Examining initial rather than in-service teacher education, this book looks at ways of educating teachers faced with a multicultural classroom audience. It analyzes the role of teacher education in providing for ethnic minority children, considering access and achievement and the necessity for all children to acquire informed and tolerant attitudes. Authors write from the perspectives of countries which are in the early stages of social policy in this area, where policy is ongoing, and where policy is weakening. The focus is on diverse classrooms, rather than diverse societies.

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