ABSTRACT
Castells identifies the paradox of culture in Uncertain Times. Whereas globalization and technology have made us more connected to one another, there is more active definition of the cultures in which we live and work. This chapter explores this paradox and raises questions about how beginning teachers conceptualize diversity and teaching for social justice. Throughout cases of three teachers, I explore the ways that their views about teaching for social justice and valuing of diversity are embedded within their life histories and narratives, therefore arguing that these concepts must be made visible to teacher candidates while in teacher education programs.
