ABSTRACT
Learning to teach multiculturally is not reducible to a simple set of techniques, procedures, or homilies. Rather, in Chavez Chavez and O’Donnell’s (1998) words, multicultural teaching and learning is “idiosyncratic to the contextual and processual experiences the teacher and the learner bring at the moment of engagement” (p. 13). To learn about culture I conjectured that beginning teachers would need to experience engagement in an activity that was immediate, compelling, and authentic to their experience and purposes. I thought that such exploration might be fostered in what Haroutunian-Gordon (1998) calls, “interpretive discussion.”
