This paper meshes Carr's research on media literacy with Porfilio's research on computer literacy, with both of these areas being focused on the central notion of social justice within a multicultural society. Both researchers teach pre-service teachers, and have an interest in extending multicultural education, which often equates, overlaps with, and complements intercultural education. The key issue probed throughout this paper relates to the potential for (critical) multicultural education to take place in and through attempts to inculcate a media and computer literacy that surpasses simplistic notions of tolerance, respect and basic knowledge of the 'Other'. The research underscores the need for formal and informal approaches to inculcating media and computing literacy in the classroom, which, ultimately, support a more robust critical multiculturalism in schools.

In an educational context that includes an overarching neoliberal agenda and rapidly expanding inequalities that cross social, racial, class, linguistic, and gender lines, preparing educational leaders to promote social justice in educational systems is more urgent than ever. Framed by critical posthumanism, this self-study inquiry investigates the construction of hybrid teaching practices that foster the kind of authentic interaction needed to develop transformative leaders who are capable of challenging unjust social relationships in educational institutions. In our findings, we explore the ways the introduction of technology changed the nature of teaching, how we strengthened the connections between online and in-person coursework, describe the creative possibilities afforded by technology, and outline issues of social justice that surfaced during our analysis. The study highlights the professional learning of two Educational Leadership faculty in the area of online pedagogy and speaks to the promise of self-study as a rich way for faculty to engage in collaborative, transformative learning. The study holds the potential to help faculty improve their teaching practice as well as assist them to think deeply about how their subjectivities are mediated via various technologies.

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This paper details a service-learning project involving thirty-two Ontario, White pre-service teachers in Buffalo, New York. We provided reflective activities to help future teachers develop an awareness and understanding of how unjust educational practices inhibit the educational performance of marginalized students. Although fourteen students did increase their awareness of urban school conditions and communities, we also learned that neither our teaching nor the service-project pushed eighteen participants to 'see' how educational practices work to perpetuate the racial and social class structure. Armed with this knowledge, we recognized that more time and energy must be expended to create research activities as well as authentic learning experiences to guide prospective teachers to recognize institutional practices that create social inequalities. Research OrientationOver the past three years, we have mentored and taught hundreds of Ontario pre-service teacher candidates in Buffalo, New York. The vast majority of our students (ninety-percent) are White, middle class women, who access our faculty of education due to quotas mandated in Ontario, which limit the number of candidates who can obtain teacher certification within the province. The expectations in our program focus upon encouraging an Anti-Racist and a multicultural approach to teaching and learning in elementary schools. Although the coursework is generally helpful in developing some awareness about cultural diversity as well as about institutional practices that generate inequity in school performance and student achievement, we were concerned that the experiences were merely at a theoretical level. After various conversations with faculty, teacher candidates, and in-service teachers, we believed our White middle class preservice teachers would benefit from being involved in a school-based program situated in a lowincome, racially and culturally diverse community. We felt this project would bridge theory and practice. Being situated in urban schools would reinforce many ideas generated in our graduate teaching seminars, as students would see first-hand how unjust practices in urban schools present challenges in meeting the social, educational, and emotional needs of at-risk, marginalized students.

Scope"Curriculum" is an expansive term; it encompasses vast aspects of teaching and learning. Curriculum can be defined as broadly as, "The content of schooling in all its forms" (English, p. 4), and as narrowly as a lesson plan. Complicating matters is the fact that curricula are often organized to fit particular time frames. The incompatible and overlapping notions that curriculum involves everything that is taught and learned in a particular setting and that this learning occurs in a limited time frame reveal the nuanced complexities of curriculum studies."Constructing Knowledge" provides a forum for systematic reflection on the substance (subject matter, courses, programs of study), purposes, and practices used for bringing about learning in educational settings. Of concern are such fundamental issues as: What should be studied? Why? By whom? In what ways? And in what settings? Reflection upon such issues involves an inter-play among the major components of education: subject matter, learning, teaching, and the larger social, political, and economic contexts, as well as the immediate instructional situation. Historical and autobiographical analyses are central in understanding TABLE OF CONTENTS vi