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This paper is a response to Mark Halstead's communitarian argument for a curriculum which includes education for cultural attachment. In particular it explores the difficulty of combining education for cultural attachment with education for democratic citizenship and cross-cultural understanding wherever the cultural attachment excludes the culture of liberalism. Halstead bases his proposals on a view of minority communities as separate and distinct cultural entities each determining the way of life of its members. This paper concludes by offering a different view of culture and identity, one which suggests a curriculum for going beyond culture.