Teacher preparation programs continue to be challenged to respond to individual and collective growth of their students. One method that has been suggested by scholars and educators is the infusion of multicultural education in all pedagogical activities. The infusion debate in Colleges of Education across the nation has not been without controversy. While proponents believe multicultural education has an equalizing effect on teacher education programming, opponents believe it is balkanizing, un-American, and antiquality. To this effect, two critical questions deserve attention. Do teacher educators actually understand the powerful connection between multicultural education and education as a whole? Do they also understand the impact that the lack of such knowledge has on the inappropriateness of service delivery systems to learners who come from different cultural, linguistic, and racial backgrounds? This article responds to these questions while presenting ideas for educators willing to assist multicultural learners in maximizing their fullest potential in inclusive settings.
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