We perceive a continued lack of attention to intersectionality in education, despite growing interest in popular media and ongoing investment in intersectional-type work in the social sciences. Our collection invites urban educators, and educators in general to ask: "How can our work benefit by incorporating intersectionality theories in research and in practice?" "What might we be able to better see using an intersectional lens?" Though in many ways the literature on intersectionality and education echoes recommendations from studies of diversity over the years, we believe there is the potential for intersectionality to produce a serendipitous effect, revitalizing our theory and praxis around race, class, gender, and other identity axes in urban education. In addition, intersectionality can help and support theories based on a social justice by further illuminating research analysis, including shining a light on nuances that often remain in the shadow during analysis. We hope to engage readers with a range of possibilities for applying intersectionality theories in their own educational settings; urban or otherwise. In urban education, "urban" is a floating signifier that is imbued with meaning, positive or negative by its users. "Urban" can be used to refer to both the geographicalcontext of a city and a sense of "less than," most often in relation to race and/or socioeconomic status (Watson, 2011). For Noblit and Pink (2007), "Urban, rather, is a generalization as much about geography as it is about the idea that urban centers have problems: problems of too many people, too much poverty, too much crime and violence, and ultimately, too little hope" (p. xv). Recently, urban education scholars such as Anyon (2005), Pink and Noblit (2007), Blanchett, Klinger and Harry (2009), and Lipman (2013) have elucidated the social construction of oppression and privilege for urban students, teachers, schools, families, and communities using intersectionality theories. Building on their work, we see the need for an edited collection that would look across the different realms of urban education - theorizing identity markers in urban education, education in urban schools and communities, thinking intersectionally in teacher education & higher education, educational policies & urban spaces - seeking to better understand each topic using an intersectional lens. Such a collection might serve to conceptually frame or provide methodological tools, or act as a reference point for scholars and educators who are trying to address urban educational issues in light of identities and power. Secondly, we argue that education questions and/or problems beg to be conceptualized and analyzed through more than one identity axis. Policies and practices that do not take into account urban students' intertwining identity markers risk reproducing patterns of privilege and oppression, perpetuating stereotypes, and failing at the task we care most deeply about: supporting all students' learning across a holistic range of academic, personal, and justice-oriented outcomes. Can educational policies and practices address the social justice issues faced in urban schools and communities today? We argue that doing intersectional research and implementing educational policies and practices guided by these frameworks can help improve the "fit." Particular attention needs to be paid to intersectionality as a lens for educational theory, policy, and practice. As urban educators we would be wise to consider the intertwining of these identity axes in order to better analyze educational issues and engage in teaching, learning, research, andpolicymaking that are better-tuned to the needs of diverse students, families, and communities.

Understanding the Black Family and Black Students: Examining Lorraine Hansberry's A Raisin in the Sun as Counternarrative shows how and why Lorraine Hansberry’s play, A Raisin in the Sun, should be used as a teaching tool to help educators develop a more accurate and authentic understanding of the Black Family. The purpose of this book is to help educators develop a greater awareness of Black children and youth’s, humanity, academic potential and learning capacity, and for teachers to develop the consciousness to disavow white supremacy, American exceptionalism, myths, racial innocence, and personal absolution within the education system. This counternarrative responds to the flawed and racist perceptions, stereotypes and tropes that are perpetuated in schools and society about the African American family and Black students in US schools. It is deliberative and reverberating in addressing anti-Black racism. It argues that, if Education is to be reimagined through a social justice structure, teachers must be educated with works that include Black artists and educators, and teachers must be committed to decolonizing their own minds. Understanding the Black Family and Black Students: Examining Lorraine Hansberry's A Raisin in the Sun as Counternarrative is important reading for undergraduate and postgraduate courses in Educational Foundations, Curriculum and Instruction, Education Policy, Multicultural Education, Social Justice Education, and Black Studies. It will also be beneficial reading for in-service educators.

Looks at James Baldwin for the first time from a strictly Education perspective Continues Dr. Grant's work on the Black intellectual tradition, including books on W.E.B. Du Bois and Anna Julia Cooper. Accessible writing style, but challenges the reader to reconsider Baldwin's legacy.

