ABSTRACT
As educators, we frequently make assumptions. We assume that by exposing teachers and students to multicultural literature, they will be more open to learning about other cultures. We assume that cultural self-respect and respect for differences are attainable goals. Moreover, we assume that if teachers and students read and discuss multicultural literature, they will develop an ethical respect for other cultures and a heightened cultural awareness. Do these assumptions represent truth? Or are they merely the imaginings of optimistic educators who recognize that something must be done, some curriculum undertaken, and some dialogue initiated to confront the cultural barriers that typifY today's classrooms.
