In the study The resource of cultural pluralism: an account of intercultural learning in student teacher education, it was found that the traditional curriculum does not promote meaningful moments of learning among student teachers . In contrast, when pluralism, diversity, and culture were shared among in-service teachers, they had meaningful experiences that qualified as learning moments. When educational systems are rigid and non-pluralistic, they limit student knowledge because they are deceived by a “multiplicity of interpretations” (Conle et al, 1999, p. 386) that could be offered if pluralism were considered “a resource rather than a passivity” (Conle et al, 1999, p. 385). Instead, students end up stuck in a completely linear and limiting way of thinking. Their perspectives are the same as their peers, which is tragically ironic considering that America is a conglomerate of multiple cultures, backgrounds and