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Abstract
The author provides a narrative describing how one group of teacher candidates enrolled in a 5th-year master of arts in teaching program explore the concepts of multicultural education culminating in an out-of-class assignment that provides a catalyst for transformative learning as identified by Mezirow. The candidates chart their progress using Gallavan's Cultural Competence Compass and connect these experiences to their pedagogical knowledge using the Pathwise Classroom Observation Protocol. The results show that candidates gained a greater awareness of self, stronger appreciation of others, and higher levels of commitment to creating a positive learning environment for their own students.