Abstract
The paper examines the role of preservice teachers' backgrounds in the inclusion of a multicultural education perspective in the teaching of secondary social studies. A case study approach is used involving two social studies preservice teachers with widely different background experiences and beliefs in relation to cultural diversity. Background experiences are viewed as having explanatory value in the preservice teachers' receptiveness to a multicultural teaching perspective.
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Smith, R.W. The Influence of Teacher Background on the Inclusion of Multicultural Education: A Case Study of Two Contrasts. The Urban Review 32, 155–176 (2000). https://doi.org/10.1023/A:1005133815768
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DOI: https://doi.org/10.1023/A:1005133815768