ABSTRACT
This chapter describes a cultural journey for early childhood education teachers. The journey’s goal is to develop multicultural skills and recommend policy applications for multicultural education. Literature and research are presented to frame multicultural teaching effectiveness. It begins with teachers’ awareness of their values—grounded on their intersecting groups of reference (race, ethnicity, gender, socioeconomic status, sexual orientation, religion, mental and physical abilities). It continues with exploring the values of diverse students, as well as the impact of power and privilege in the US society. Finally, well-developed multicultural skills are said to be evidenced by the reflective practice of dialogic pedagogy. Policy applications are recommended.
