Abstract
Using data from preservice teachers enrolled in a diversity course in a predominantly White teacher education program, researchers uncovered that diversity education was indeed a catalyst for preservice teachers to increase knowledge of diversity and their understanding of the process of critically reflecting on their teaching and learning practices. The findings revealed that the teachers not only taught with cultural relevance in mind but also adopted a philosophy of education that incorporates social reconstructionism and transformative learning, viewing themselves as social justice advocates for children and families.
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