Books in the HER Reprint Series series

From Dayton, Ohio, to Barcelona, Spain, this collection of essays from the Harvard Educational Review carries readers to places where people have first imagined - and then organised - their own educational responses to dehumanizing practices and conditions. Within a context of continued calls for education ""reform"", this volume seeks to inspire a collective imagination for radical alternatives.

"Today, multicultural education is understood as both an idea and a process. Educators endorse the idea of multicultural education by examining language, race, culture, and power and fostering awareness of and respect for differences, which is necessary for the creation of a more just and equitable society. Moreover, they enact the process of multicultural education by teaching for social justice, honoring students' experiences, and committing to a stance of critical awareness and inquiry. In this volume, we present a body of knowledge that has influenced how educators think and teach. We hope these texts will now inspire innovation and a renewed commitment to what education ought to be in a multicultural world." --from the editors' introduction This stimulating book provides a thorough overview of multicultural education in the United States. In influential and often groundbreaking articles from the Harvard Educational Review, the volume surveys multicultural education's founding arguments and principles, describes its subsequent evolution, and looks toward its future role and impact. Comprised of articles by leading proponents of multicultural education, the book explores a complex and highly influential movement while offering direction and inspiration for the future. Contributors include Dorinda J. Carter Andrews, Steven Z. Athanases, Dolores Delgado Bernal, Bryan McKinley Jones Brayboy, Noah De Lissovoy, Lisa D. Delpit, Signithia Fordham, Emma Maughan, Sonia Nieto, Django Paris, Patricia J. Saylor, Paul Skilton-Sylvester, Beverly Daniel Tatum, Kathleen Weiler, and Arlette Ingram Willis. Edited by Kolajo Paul Afolabi, Candice Bocala, Raygine C. DiAquoi, Julia M. Hayden, Irene A. Liefshitz, and Soojin Susan Oh

Examines a wide range of Indigenous cultures and educational settings, including Native American, Haitian, Mexican, African, and Australian. The essays are grouped into three themes that exemplify many Indigenous cultures: struggle, strength, and survivance - the latter a notion of survival that emphasizes remembrance, regeneration, and spiritual renewal.

Examines the nature and uses of qualitative research. Researchers, practitioners, participants, and scholars address the proliferation of methodologies, ethical and disciplinary concerns, and issues of equity and diversity such research raises from a wide variety of viewpoints.

Combines cutting-edge research and theory about students with disabilities with classic pieces that have influenced the special education field since the passage of the federal Education for All Handicapped Children Act in 1975. This new edition rediscovers those seminal articles and - through a new wave of equally groundbreaking articles - brings the issue up to the present day.

Explores important connections between education policy and teaching and learning practice. The contributors focus on how to meet the needs of teachers and the students they serve, providing insights that will be of great value to the key players in the field of education. The book places special emphasis on teaching in urban settings and on improving teacher-student interactions in the classroom.