This work focuses on developing a framework that augments culturally relevant pedagogy within teacher education and tries to better understand and account for the meaning-making processes (multiliteracies) that preservice teachers engage with during their teacher preparation programs. The goal for such a framework is to provide more support for preservice teachers to form deeper conceptualizations of culturally responsive teaching through reimagining conceptions of literacy and culture. The data for this project was collected through a series of interviews with participant partners (preservice teachers) across various content areas and who were enrolled in a master's in secondary education program. A significant finding of this research reveals that participant partners demonstrate that they are prepared to engage in social justice education within a framework that emphasizes equity and inclusion. They also leverage their own educational experiences and values amidst their preparation experience, but there is an apparent lack of space, time, or capacity to engage with praxis (reflection and action) that allows students and teachers to interchangeably be learners AND teachers. The core of this project seeks to understand the relationship between multiliteracies (interconnected meaning-making processes) and culturally relevant pedagogy. Through this framework, teacher educators can work alongside preservice teachers to identify misconceptions/misappropriations of culturally relevant pedagogy and shift toward forming dialogic learning partnerships between preservice teachers and their students, as well as forming learning partnerships between preservice teachers and their mentor teachers. Although the focus is on preservice teachers, this work ultimately has an eye toward better serving youth, their families, and their communities through the multiliterate culturally responsive work of teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]