Interrupting Place and Memory: Multiculturalism as Jagged Walking

Document Type

Article

Publication Date

Summer 2001

Publication Title

Multicultural Education

ISSN

1068-3844

Abstract

Argues that teacher educators must find ways to move beyond student teacher resistance to multiculturalism so that future teachers are prepared to understand and teach diverse students, proposing a model that examines the multidimensionalities of place and memory as they shape multicultural identities, discussing social bias in education in the American south, and examining memory as ambiguity, complexity and history.

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