Recognizing the increasingly racially and ethnically diverse politically disengaged population along with the central role of schools in preparing democratic citizens, this study investigated how 3 skilled secondary social studies teachers taught about and for multicultural democracy to prepare students for active and effective citizenship through a collective case study. The article discusses their pedagogy, the ways in which they provided their students with “codes of power” and skills for effective citizenship, and how they extended the curriculum beyond “official knowledge.” In addition, it presents a framework for classroom-based multicultural democratic education, which incorporates critical pedagogy, building of community, and thorough disciplinary content and skills, based on a combination of the theoretical frame and the practice of these 3 skilled teachers.

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