This article questions the importance of recognizing elements of an antiracist and anti-discriminatory approach in intercultural education and citizenship education in the school setting. By examining the specifics and relationships of the antiracist approach with inter- or multicultural education and citizenship education, the article first presents the “value added”, the criticisms it receives, and a comparison of its presence in Québec and Ontario schools. For Québec, the article briefly describes policies and practices at the elementary and secondary levels using the results of a study on antiracist education in French-speaking Montréal schools by Potvin, McAndrew and Kanouté (2006). In Ontario, the analysis is more general and examines the report by the Royal Commission on Learning (1995) and on the only antiracist policy (Ontario Ministry of Education, 1993), which originated under a New Democrat government. In conclusion, some prospective elements underscore the need to introduce the elements of an antiracist perspective in citizenship education courses.