Search results for: Castro Antonio J.

The purpose of this paper is to examine how three preservice teachers who supported the tenets of critical multicultural citizenship negotiated the constraints they encountered when trying to teach for this kind of citizenship in an urban school classroom. Participants in this study negotiated constraints, mostly contextual, by de-emphasizing teaching to the test, finding ways to sneak in critical and multicultural social studies knowledge and contemporary issues into the curriculum, and incorporating multiple perspectives as a way to increase critical inquiry while teaching the facts necessary for standardized tests.