In this issue of Multicultural Perspectives, contributing authors provide teachers and teacher educators with new ways of examining their own pedagogies and frameworks for engaging with students in schools and communitybased educational settings. Some areas of focus for this issue of the journal including an analysis as to how transgender identities are connected to the language of queer in teacher education, critical examinations of the uses of culturally responsive and culturally sustaining pedagogies, and considerations on how teachers can open up, rather than foreclose, spaces for thoughtful dialog during critical events in school settings.

中文翻译：

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社论

在本期《多元文化视角》中，撰稿作者为教师和教师教育工作者提供了新的方法来检查他们自己的教学法和框架，以便在学校和社区教育环境中与学生互动。本期期刊的一些重点领域包括对跨性别身份如何与教师教育中的酷儿语言联系起来的分析，对文化响应和文化维持教学法的使用的批判性检查，以及关于教师如何开放的考虑，而不是取消赎回权，在学校环境中的关键事件期间进行深思熟虑的对话空间。