ABSTRACT
How can one introduce unusual ideas that seem to go against consciousness without also calling forth the resistance?Deborah P. Britzman (2006, 11) In a recent review of my Race, Religion and a Curriculum of Reparation, Darren E. Lund1 alleged that “a central shortcoming” of the book had to do with its failure to live up to its subtitle: Teacher Education for a Multicultural Society. Lund challenges readers to find “a single passage that suggests implications for teacher education, multiculturalism, or any direct attention whatsoever toward these pressing topics.” He concludes that my “apparent avoidance of the lived world of teachers, and those who seek to educate them, constitutes a significant oversight considering the promise of the full title of the book.”2 What assumptions about “teacher education” and “multiculturalism” make such allegations possible?
