ntercultural dialogue has emerged in the first decade of the twenty-first century as a major means for managing diversity and strengthening democracy. The European Ministers of Education met in 2003 to witness and sign a declaration on intercultural education in the new European context. In the declaration the Ministers of Education reasserted the symbolic value of democracy as the underlying reference value for all states and, noting the diversity of European societies in terms of ethnicity, culture, languages, religions and education systems and the social conflicts and disagreements that result from different value systems, placed their hope in intercultural education as the means to avoid the worst excesses of globalization, especially exclusion and marginalization, and the problems of xenophobia and racism that afflict European societies. The declaration noted, in the context of the Council of Europe’s work for over fifty years on theory and practices on the development of education for democracy, including human rights education, the role of intercultural education in maintaining and developing the unity and diversity of European societies (Besley & Peters, 2012). This symposium uses the site of Cadiz to explore the idea of intercultural educational philosophy, the relations among place, culture and dialogue, the philosophy of the city, the basis for reimaging the self and others, and reclaiming the Mediterranean.