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Celebrating and responding equitably to diversity have become increasingly essential for teachers' work in the new millennium, which is characterized by shifting local and global communities. Aiming to broaden conceptions of teacher education within a predominantly 'back to basics' literacy environment, this article draws on selected results from a qualitative study underpinned by the metaphor of communities of practice (Wenger, 1998; Wenger et al., 2002) . Conducted in Western Australia, thedoi:10.14221/ajte.2009v34n3.4 fatcat:3vkuo7fftnayvfecsrb44popxe