Abstract
In the process of explaining multicultural education and culturally responsive teaching to preservice teachers, Grant and Sleeter (2007) commented that, “Fantastic teachers, as we observe them teach, are convinced that their students can learn, expect a lot of their students, and find ways to make whatever students bring to school a learning asset” (p. 133). The articles in this issue of Praxis thoughtfully elaborate on this idea, linking culturally responsive teaching with various areas of teacher education, and giving us insightful analyses and many rich examples for the classroom, professional preparation, and school reform.
