ABSTRACT
The purpose of this chapter is to introduce teachers throughout the elementary grades to experiences which will be helpful in the development of a transformative multicultural curriculum--a critical examination of concepts or themes grounded in multiple perspectives integrated in a coherent manner to reflect its complexity (Banks, 1994; Garcia, 1991; Kendall, 1996; Nieto, 1996). After describing the sources for our workshop and this chapter, a four-step process for encouraging participants to engage in transformative curriculum development built on exploration of identities of self and others will be described.
