ourselves within the discipline of general pedagogy (Allgemeine Peädagogik) and the European Bildung tradition. Although theories of Bildung are manifold, we acknowledge that Bildung concerns the result and the very process by which subjects encounter the world through education. In this frame, we understand inter/multicultural education as an epistemologically and theoretically complex field (Holm & Zilliacus, 2009). Started as an ethical-political project in the context of International Organizations, it aims at developing peaceful coexistence in contemporary pluralistic societies and mutual exchange between different cultures.

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