Abstract
Abstract Constructivist philosophical orientations can provide the foundation for teacher education programs that address cultural diversity. The view of knowledge and reality as human construction, value-laden, and embedded within social context leads to a respect for diverse cultural perspectives. Constructivists can make a conscious choice to examine and value democratic principles that actually lead to the empowerment of all groups of citizens. Social reconstructionist teacher education is an example of a teacher preparation philosophy that implicitly follows constructivist principles. Social reconstructionists have recognized that preservice teachers enter education with their own constructed realities and must be involved in the examination of their own culturally based beliefs as well as the historical and cultural context from which schooling has emerged. These constructivist orientations can lead to the reconceptualization of teacher education and a truly democratic response to cultural diversity.
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