Abstract
This paper discusses the findings of a study on how prospective teachers respond to the social difference they encounter in educational discourse and in the public schools. Despite the pessimism of most research on the issue, this study argues that there are always some individuals who desire to implement multicultural social reconstructionist education (MSRE). This paper portrays 3 teacher candidates who range in their positions on 3 signposts indicative of support for MSRE: identification with social justice; support for critical pedagogy and MSRE, and; desire to learn more about the effects of social domination. The paper urges Faculties of Education to become more aware of prospective multicultural educators' positions and to encourage their development.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