Understanding the Black Family and Black Students: Examining Lorraine Hansberry's A Raisin in the Sun as Counternarrative shows how and why Lorraine Hansberry’s play, A Raisin in the Sun, should be used as a teaching tool to help educators develop a more accurate and authentic understanding of the Black Family. The purpose of this book is to help educators develop a greater awareness of Black children and youth’s, humanity, academic potential and learning capacity, and for teachers to develop the consciousness to disavow white supremacy, American exceptionalism, myths, racial innocence, and personal absolution within the education system. This counternarrative responds to the flawed and racist perceptions, stereotypes and tropes that are perpetuated in schools and society about the African American family and Black students in US schools. It is deliberative and reverberating in addressing anti-Black racism. It argues that, if Education is to be reimagined through a social justice structure, teachers must be educated with works that include Black artists and educators, and teachers must be committed to decolonizing their own minds. Understanding the Black Family and Black Students: Examining Lorraine Hansberry's A Raisin in the Sun as Counternarrative is important reading for undergraduate and postgraduate courses in Educational Foundations, Curriculum and Instruction, Education Policy, Multicultural Education, Social Justice Education, and Black Studies. It will also be beneficial reading for in-service educators.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past thirty-forty years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations.Each volume contains archival documents organized around a specific theme: Volume 1 - Conceptual Frameworks and Curricular Content; Volume2 - Foundations and Stratifications; Volume 3 - Instruction and Assessment; Volume 4 - Policy and Governance; Volume 5 - Students and Student Learning; and, Volume 6: Teachers and Teacher Education.The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past 30-40 years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Volume 1 Conceptual Frameworks and Curricular Content Volume II Foundations and Stratifications Volume III Instruction and Assessment Volume VI Policy and Governance Volume V Students and Student Learning Volume VI Teachers and Teacher Education The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past 30-40 years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Volume 1 Conceptual Frameworks and Curricular Content Volume II Foundations and Stratifications Volume III Instruction and Assessment Volume VI Policy and Governance Volume V Students and Student Learning Volume VI Teachers and Teacher Education The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past 30-40 years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Volume 1 Conceptual Frameworks and Curricular Content Volume II Foundations and Stratifications Volume III Instruction and Assessment Volume VI Policy and Governance Volume V Students and Student Learning Volume VI Teachers and Teacher Education The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past 30-40 years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Volume 1 Conceptual Frameworks and Curricular Content Volume II Foundations and Stratifications Volume III Instruction and Assessment Volume VI Policy and Governance Volume V Students and Student Learning Volume VI Teachers and Teacher Education The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

Looks at James Baldwin for the first time from a strictly Education perspective Continues Dr. Grant's work on the Black intellectual tradition, including books on W.E.B. Du Bois and Anna Julia Cooper. Accessible writing style, but challenges the reader to reconsider Baldwin's legacy.

Multicultural education has become one of the most widely discussed concepts in education today. Yet, at the same time, it is also one of the most misunderstood. Now, teachers, students and other interested parties can turn to the Dictionary of Multicultural Education to further their knowledge and understanding of this increasingly popular educational practice. As the authoritative reference work on this subject, the Dictionary includes detailed descriptions of more than 100 key words and phrases that are commonly used in the discussion of multicultural education at both the local school and national levels. Each entry begins with a simple, clear description of a concept or term and moves to a more in-depth discussion, using illustrative examples to bring the concept alive. Also included are brief biographical profiles of scholars, theoreticians and practitioners who have emerged as leaders in this field.

First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

Black Intellectual Thought in Education celebrates the exceptional academic contributions of African-American education scholars Anna Julia Cooper, Carter G. Woodson, and Alain Leroy Locke to the causes of social science, education, and democracy in America. By focusing on the lives and projects of these three figures specifically, it offers a powerful counter-narrative to the dominant, established discourse in education and critical social theory--helping to better serve the population that critical theory seeks to advocate. Rather than attempting to "rescue" a few African American scholars from obscurity or marginalization, this powerful volume instead highlights ideas that must be probed and critically examined in order to deal with prevailing contemporary educational issues. Cooper, Woodson, and Locke's history of engagement with race, democracy, education, gender and life is a dynamic, demanding, and authentic narrative for those engaged with these important issues.

In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces - extracts from books, key article, salient research findings, major theoretical and practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Carl A. Grant has spent the last 35 years researching, teaching, thinking and writing about some of the key enduring issues in multicultural education. He has contributed to a multitude of books and articles, and is former President of the National Association for Multicultural Education. In his selected works, Carl Grant brings together 14 of his key writings in one place. Starting with a specially written Introduction, which gives an overview of his career and contextualises his selection within the development of the field, the book is divided into three parts: - Race and Educational Equity - Theorizing Multicultural Education - Multicultural Teacher Education. This book not only shows how Carl Grant's thinking developed during his long and distinguished career, it also gives an insight into the development of the fields to which he contributed.

