1st Edition

Multicultural Education

Edited By David Gillborn
    1740 Pages
    by Routledge

    Multicultural education is a thriving – though sometimes controversial and increasingly contested – field of study and research. Its major aim and purpose has been described as to create equal educational opportunities for students from diverse racial, ethnic, social, and cultural backgrounds to help them acquire the knowledge, aptitudes, and skills needed to function effectively in a pluralistic democratic society. Multicultural education draws its content, concepts, paradigms, and theories from specialized interdisciplinary domains such as ethnic and women’s studies (and from history and the social and behavioural sciences), as well as by interrogating, challenging, and reinterpreting the work of other established disciplines and applying it to pedagogy and curriculum development in educational settings.

    As academic thinking about and around multicultural education continues to develop, this new title in the Routledge series, Major Themes in Education, meets the need for an authoritative reference work to make sense of the field’s vast literature and the continuing explosion in research output. Compiled by David Gillborn, editor of the leading international journal, Race, Ethnicity, and Education, this new collection of major works brings together in four volumes the canonical and the best cutting-edge scholarship. The editor has drawn on the most important and influential research to create a one-stop ‘mini library’ which describes and analyses the nature, scope, and principal issues of global multicultural education today.

    Multicultural Education is fully indexed and has a comprehensive introduction, newly written by the editor, which places the collected material in its historical and intellectual context. It is an essential work of reference and is destined to be valued by scholars and students – as well as by educational policy-makers – as a vital research and pedagogic tool.

    Volume I: Theory and Philosophy

    Key Concepts: Race and Racism

    1. Michael Omi and Howard Winant, ‘On the Theoretical Status of the Concept of Race’, in C. McCarthy and W. Crichlow (eds.), Race Identity and Representation in Education (Routledge, 1993), pp. 3–10.

    2. Grace Carroll Massey, Mona Vaughn Scott, and Sanford M. Dornbusch, ‘Racism Without Racists: Institutional Racism in Urban Schools’, The Black Scholar, 1975, 7, 3, 10–19.

    3. Martin Barker, ‘The New Racism’, The New Racism (Junction Books, 1981), pp. 12–25.

    4. Paul Gilroy, ‘Race Ends Here’, Ethnic and Racial Studies, 1998, 21, 5, 838–47.

    5. Patricia J. Williams, ‘The Elusive Variability of Race’, in Sheldon Krimsky and Kathleen Sloan (eds.), Race and the Gene Revolution: Science, Myth, and Culture (Columbia University Press, 2011), pp. 241–54.

    From Multicultural Education to Intercultural and Anti-Oppressive Education

    6. James A. Banks, ‘The Canon Debate, Knowledge Construction, and Multicultural Education’, Educational Researcher, 1993, 22, 5, 4–14.

    7. Christine E. Sleeter and Carl A. Grant, ‘An Analysis of Multicultural Education in the United States’, Harvard Educational Review, 1987, 57, 4, 421–45.

    8. Cristina Allemann-Ghionda, ‘Can Intercultural Education Contribute to Equal Opportunities?’, Studi Emigrazione/Migration Studies, 2012, XLIX, 186, 215–27.

    9. Kevin K. Kumashiro, ‘Toward a Theory of Anti-Oppressive Education’, Review of Educational Research, 2000, 70, 1, 25–53.

    Critical Theory

    10. Nancy Fraser, ‘From Redistribution to Recognition? Dilemmas of Justice in a "Post-Socialist" Age’, New Left Review, 1995, 212, 68–93.

    11. Valerie Scatamburlo-D’Annibale and Peter McLaren, ‘The Strategic Centrality of Class in the Politics of "Race" and "Difference"’, Cultural Studies Critical Methodologies, 2003, 3, 2, 148–75.

    12. Patricia Hill Collins, ‘Learning from the Outsider Within: The Sociological Significance of Black Feminist Thought’, Social Problems, 1986, 33, 6, S14–S32.

    13. G. Ladson-Billings and W. F. Tate, ‘Toward a Critical Race Theory of Education’, Teachers College Record, 1995, 97, 1, 47–68.

    14. Charles W. Mills, ‘Race and the Social Contract Tradition’, Social Identities, 2000, 6, 4, 441–62.

    Post-Colonial and Indigenous Perspectives

    15. Stuart Hall, ‘Cultural Identity and Diaspora’, in Jonathan Rutherford (ed.), Identity: Community, Culture, Difference (Lawrence and Wishart, 1998), pp. 222–37.

    16. Crain Soudien, Nazir Carrim, and Yusuf Sayed, ‘School Inclusion and Exclusion in South Africa: Some Theoretical and Methodological Considerations’, in Mokubung Nkomo, Carolyn McKinney, and Linda Chisholm (eds.), Reflections on School Integration: Colloquium Proceedings (Cape Town, South Africa: Human Sciences Research Council, 2004), pp. 19–42.

    17. Sandy Grande, ‘American Indian Identity and Intellectualism: The Quest for a New Red Pedagogy’, International Journal of Qualitative Studies in Education, 2000, 13, 4, 343–59.

    Globalization and ‘the War on Terror’

    18. M. W. Apple, ‘Consuming the Other: Whiteness, Education, and Cheap French Fries’, in Michelle Fine, Lois Weis, Linda Powell, and L. M. Wong (eds.), Off White: Readings on Race, Power, and Society (Routledge, 1987), pp. 121–8.

    19. F. Rizvi, ‘Debating Globalization and Education after September 11’, Comparative Education, 40, 2, 157–71.

    20. T. Modood, ‘Remaking Multiculturalism after 7/7’, Open Democracy, 2005.

    21. Leon Tikly, ‘Education and the New Imperialism’, Comparative Education, 2004, 40, 2, 173–98.

    Volume II: Identities and Intersections

    Race, Racism, and Identities

    22. Derrick Bell, ‘The Rules of Racial Standing’, Faces at the Bottom of the Well: The Permanence of Racism (Basic Books, 1992), pp. 109–26.

