In this case, the authors explore the tensions that emerge when students exert their right to visibly demonstrate their cultural values and beliefs at school or school-sponsored activities and events. This case was designed for educational leadership courses dealing with diversity, pluralism, multiculturalism, and democratic values. Students should be encouraged to discuss pluralism and democratic education juxtaposed with multiculturalism. They should consider ways in which the principal and teachers in this case either missed or tried to use opportunities to engage students in transformative, cross-cultural pedagogies that could prove to be socially reconstructive.
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