In her book, "Other People's Children," Lisa Delpit (1995) criticizes the deficits of teacher education programs that avoid and repress the multicultural voices found in American classrooms today. This author supports Delpit's argument to reform teacher preparation programs, but for the purpose of this article she will explore the responsibility of individual schools that presently ignore and deny the multicultural facets of a typically diverse classroom. In doing so, the author plans to expose three main features of promoting social justice that she suggests individual schools be held accountable for in order to move toward the full inclusion of all learners and foster a democratic learning environment of informed and respectful young citizens. This three-fold approach includes an on-going dialogue among staff that helps see beyond one's own perspective, creating a school-wide team that is committed to educating others about relevant issues of equity and social justice, and fostering an intimate relationship with the school community.