The changing demographics of America’s population increases the need for educators to develop multicultural curricula for the nation’s schools. This article describes the efforts of a group of teachers to learn about the funds of knowledge of Mexican students by doing field research in a state in Mexico with one of the largest migrations to Chicago. The article discusses their successes and the challenges of developing curricula that go beyond the “heroes-and-holidays” approach to ethnic cultures and that consider issues such as transnationalism, illegal immigration, and racism. It contextualizes these issues in the broader context of multicultural education.
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