This volume collects Christine Sleeter's core work focusing on critical multicultural education, situating culture and identity within an analysis of power and racism. Multicultural education arose in the context of the Civil Rights Movement and, in its inception, shared with that movement a focus on eradicating both interpersonal and systemic racism. The problem this book takes up is that, over time, many people have come to understand and enact multicultural education in ways that evade grappling directly with racism.

As the United States continues to grapple with policies that promote culturally dominant ideologies, the opportunity gaps continue to widen for minoritized, marginalized, and otherized PK-12 students. This timely book provides a comprehensive developmental framework for implementing Culturally Responsive Instructional Supervision that fosters an educational environment that disrupts the culture of white supremacy, promotes a sense of belonging, and achieves culturally appropriate instructional outcomes for all learners.

Cultivating Diversity and Inclusion: Using Global and Multicultural Children's Literature in Grades K-5, Second Edition shows educators how to assist students in cultivating and appreciating diversity and inclusion in K-5 classrooms. This text offers new children's book titles from across the world in each chapter, advances to grades four and five, engages students with rich cultural language experiences, and provides ways to incorporate apps and social media activities in the classroom.

This book examines the changing influences of diversity in American higher education. The volume offers evidence and recommendations to positively shape inclusive learning and engagement of students, faculty, staff and community across the complex terrains of urban, suburban, and rural organizations within higher education today.

This book makes a strong case for the inclusion of Indigenous Elders' cultural knowledge in the delivery of inclusive education for learners who are members of minority communities. It is relevant to curriculum developers, teachers, policy makers and institutions that engage in the education of Black, Indigenous, Latinx and other minority students.

Most people are keenly aware that every student is different and that today's classrooms challenge educators to build safe and successful learning communities comprising students whose races, languages, cultures, experiences, assets, and dreams vary greatly. This book offers K-12 teachers both the foundations for differentiating their instruction and the means to maximize learning opportunities by getting to know students beyond the labels and stereotypes that often accompany them into the classroom.

A New Canon is the first book to provide a framework for designing and utilizing rigorous, standards-aligned curriculum to address the lack of representation for marginalized communities in formal education. Grounded in literature around cultural relevance and responsive teaching practice, the book provides step-by-step guidance for curriculum development that connects students to the intellectual traditions of their communities.

This comprehensive textbook prepares early childhood educators to effectively work with and support young children (ages 0-8) with diverse languages, cultures, and learning needs. With a multipurpose, multilevel format, this dynamic resource focuses on the central role of language development and culture in all aspects of learning.

While there is a proliferation of research studying white educators who teach courses around anti-racism, White Educators Negotiating Complicity: Roadblocks Paved with Good Intentions focuses on white educators who teach about whiteness to a racially diverse group of students and who acknowledge and attempt to negotiate their complicity in systemic injustice.

Today's educational landscape requires practitioners to move from a teacher-centric to a more inclusive and student-centric approach. To address the diverse needs of students, educators must understand the challenges they face, and learn how to address them. This volume highlights the significance of diversity and inclusion practices in educational institutions.

"This collection argues for the need to promote intercultural understanding as a clear goal for teaching and learning pragmatics in second and foreign language education. The volume sees the learning of pragmatics as a challenging yet enriching process whereby the individual expands their capacity for understanding how meaning making processes influence social relationships and how assumptions about social relationships shape the interpretation and use of language in context."

Together, these selections address how multicultural education should be transformed for a nation and world that are becoming increasingly complex due to virulent racism, pernicious nationalism, mass migrations, interracial mixing, social-class stratification, and a global pandemic.

For the first time, this volume provides a definitive collection of Gloria Ladson-Billings' groundbreaking concept of Culturally Relevant Pedagogy (CRP). After repeatedly confronting deficit perspectives that asked, "What's wrong with 'those' kids?", Ladson-Billings decided to ask a different question, one that fundamentally shifted the way we think about teaching and learning. Noting that "those kids" usually meant Black students, she posed a new question: "What is right with Black students and what happens in classrooms where teachers, parents, and students get it right?"

This book focuses on multicultural curriculum transformation in literacy and language arts subject areas. The discussion of each area outlines critical considerations for multicultural curriculum transformation for the area by grade level and then by eight organizing tools, including content standards, relationships with and among students and their families, and evaluation of student learning and teaching effectiveness.

This book supports the formal education of all Indigenous children who live in different circumstances in different countries. It takes Indigenous philosophy as its starting point, while recognising that in many colonial and post-colonial circumstances, Indigenous knowledge, culture and language may not be valued. For this reason, Indigenous and non-Indigenous theorists and authors are included to demonstrate the recognised links between Indigenous and non-Indigenous understandings and practices of culture, knowledge and learning and therefore common approaches to formal education.

Decades of theory, research, and practice have singled out sense of belonging (in its many derivative forms) as a pivotal component of healthy development: psychologically, socially, culturally, academically. The human need for belonging, and therefore its essential nature, have been well established across multiple arenas. Despite growth in this field, answers to the barriers to belonging among marginalized groups and contexts remain especially elusive. For decades, this work was anchored primarily in dominant, whitestream lenses and contexts. Therefore, the authors attempt here to highlight the responsibilities of systems and individual actors to meaningfully adapt and intentionally make space for belonging for all.

Universities and colleges like to self-idealize as relatively neutral and value-free sites of higher learning. In reality, the idea of the Westernized academy is deeply embedded in a Eurocentric logic that not only excludes alternative forms of knowledge and knowing, but also remains racialized, gendered, and sited in coloniality with respect to governance, scholarship, and entitlements.

Argues for the importance of including in K-8 classrooms high-quality diverse books that accurately and authentically represent the world students live in and explores the ways in which engaging with diverse nonfiction children's lit provides opportunities to counter constricted curricula and reposition the possibilities of pedagogical policies and mandates through centering the histories, lives, and cultures of historically marginalized and underrepresented people.

Each chapter in Start Here, Start Now addresses many of the questions and challenges educators have about getting started, using a framework for tackling perceived barriers from a proactive stance.

In Cultivating Genius, Dr. Gholdy E. Muhammad presents a four-layered equity framework--one that is grounded in history and restores excellence in literacy education. This framework, which she names, Historically Responsive Literacy, was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices.

In Diversity's Promise for Higher Education, Smith brings together research from a wide variety of fields to propose a set of clear and realistic practices that will help colleges and universities locate diversity as a strategic imperative and pursue diversity efforts that are inclusive of the varied--and growing--issues apparent on campuses without losing focus on the critical unfinished business of the past. To become more relevant to society, the nation, and the world, while remaining true to their core missions, colleges and universities must continue to see diversity--like technology--as central, not parallel, to their work.

Provides vivid examples of how elementary school teachers make NCTE's position statements on students' rights to read, write, and use their own languages come alive in their diverse classroom settings.

Toward Anti-Oppressive Teaching introduces an innovative approach for using live-actor simulations to prepare preservice teachers for diverse classroom settings. Based on the SHIFT Project at Vanderbilt University, the book highlights the promise of these encounters to empower preservice teachers to become more culturally responsive.

This open access book engages with the response-ability of science education to Indigenous ways-of-living-with-Nature. Higgins deconstructs the ways in which the structures of science education--its concepts, categories, policies, and practices--contribute to the exclusion (or problematic inclusion) of Indigenous science while also shaping its ability respond. Herein, he undertakes an unsettling homework to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices, turning the gaze back onto science education.