This text is a collection aimed at teachers in education who are working to multiculturalize the curriculum. She demonstrates how to use the speeches and writings of the controversial figure to promote critical literacy. The first portion of the book is primarlily for practitioners anxious to integrate Malcolm X into their curricula; latter chapters put the work into popular, political, religious, and feminist contexts. The final essay will be a resource for teachers interested in expanding their knowledge base and/or who are hungry for teaching materials.

"Freedom's Plow" is the first volume designed to provide teachers and teachers-in-training with the practical resources they need to make their teaching practice and classrooms more multicultural. Parts II and III present the voices and experiences of teachers from first grade to college level who are actually engaged in multicultural teaching efforts. The contributors examine what redefining their practice as multicultural has meant for their work in terms of content, pedagogy, power and indeed their own attitudes and values. The volume concludes by focusing on the power arrangements, perspectives and personnel policies needed if schools are to emerge as truly multicultural, multiethnic democracies.

In 2005, famed civil rights leader and education activist Robert Moses invited one hundred prominent African American and Latino intellectuals and activists to meet to discuss a proposal for acampaignto guarantee a quality education for all children as a constitutional right--a movement that would "transform current approaches to educational inequity, all of which have failed miserably to yield results for our children." The response was passionate, and the meeting launched a movement.
This book--emerging directly from that effort--reports on what has happened since and calls for a new scale of organizing, legal initiatives, and public definitions of what a quality education is. Essays include
- Robert Moses's historically rooted call for citizens, especially young people, to make the demand for quality education
- Ernesto Cortes's view from decades of work organizing Latino communities in Texas
- Charles Payne's interview with students from the Baltimore Algebra Project, who organized to make historic demands on their district
- Legal scholar Imani Perry's nuanced analysis of the prospects of making a case for quality education as a right guaranteed by the Constitution
- Perspectives from scholars Lisa Delpit and Joan T. Wynne, and by teachers Alicia Caroll and Kim Parker, who provide examples of what quality education is, describing its goal, and how to guide practice in the meantime

In the winter of 1996, the Oakland school board's resolution recognizing Ebonics as a valid linguistic system generated a brief firestorm of hostile criticism and misinformation, then faded from public consciousness. But in the classrooms of America, the question of how to engage the distinctive language of many African-American children remains urgent. In "The Real Ebonics Debate" some of our most important educators, linguists, and writers, as well as teachers and students reporting from the field, examine the lessons of the Ebonics controversy and unravel the complex issues at the heart of how America educates its children.