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"More than I Bargained For": Confronting Biases in Teacher Preparation

This paper presents the cases of four preservice teachers enrolled in a critical multicultural education course during Spring 2000, showing how the readings, cross-racial dialogues, and journal reflections that were part of the course helped students, for the first time and irrespective of race and gender, discuss their experiences and question personal views on race, class, gender, and sexuality. Throughout the semester, student teachers read and discussed topics that challenged their thinking about race, class, gender, and sexuality. Each responded differently, but each delved deep into his or her consciousness in an attempt to understand the readings and one another.

• Contributor: Otoya-Knapp, Karina

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• Network/channel: Technology Applications for Learning

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