Curriculum, Identity, and Experience in Multicultural Teacher Education

Abstract

This article reports on the initial stages of an ongoing action research project in multicultural teacher education. Operating from a view of curriculum as the creation of culturally significant domains for conversation based on principles of quality, quantity, relatedness, and manner, the project inquired into how a secondary English methods course centered on issues of cultural diversity and emerging professional identities was taken up by a cadre of predominantly white, middle-class students. The concluding discussion highlights the complexities of a social reconstructionist approach to multicultural teacher education in the absence of extending this focus across programs, coursework, and student teaching placements.