Discussions about religious aspects of diversity are often absent from research. Similarly, topics such as religious forms of prejudice and religious dimensions of identities have not been fully explored in the context of teacher education. Too often, in the schooling context, what religion is and what constitutes an authentic religious identity operates in European American epistemologies. By examining the beliefs and practices of preservice teachers, this article argues for the need to emphasize topics of religious diversity in teacher education programs since teachers will undoubtedly teach those who come from diverse religious backgrounds. In particular, the article explores how various students in the study negotiated and resisted recognizing structural discourses on religion, especially when religious issues interconnected with race and gender topics. Overall, the author proposes that teacher educators include religion when teaching about social differences, particularly how religious dimensions of prejudice operate in schools.

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In this article Binaya Subedi explores the multiple ways the idea of ''global'' is theorized within the school curriculum and suggests the utility of approaching the idea of global perspectives through decolonizing frameworks. In particular, she explores the deficit, accommodation, and decolonization approaches as offering three ways that the notion of global has been or can be infused within the school curriculum. Subedi traces the politics each of these approaches may advocate and the kinds of knowledge that may be included or silenced when proposing the utility of learning about global formations. The article proposes that scholars utilize decolonizing lenses to scrutinize how the idea of global perspectives has been articulated within writings on globalizing and internationalizing the curriculum.

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There is limited research in the field of social studies that documents how immigrant teachers are working to make social studies classrooms a space for critical dialogue, especially within settings where immigrant and nonimmigrant students interact. By using data from a yearlong qualitative study in which interviews and observations were conducted, the author examines the ways in which two immigrant teachers created a climate for critical dialogue to teach about cultural differences. The findings demonstrate how the teachers emphasized the need to critique stereotypes and discriminatory acts and valued the need to engage in cross-cultural interactions. The findings also illustrate the need to examine how teaching about differences is complex and messy. The author argues that social studies teachers need to be more accountable to how honest dialogue takes place in classrooms and how teachers need to recognize and validate the subject position of diverse learners.

Through auto-ethnographic approach, this article extends contemporary debates on the need to further conceptualize and practice collaborative approaches to research. By exploring the complex dimensions of collaboration, this discussion traces the challenges of researching communities one affiliates with, particularly in relation to ethnic, cultural, and "unusual" researcher-researched positional differences. Also, by describing the dilemmas faced in translating languages spoken by respondents, the authors explain how the issues of language and representation complicate the collaborative relationships of research. This discussion proposes that investigators reexamine how they have interacted with participants in everyday contexts and aims to help researchers redefine the meaning of collaborative research across differences.

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