ABSTRACT
In this chapter we will discuss issues and experiences related to the integration of multiculturalism into the curriculum for an elementary education teaching methods block—hereafter referred to as the “block”—in a four-year teacher education program at St. Cloud State University, a large teaching university seventy miles northwest of Minneapolis in the state of Minnesota. We will first elaborate the theoretical premises on which the block is grounded in the context of the available literature. Then we will describe the curriculum of the block as a whole, along with those specific curricular engagements that speak directly to issues of multicultural education. Finally, we will use data we have collected from the block by way of student papers, student self-evaluations, and student journals, along with instructor evaluations and reflections, to engage in a discussion of issues that have arisen out of our efforts.
