At the heart of multicultural teacher education is the concept of justice. To understand justice, preservice teachers must understand injustice. Segregation by race and social class is perhaps the most egregious of all the educational injustices that mock the professed core values of America as a democratic society. In fact, segregation is related to most all the other manifestation of educational injustice that characterize the educational system in the United States such as the achievement gap, the inequitable funding of schools attended by most children of color and poor children, the overplacement African American, Latino, and children with limited English proficiency in special education and lower level curriculum tracks, and the underrepresentation of these same children in gifted and advanced placement classes. The plain truth is that beneath the surface of segregation lies bigotry--bigotry based on race and social class more so than on any other factors of difference. No child is responsible for the race and social class into which she or he is born, and no child should bear injustice because of these factors. It is imperative that multicultural teacher education programs enable preservice teachers to understand what constitutes both justice and injustice in the American educational system. Thus, it is equally imperative that the teacher education curriculum include a well-formulated knowledge base on segregation, desegregation, and resegregation that enables an in-depth analysis of the policies and political, social, and judicial processes that have initiated a reversal of the 1954 "Brown v. Board of Education" decision. To achieve this end, teacher education must employ critical pedagogies that facilitate the process of pursuing truth through multiple perspectives and the peeling away of layer after layer of lies, myths, and untruths constructed by the privileged classes who have had sufficient power to undermine the intent of the 1954 "Brown" decision. (Contains 1 footnote.)