'Here is a comprehensive view of leading theories and practices of multicultural education from scholars of various racial and ethnic groups. The perspectives of those often left out of scholarly debate are well represented in this book. Those perspectives offer significant insights into the ways in which dominant ideologies and classroom practices have functioned to serve only one segment of the American population.' ---Sandra M. Lawrence, Mount Holyoke College

Diversifying the Teacher Workforce critically examines efforts to diversify the teaching force and narrow the demographic gap between who teaches and who populates U.S. classrooms. While the demographic gap is often invoked to provide a needed rationale for preparing all teachers, and especially White teachers, to work with students of color, it is far less often invoked in an effort to examine why the teaching force remains predominantly White in the first place. Based on work the National Association for Multicultural Education is engaged in on this phenomenon, this edited collection brings together leading scholars to look closely at this problem. They examine why the teaching force is predominantly White from historical as well as contemporary perspectives, showcase and report available data on a variety of ways this problem is being tackled at the pre-service and teacher credentialing levels, and examine how a diverse and high-quality teaching force can be retained and thrive. This book is an essential resource for any educator interested in exploring race within the context of today s urban schools."

Diversifying the Teacher Workforce critically examines efforts to diversify the teaching force and narrow the demographic gap between who teaches and who populates U.S. classrooms. While the demographic gap is often invoked to provide a needed rationale for preparing all teachers, and especially White teachers, to work with students of color, it is far less often invoked in an effort to examine why the teaching force remains predominantly White in the first place. Based on work the National Association for Multicultural Education is engaged in on this phenomenon, this edited collection brings together leading scholars to look closely at this problem. They examine why the teaching force is predominantly White from historical as well as contemporary perspectives, showcase and report available data on a variety of ways this problem is being tackled at the pre-service and teacher credentialing levels, and examine how a diverse and high-quality teaching force can be retained and thrive. This book is an essential resource for any educator interested in exploring race within the context of today s urban schools."

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

Critical multiculturalism has emerged over the last decade as a direct challenge to liberal or benevolent forms of multicultural education. By integrating and advancing various critical theoretical threads such as anti-racist education, critical race theory, and critical pedagogy, critical multiculturalism has offered a fuller analysis of oppression and institutionalization of unequal power relations in education. But what do these powerful theories really mean for classroom practice and specific disciplines?

Edited by two leading authorities on multicultural education, Critical Multiculturalism: Theory and Praxis brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice. Providing both contextual background and curriculum specific subject coverage ranging from language arts and mathematics to science and technology, each chapter shows how critical multiculturalism relates to praxis. As a watershed in the further development of critical multicultural approaches to education, this timely collection will be required reading for all scholars, educators and practitioners of multicultural education.

Set in the American community of Rivercrest in a multi-racial junior school, this text provides a portrait of the beliefs and understandings held by students, teachers and administrators with respect to issues such as race, social class and gender.

Set in the American community of Rivercrest in a multi-racial junior school, this text provides a portrait of the beliefs and understandings held by students, teachers and administrators with respect to issues such as race, social class and gender.

What and who is behind the attacks on Critical Race Theory (CRT)? Why are attacks on the teaching of racism happening now and what can be done about them? In this book, López and Sleeter answer these questions in an effort to intentionally and strategically provide readers with sustainable tools for teaching toward an equitable future. This comprehensive book includes an overview of today's controversy surrounding CRT; a historical account of efforts to thwart fair and unbiased education opportunities; research on why these efforts have been successful; and ways for teachers, school leaders, and researchers to address this pushback in their own work. Contrary to claims by critics of CRT, research supports that addressing racism in the classroom is an integral part of a broader effort in ensuring that all children thrive. Written in an accessible style for a broad audience, Critical Race Theory and Its Critics offers evidence-based recommendations on messaging (including social media), organizing, and sharing of research. Book Features: Draws from published research, as well as current news articles, reports, and events. Offers one cohesive resource on CRT, antiracist education, and the political landscape. Delves into the role of the media, social media, and think tanks in creating the controversies with guidance for combating their messaging. Contextualizes the immediate precursors to the attacks on CRT and other equity-focused approaches in schools.

Critical multiculturalism has emerged over the last decade as a direct challenge to liberal or benevolent forms of multicultural education. By integrating and advancing various critical theoretical threads such as anti-racist education, critical race theory, and critical pedagogy, critical multiculturalism has offered a fuller analysis of oppression and institutionalization of unequal power relations in education. But what do these powerful theories really mean for classroom practice and specific disciplines?

Edited by two leading authorities on multicultural education, Critical Multiculturalism: Theory and Praxis brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice. Providing both contextual background and curriculum specific subject coverage ranging from language arts and mathematics to science and technology, each chapter shows how critical multiculturalism relates to praxis. As a watershed in the further development of critical multicultural approaches to education, this timely collection will be required reading for all scholars, educators and practitioners of multicultural education.

'From Center to Margins' considers perspectives from a diverse group of women educational researchers of colour who centre their discussion within the margins rather than from the centre. Their experiences are important for the field to understand and learn from in order to enrich our approaches to educational research.