Chapter 11: Preservice Teachers’ Exploration of Imaginary Futures: Using a Novel to Cross Borders of Space, Time, and Matter in a Multicultural Education Course

United States PK-12 schools are becoming more racially, ethnically, culturally, and linguistically diverse. This requires that teachers not only have the capacity for serving diverse populations but also develop frameworks for understanding the relationships between difference, equity, and power in society. As teacher educators charged with educating preservice teachers (PSTs) who are mostly White, from rural and suburban backgrounds, and will most likely teach in predominantly White, rural and/or suburban schools, we have worked with our colleagues to develop innovative and creative ways to engage our PSTs with educational experiences that highlight how differences, their own and those of their future students, contribute to classrooms in positive ways.