An Inconvenient Identity: Paradox, Complexity, and Strategies in a Social Foundations Classroom

This article addresses the paradox and complexity of the interactions of the social-cultural context of my students and my identity, as a female Chinese junior professor in social foundations/diversity in my predominantly European American urban classroom. This article will describe the hidden dimensions of teaching diversity courses, the challenges, and strategies to bring multicultural and international education awareness to the students of education majors. Suggestions for the future of multicultural education will be discussed.