Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of change

摘要: This article explores Australian pre-service teachers' beliefs about and attitudes towards diversity. Building on Garmon's [Garmon, M. A. (2004). Changing preservice attitudes/beliefs diversity: what are the critical factors? Journal of Teacher Education, 55(3), 201–213] argument that there three dispositional factors influence students' likelihood developing multicultural awareness sensitivity in teacher education programmes, authors explore relationship between such dispositions as exhibited autoethnographic work. In so doing, posit these may be hierarchically developed: beginning from ‘self-awareness/self-reflectiveness’; moving ‘openness’; finally a ‘commitment to social justice’. After exploring nature this hierarchical development through in-depth investigation six representative student accounts, paper concludes by discussing implications for education, including necessity adjust our expectations changing teachers discrete, short courses.