This paper reports on a qualitative study that investigated pedagogies that foster transformative learning in a multicultural education course. In this study, teachers identified the following as pedagogies that fostered their learning transformation and moved them from color-blindness to color-vision: (1) dialogic relationships in a learning community, (2) writing pre-post narrative inquiries, (3) engagement in structured and threaded online discussions, (4) critical textual discourse, (5) experiential activities, and (6) experiencing a humanizing pedagogy.
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Omiunota Nelly Ukpokodu (2009) studied this question.
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