ABSTRACT
The relationship between the socio-cultural foundations of education and present trends in the professional preparation of teachers and other school personnel has been tenuous at best. Some scholars, while pointing to the requisite democratic cultural understandings needed by educators, have noted the underlying assumption held by some in the business of education that “courses in the social foundations of education [do] not provide practical suggestions for teachers to use in the classroom” (Watras, 2006, p. 124). On the other hand, other scholars make a call to forge a closer relationship between teacher education and educational foundations (Mueller, 2006a).
