The conception of multicultural education is created in the 1960 s. Since then, it has been changed, revised, re conceptualized in a constant state of evolution both in theory and in practice. Although different teachers may have different definition of multicultural education, most of them will agree that the differences between traditional education and multicultural education is based on whether to present multiculturalism in the classroom. As Lu, Min-Zhan states in his essay, "Conflict and Struggle: The Enemies or Preconditions of Basic Writing?" , "[S]uch a process of conflict and struggle is a source of pain but constructive as well"{888}. That is to say, in the multicultural classrooms, different cultures make the education process full of cultural conflict and struggle which can be either helpful or painful. But why cultural conflict and struggle are either helpful or painful? How to make them helpful in the classroom? In what follows, I examine why cultural conflict and struggle are painful in traditional education and why multiculturalism is needed in the classroom.

The conflict and struggle resulting from different communities, in particular between the different cultures, can be found almost everywhere in society. For example, there always exists conflict between people who come from different countries, have different religions or speak different languages. Even in English-speaking people, there exists the cultural conflict between Canadians and Americans though many people think they are the same. As we all know, this conflict and struggle also exist in the classroom. Therefore, how to deal with cultural conflict in the total learning process is a challenge to those teachers who face different culture students.