and thus to connect theories
of diversity with the lived experiences of the individuals with
whom they interact in the community. They also provide opportunities
to experience dissonance, as theories and reality may at
times clash in unexpected ways. Regardless of the outcome, such
opportunities offer real-time learning for teacher candidates that
they often find more meaningful than content knowledge alone;
furthermore, the experiences can be meaningful not only to preservice
teachers but also to the communities in which they serve