This paper describes an alternative methodology used to study students' constructions of meaning as they engage in a curriculum-making project while taking "Global Perspectives," a foundational graduate preservice teacher education course at Pace University, New York. Global Perspectives offers opportunities to explore the power of suppositions and biases and to integrate world concerns and awareness of stereotyping into curriculum planning. The alternative methodology extends the collective reflection of interpersonal discourse through interpretation of multicultural calendar artifacts as texts. Viewing these artifacts created by students as texts and reviewing the statements made by the calendars' creators on videotape allows the two instructors to explore the focal and tacit dimensions of the students' expressed personal knowledge. Students' viewing of their representations and the artifacts made by their classmates as texts means that they can access how someone else thinks. This approach helps develop the global perspectives of preservice teachers. The calendar task makes future teachers' actions and reflections real in regard to the multicultural curriculum by requiring students to think about taken-for-granted notions of cultural and personal markings of time. (Contains 1 figure and 18 references.) (SLD)