This study examined the social justice teaching beliefs and practices of three novice teachers from the perspectives of complexity theory. A qualitative multi-case study methodology was used to collect data that included interviews, classroom observations, and simulated recalls. The findings describe the lived experiences of the participants…

This discussion acknowledges that culturally responsive teaching is relevant for international contexts. However, it needs to be nuanced to fit the specific characteristics and needs of these different settings, relative to societal dynamics, and student ethnic, cultural, racial, immigration/migration, economic, and linguistic demographics.…

The inclusion of multicultural education in elementary school instructional programs provides a means for children to acquire accurate knowledge, develop positive attitudes, and learn to respect and appreciate ethnic diversity. (Author/GC)

Examines the current status of cultural diversity in middle school education theory, suggests some developmental characteristics of young adolescents of color that are often overlooked, and proposes some ways that middle school education could be modified to be more responsive to the ethnic and cultural diversity of early adolescents. (SM)