This essay compares and contrasts the educational movements of three nations--the United States, Mexico, and the Soviet Union--established according to Eurocentric cultural values. In each country, mass education was undertaken to help produce an assimilative national culture during formative periods characterized by instability. In two of these…

The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were…

Drawing on my work in the U.S., I briefly discuss four related hallmarks of teaching for social justice in diverse classrooms, supported by research on their impact on students. They include explicitly recognizing and working with students' culture as a basis for learning, teaching key concepts in the curriculum through content and examples drawn…

Diversity and multicultural education is fast becoming the norm. Race, gender, ethnicity, ability, language, culture, socioeconomic class, family configurations, interests, or combinations of these produce enormous diversity issues. The refection of this huge sociocultural diversity--children coming from different ethnic backgrounds--has…

Reflecting on her experiences as an educator over the past four years, the author realizes that the Center for the Study of Border Pedagogy (Bord Pedagogy) has profoundly shaped her vision for education, significantly changed her instructional practice, and effectively focused her efforts for social justice and equity in multicultural schools.…

For decades, educators and researchers have observed practices of educational inequality in U.S. schools. In a multicultural democracy, schooling without educational equality constitutes injustice. This article explores the limitation of the current traditional teacher education in preparing highly competent and socially conscious teachers needed…

Many educators are committed to multicultural education and are constantly seeking an inclusive curriculum voicing the diversity of the many cultural groups in the United States. The influential work of James Banks (1981, 1997, 2001) has encouraged a generation of educators to design a multicultural curriculum. Yet while this task remains an…

Many teachers teach undergraduate and graduate teacher education courses that include a cultural hodgepodge of future teachers who differ not only in ethnicity, but in age, sexual preference, religion, language, and a host of other microcultural areas. Occasionally it is clear within the first couple of class sessions that these groups are…

The current study is a replication of the author's unpublished dissertation conducted almost twenty years previously in a public school in Scranton, Pennsylvania. Census 2000 indicated a growing cultural diversity in populations entering the Scranton area, however, it continued to show strong evidence of White Ethnic groups. As with the original…

A critical issue in teacher education today is the mismatch between racially homogenous teachers and students from increasingly diverse cultural backgrounds. In the United States, the student population is becoming more diverse while the teaching force is becoming increasingly monocultural, white, and middle class. Current data on the teaching…