ABSTRACT  
Teachers need specialized preparation to work effectively with culturally and 
linguistically diverse students, particularly English Language Learners.  However, 
many multicultural education courses make diversity an object of study and do little 
to help teachers personalize culture and challenge prejudices.  This paper describes 
the case of one cultural perspectives course in which teacher candidates engage in 
a “microethnography,” with the goals of gaining experiential knowledge of community 
resources and using the data gathered to challenge their own preconceptions.

Academic Exchange Quarterly   Fall 2008: Volume 12, Issue 3  
		FULL TEXT of this article available by subscription.  
		See your library or subscribe yourself