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This work is an analytical exploration and evaluation of the concept of diversity. It springs from a concern that within the teacher education discourse there is an apparent deficiency regarding analytical effort toward challenging ordinary terms, their strong convictions, and categorical statements stemming from them. This exploration set out to accomplish three things: 1) to develop a common sense understanding of diversity; 2) to provide a thematic review of selected literature within the teacher education discourse; and, 3) to develop an original hybridized form of philosophical conceptual analysis referred to as a "net-type" analysis. In the least, this exploration procures two interesting finds. The first find is that diversity s meaning can be understood in two dimensions, which is referred to as diversity s double helix. And second, diversity is a reference to some action that should be taken in light of the demographic considerations.

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Nicholas J. Shudak has worked in the realms of teaching, teacher education, and higher education administration. His PhD is from the University of North Carolina at Chapel Hill, United States, where he studied Culture, Curriculum and Change. His MSEd is in Foundations of Education from Northern Illinois University, DeKalb, Illinois, United States.

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