Description

---

This book analyzes equity and diversity in schools and teacher education. Within this broad and necessary context, the book raises some critical issues not previously explored in many multicultural and urban education texts.

About the Author

---

H. RICHARD MILNER is the Betts Associate Professor of Education at Vanderbilt University, USA.

Praise For…

---

“The bold and visionary scholarship presented here reveal insightful teaching and learning perspectives previously ignored, devalued, or hidden behind what educators and students believe, say, and do. This will be the volume engaged teachers turn to for consultation, inspiration, and transformation.”—Janie Victoria Ward, Professor of Education, Simmons College

“Any attempt to understand and transform teaching and learning must acknowledge the centrality—and complexity—of culture, curriculum, and identity, as well as their intersections. This book brings together an impressive array of scholars and the result is a thoroughly engaging and informative book that, uniquely, pays particular attention to issues of linguistic diversity, identity, and teacher education that aim to foster equity and social justice.”—E. Wayne Ross, Professor of Education, University of British Columbia, Canada

“The authors in this book provide us with a conceptual base that can guide teacher preparation curricula; they also remind us that teaching and teacher education is a human enterprise. The data, conceptual analyses, and carefully constructed discussions in these chapters are essential reading for all educators who teach teachers or teacher educators.”—Renee Clift, Professor of Teaching, Learning, and Sociocultural Studies and Associate Dean for Professional Preparation, University of Arizona

“Teaching teachers to work effectively in multicultural spaces is one of the most crucial challenges in education today. No less crucial is the work of transforming the curriculum to meet children where they are and to take into account who they are. The scholars gathered in this volume both inform and advocate for a re-visioning of schools as spaces where culturally relevant pedagogy, diverse languages, often forgotten notions of spirituality, and social justice can revolutionize our thinking and renew our determination to educate all the world’s children—and their teachers—well.”—Cynthia B. Dillard, Professor of Multicultural and Teacher Education, The Ohio State University, Columbus, OH