In 2008 a media firestorm erupted when snippets of Reverend Jeremiah Wright Jr.'s sermons were picked up by media outlets around the world. At that time presidential candidate Barack Obama was a member of Wright's church, Trinity United Church of Christ in Chicago. Wright's words were frequently used to question the patriotism of Obama. The scrutiny over Obama and Wright's relationship made Trinity UCC a flashpoint in the 2008 campaign. The Moment tells the inside story of Trinity UCC during this time of turmoil. Carl and Shelby Grant describe "the Moment" as it unfolded, from Wright's first appearances in the media to Obama's resignation from Trinity Church. They also provide helpful background information, including general history of the black church, African American immigration to Chicago, and black politics in the Windy City. In this context, the voices of Trinity UCC members come alive to show the impact of "the Moment" within and beyond the presidential election, illustrating the thorny intersections of religion, race, politics, and the media in the United States.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

Carl Grant, a leading authority on multicultural education, offers a constructive action plan to help teachers affirm and support their studentsAE diverse individual and group identities while simultaneously developing pedagogies that will enable them to close the achievement gap.aTeach! Change! Empower! introduces a step-by-step change processufrom acknowledging the need for change to implementation of changeuand presents a model for creating schools that are: Places where students can have significant achievementsCulturally relevant environments for studentsPlaces where power is used to promote caring communities

Doing Multicultural Education for Achievement and Equity, a hands-on, reader-friendly multicultural education textbook, actively engages education students in critical reflection and self-examination as they prepare to teach in increasingly diverse classrooms. In this engaging text, Carl A. Grant and Christine E. Sleeter, two of the most eminent scholars of multicultural teacher education, help pre-service teachers develop the tools they will need to learn about their students and their students communities and contexts, about themselves, and about the social relations in which schools are embedded. Doing Multicultural Education for Achievement and Equity challenges readers to take a truly active and ongoing role in promoting equity within education and helps to guide them in becoming highly qualified and fantastic teachers.

Features and updates to this much-anticipated second edition include:

• Reflection boxes that encourage students to actively engage with the text and concepts, along with downloadable templates available on Routledge.com
• "Putting It into Practice" activities that offer concrete suggestions for really "doing" multicultural work in the classroom
• Fictional vignettes that illustrate the real issues teacher education students face and the ways their own cultural attitudes can impact their response
• New coverage of issues pertaining to student achievement, federal and state policy, and socioeconomic connections between the current economy and educational funding
• A more comprehensive discussion about the different social movements that have affected education in the past and present

Doing Multicultural Education for Achievement and Equity, a hands-on, reader-friendly multicultural education textbook, actively engages education students in critical reflection and self-examination as they prepare to teach in increasingly diverse classrooms. In this engaging text, Carl A. Grant and Christine E. Sleeter, two of the most eminent scholars of multicultural teacher education, help pre-service teachers develop the tools they will need to learn about their students and their students? communities and contexts, about themselves, and about the social relations in which schools are embedded. Doing Multicultural Education for Achievement and Equity challenges readers to take a truly active and ongoing role in promoting equity within education and helps to guide them in becoming highly qualified and fantastic teachers.

Features and updates to this much-anticipated second edition include:

• Reflection boxes that encourage students to actively engage with the text and concepts, along with downloadable templates available on Routledge.com
• "Putting It into Practice" activities that offer concrete suggestions for really "doing" multicultural work in the classroom
• Fictional vignettes that illustrate the real issues teacher education students face and the ways their own cultural attitudes can impact their response
• New coverage of issues pertaining to student achievement, federal and state policy, and socioeconomic connections between the current economy and educational funding
• A more comprehensive discussion about the different social movements that have affected education in the past and present

By addressing intercultural and multicultural education in a global context, this volume brings together the dynamic discussions and lively debate of intercultural and multicultural education taking place across the world. Not content with discussion of theory or practice at the expense of the other, this collection of essays embodies dialogical praxis by weaving together a variety of epistemologies, ideologies, historical circumstances, pedagogies, policy approaches, curricula, and personal narratives. Contributors take readers to the countries, schools, and nongovernmental agencies where intercultural education and multicultural education, either collectively or singularly, are active (often central) concepts or practices in the daily educational undertaking and discourse of society. Readers are also informed about how intercultural education and/or multicultural education within a country came to be and will learn about the debates over intercultural education and/or multicultural education at both the government and local level.