Korn and Bursztyn and their contributors examine the cultural
transitions that children make as they move between the cultures of
home and school. To better understand these transitions, they
explore how educators understand their students' shifting
experiences and examine how educators also negotiate transitions as
they too move from home to school each day. The narratives or case
studies reflect this shifting gaze: from child, to teacher, to
parents, and take up the various relational configurations that
these can form, amongst and between each other. They turn a
critical eye toward instances of classroom practice and school
life, connecting personal knowledge with school change. In some
cases, the authors draw directly on autobiographical material,
linking these to a reflective approach to teaching.
Avoiding the celebratory tone that often attends discussions of
multiculturalism, the authors address how diverstiy engages us in
continual renegotiation of the personal and social. The
perspectives of educators and of teacher candidates are presented,
and the construction of cultural identity and its impact on
schools, explored. In illuminating the complicated nature of
cultural transitions and the obligation of schools to create places
in which children and families of diverse backgrounds can thrive,
they highlight how multiculturalism can play a transformative role
in the lives of children and schools. A must reading for educators
and graduate students in education, school psychology, guidance and
counseling.
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