ABSTRACT
The development of multicultural teacher education in the United States has reflected the same movements influencing teacher education in general from 1975 through the turn of the millennium, including renewed attention to the recruitment and retention of teachers, focus on the design and evaluation of teacher education programs, and rising concern regarding the preparation of teacher educators (e.g., Edelfelt & Raths, 1999; Goodlad, 1999; Goodwin, 1991). Simultaneously, however, multicultural teacher education has struggled with the political dimensions of multiculturalism that have slowly but steadily appeared in curriculum and teaching resources for classroom teachers (see chapter 3), and its broad intentions have been both supported and challenged by newly arising program accreditation and state teacher certification standards that embody particular visions of ways to address diversity in student populations in the preparation of teachers (Futrell & Witty, 1997).
