This volume identifies, problematizes, and discusses issues specific to the design of educational programs for teacher candidates from working class, ethnic- and language-minority, and immigrant backgrounds, taking as its starting point the distinctive, complex perspectives that these candidates bring to the university classroom.

Preface; Stanley Aronowitz Introduction 1. Discovering Inquiry-based Learning Through Oral History Projects; Megan Blumenreich 2. 'I'm not just gonna settle for anything:' Inciting Teacher Efficacy through Critical Pedagogies; Vicki Garavuso 3. Intertextuality, Music and Critical Pedagogy; Charles Malone 4. Transforming Classrooms: Teacher Education, Social Studies, and Curriculum Drama; Catherine Franklin 5. Incorporating Teacher Candidates' Prior Beliefs and Funds of Knowledge in Theories of Child Development; Amita Gupta 6. Prioritizing the Social in Academic Writing: The Experiences of Ethnically, Linguistically and Generationally Diverse Early Childhood Teacher Candidates; Gay Wilgus 7. Special Education Teacher Preparation: Growing Disability Studies in the Absence of Resistance; Linda Ware 8. Postmulticulturalism: Cultivating Alternative Canons, a Critical Vernacular and Student-Generated Understandings of their 'Lived-Situatedness'; Gay Wilgus Appendix A: Writing Background Survey Appendix B: Interview Questions