This book focuses attention on deans as agents of change using the conceptual framework of "turnaround leadership for higher education" (Fullan and Scott, Turnaround Leadership for Higher Education). Drawing on this framework, cases studies of six deans of color are presented. Interrogating the framework through the lens of these individuals is particularly cogent, given their positions as leaders of colleges or schools of education in a variety of institutional settings. This insider's view allows the reader to examine how a particular leader thought about and implemented a change initiative and whether the desired organizational outcomes were achieved. The study of deans of color who must engage in critical problem-solving is especially timely, given the absence of their perspectives in the existing literature on change and change initiatives in higher education.

When talking about marginality and « otherness, one must always ask, marginal to what? Other to whom? Complex issues of identity construction have been the focus of research on students who, whether based on race, gender, class, or ability, define themselves or are defined as being on the margins of school life. "Making Schools Work examines this question in its presentation of the results of a longitudinal study of academic achievement and pre-college enrichment. Discussions focus on how students construct their identities with regard to race because of the history of problems associated with race relations in educational settings. Using case studies and observational data, the book presents findings on a group of adolescents defined as « at risk--inside, but on the margins of educational institutions.

'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.