"Not Writing It out But Writing It off": Preparing Multicultural Teachers for Urban Classrooms (Research‪)‬

Introduction Immersion in a linguistically and culturally diverse urban community in combination with coursework that relies on process writing can help prospective teachers gain awareness and understanding of diverse communities. Utilized as an instructional approach, process writing (Graves, 1983) enables prospective teachers to construct and reconstruct knowledge gained in the field by drafting, peer reviewing, and redrafting accounts of their observations and reactions, while collectively scrutinizing their own underlying assumptions in such written work.