In this collection of articles, Geneva Gay invites readers to make educational equity and excellence for "all" students a reality, not just an ethic or an ideal. Through teaching narratives and pragmatic examples, Gay illustrates that a combination of ideology, ethics, personal commitment, and praxis on the part of educators is essential…

This article looks at the legacy of the Brown v. Board of Education decision, discusses the formative stages of multicultural education, and explains the shifting contours of multicultural education, along with some reasons for these developmental changes. It explores two specific domains of multicultural education--curriculum desegregation and…

Desegregation generally has not produced equal educational opportunities and outcomes for culturally diverse students. A dual system of access to knowledge and accountability has emerged. Third-generation curriculum reform should support second-phase ideological principles embedded in multiculturalism, pluralism with equality, and school…

Suggests that understanding different conceptual models of curriculum making will increase the effectiveness and rationality of the development process. Presents four commonly used models of curriculum development: empiricism, rationalism, pragmatism, and humanism. (Author/JM)

Presents rationale for the study of ethnic pluralism in social studies education and suggests strategies for curriculum development. Ethnic pluralism has direct implication for the universal goals of social studies, and is related to prevailing societal conditions and to social learning theories. (Author/KC)

Proposes a strategy for incorporating multiculturalism into teacher education; examines why future teachers need to develop multicultural competencies, how to integrate general principles of multicultural education and curriculum design into teacher preparation programs, and how to accomplish integration so prospective teachers will be empowered…

Multicultural philosophies, issues, content, materials, and techniques must be infused throughout the entire teacher-education program. This paper discusses sociocultural developments that substantiate the need for multicultural education in teacher education, essential components of multicultural education that must be included, and how and where…

Some of the conceptual connections between general curriculum theory and multicultural education are traced, guided by the concept model of education and curriculum theory developed by George Beauchamp. The major premise is that multicultural education is consistent with, and actually a continuation of, some trends that have long-standing…

Presents 14 design principles that explain good practice in multicultural preservice teacher education. The principles fall under the three main categories of (1) institutional and programmatic principles, (2) personnel principles, and (3) curriculum and instruction principles. (SM)

Discusses the problems of designing a multicultural curriculum that meets the needs of students from a wide variety of social and ethnic backgrounds without compromising their cultural identity or personal integrity. (FMW)

Promotes the improvement of school success for ethnically diverse students via culturally responsive teachers and the preparation of preservice teachers with necessary knowledge, attitudes, and skills to do this, highlighting: development of a cultural diversity knowledge base; design of culturally relevant curricula; demonstration of cultural…