One educator at the end of the process wrote:

I no longer read a book or an article, listen to
a presentation or lecture, teach a class (at school
or at church), or conduct an observation without
looking at the social and political implications for
both myself and my students.  I inquire about power
and equity issues involved in new mandates from the
district and state level and consider what actions
I might take.

Louise B. Jennings and Cynthia Potter Smith reflect
on the transformation in teachers experiencing
multicultural teacher education in:

Examining the Role of Critical Inquiry for
Transformative Practices:  Two Joint Case Studies
of Multicultural Teacher Education