Educating Preservice Teachers for Diversity: Perspectives on the Possibilities and Limitations of Service Learning

Abstract

In this article, service learning is explored as a way to educate preservice teachers for diversity. By providing the opportunity to learn experientially about other cultures, service learning can "shift principles of multicultural education from abstraction to reality" (Boyle-Baise, 2002, p. 7). However, putting preservice teachers in contact with children in culturally and socially diverse settings through service is not enough to ensure that learning about diversity will take place. This paper highlights the complexity both of learning about diversity in teacher education and of doing so through service. These perspectives are offered to foster reflection on the way service learning engagements might be structured to engage preservice teachers in the exploration of issues of diversity through personal and meaningful involvement with children from socially and culturally diverse backgrounds.