This volume informs the reader about new teachers in urban underserved schools and their development as teachers for social equity. The accounts of five novice teachers who grew up outside the communities in which they teach lead to chapters that contain advice for teacher educators, future and current teachers, and school leaders. These early career teachers learned much about bridging the cultural divide between themselves and their students, confronted and resolved big challenges that may immobilize some who set out to teach in these communities. They brought to their classrooms strong social justice orientations, including a moral imperative to make a difference in the world, an awareness of social and educational inequalities, and a strong sense of responsibility to positively influence the life trajectories of students in their charge. Their narratives offer insights on the dispositions and contexts that will help early career teachers survive and thrive and make a difference in their students' lives.

This volume informs the reader about new teachers in urban underserved schools and their development as teachers for social equity. The accounts of five novice teachers who grew up outside the communities in which they teach lead to chapters that contain advice for teacher educators, future and current teachers, and school leaders. These early career teachers learned much about bridging the cultural divide between themselves and their students, confronted and resolved big challenges that may immobilize some who set out to teach in these communities. They brought to their classrooms strong social justice orientations, including a moral imperative to make a difference in the world, an awareness of social and educational inequalities, and a strong sense of responsibility to positively influence the life trajectories of students in their charge. Their narratives offer insights on the dispositions and contexts that will help early career teachers survive and thrive and make a difference in their students' lives.

At the height of European colonialism, Britain's reach circled the globe. Yet its empire did not proceed unchallenged, prompting efforts to preserve its kingdom by complementing military might with intellectual warfare. Mid-nineteenth century India was a case in point. After squashing rebellions in the subcontinent, the British clung desperately to an empire that was slipping from their grasp - an effort perpetuated by the literature of India-based British authors who negatively and oftentimes inaccurately portrayed Indians to justify British rule. Reich exposes this literary transformation against the backdrop of historiographical debate. She combines historical and literary analysis to illustrate three recurring fictional themes intended to legitimize British supremacy in India: (1) the perceived vulnerability of Indian women; (2) the alleged rivalry between Hindus and Muslims; and (3) the assumed incompetence of educated Indians regarding self-rule. Although focused on a specific era and region, Reich's work addresses old intellectual currents in fresh ways, breathing new relevance into appraisals of history, as well as of modern geopolitical times.