The article describes multicultural reform projects at an urban college of education including analyses of student's descriptions of their experiences in urban schools, the results of a faculty diversity self-study group and issues arising from culturally responsive pedagogy in an early childhood teaching class. The author's assertion that diversity education is an essential part of teacher education is discussed, and the importance of continuous critical analysis of teacher education is emphasized.
Gove, M. K., Volk, D., Still, K., Huang, G. H. C., & Thomas-Alexander, S. (2011). A critical look at four multicultural reform efforts in one urban college of education. Multicultural Education, 18(4), 18-23.