    23. Margaret A. Gibson, ‘Complicating the Immigrant/Involuntary Minority Typology’, Anthropology and Education Quarterly, 1997, 28, 3, 431–54.

    24. Crain Soudien, ‘Certainty and Ambiguity in Youth Identities in South Africa: Discourses in Transition’, Discourse: Studies in the Cultural Politics of Education, 2001, 22, 3, 311–26.

    25. Deborah Youdell, ‘Subjectivation and Performative Politics—Butler Thinking Althusser and Foucault: Intelligibility, Agency and the Raced–Nationed–Religioned Subjects of Education’, British Journal of Sociology of Education, 2006, 27, 4, 511–28.

    26. Nicola Rollock, ‘The Invisibility of Race: Intersectional Reflections on the Liminal Space of Alterity’, Race Ethnicity and Education, 2012, 15, 1, 65–84.

    Race, Class, and Poverty

    27. R. L. Allen, ‘What about Poor White People?’, in W. Ayers, T. Quinn, and D. Stovall (eds.), Handbook of Social Justice in Education (Routledge, 2009), pp. 209–30.

    28. Annette Lareau and Erin McNamara Horvat, ‘Moments of Social Inclusion and Exclusion: Race, Class, and Cultural Capital in Family-School’, Sociology of Education, 1999, 72, 1, 37–53.

    29. M. W. Apple and T. C. Pedroni, ‘Conservative Alliance Building and African American Support for Voucher Plans’, Teachers College Record, 2005, 107, 2068–105.

    30. T. Elon Dancy II and M. Christopher Brown II, ‘Race, Class and Education: Lessons for School Leaders from Hurricane Katrina and the Gulf Coast’, in Linda C. Tillman and James Joseph Scheurich (eds.), Handbook of Research on Educational Leadership for Equity and Diversity (Routledge, 2013), pp. 517–36.

    Race, Gender, and Sexuality

    31. Heidi Safia Mirza and Diane Reay, ‘Spaces and Places of Black Educational Desire: Rethinking Black Supplementary Schools as a New Social Movement’, Sociology, 2000, 34, 3, 521–44.

    32. A. Brah and A. Phoenix, ‘Ain’t I a Woman? Revisiting Intersectionality’, Journal of International Women’s Studies, 2004, 5, 3, 75–86.

    33. Pedro A. Noguera, ‘The Trouble with Black Boys: The Role and Influence of Environmental and Cultural Factors on the Academic Performance of African American Males’, Urban Education, 2003, 38, 4, 431–59.

    34. Lance Trevor McCready, ‘Some Challenges Facing Queer Youth Programs in Urban High Schools: Racial Segregation and De-Normalizing Whiteness’, Journal of Gay and Lesbian Issues in Education, 2003, 1, 3, 37–51.

    Race and Dis/ability

    35. Alfredo J. Artiles, ‘Toward an Interdisciplinary Understanding of Educational Equity and Difference: The Case of the Racialization of Ability’, Educational Researcher, 2011, 40, 9, 431–45.

    36. Wanda J. Blanchett, ‘Telling it Like it is: The Role of Race, Class and Culture in the Perpetuation of Learning Disability as a Privileged Category for the White Middle Class’, Disability Studies Quarterly, 2010, 30, 2.

    37. Gregg D. Beratan, ‘The Song Remains the Same: Transposition and the Disproportionate Representation of Minority Students in Special Education’, Race Ethnicity and Education, 2008, 11, 4, 337–54.

    38. Zeus Leonardo and Alicia A. Broderick, ‘Smartness as Property: A Critical Exploration of Intersections Between Whiteness and Disability Studies’, Teachers College Record, 2011, 113, 10, 2206–32.

    Volume III: Policies and Practices

    Policy and the Politics of Race in Education

    39. D. Gillborn, ‘Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform’, Journal of Education Policy, 2005, 20, 4, 485–505.

    40. Linda Darling-Hammond, ‘Standards, Accountability, and School Reform’, Teachers College Record, 2004, 106, 6, 1047–85.

    41. Sally Tomlinson, ‘Race, Ethnicity and Education under New Labour’, Oxford Review of Education, 2005, 31, 1, 153–71.

    42. Graham Hingangaroa Smith, ‘Indigenous Struggle for the Transformation of Education and Schooling’ (2003).

    43. Kalwant Bhopal, ‘Gypsy Travellers and Education: Changing Needs and Changing Perceptions’, British Journal of Educational Studies, 2004, 52, 1, 47–64.

    Teaching and Learning

    44. James A. Banks, Peter Cookson, Geneva Gay, Willis D. Hawley, Jacqueline Jordan Irvine, Sonia Nieto, Janet Ward Schofield, and Walter G. Stephan, ‘Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society’, The Phi Delta Kappan, 2001, 83, 3, 196–8, 200–3.

    45. Elizabeth Ellsworth, ‘Why Doesn’t This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy’, Harvard Educational Review, 1989, 59, 3, 297–325.

    46. Geneva Gay, ‘Preparing for Culturally Responsive Teaching’, Journal of Teacher Education, 2002, 53, 2, 106–16.

    47. Tamara Beauboeuf-LaFontant, ‘A Movement Against and Beyond Boundaries: Politically Relevant Teaching Among African-American Teachers’, Teachers College Record, 1999, 100, 4, 702–23.

    48. Marvin Lynn, ‘Toward A Critical Race Pedagogy: A Research Note’, Urban Education, 1999, 33, 5, 606–26.

    49. Laurence Parker and David O. Stovall, ‘Actions Following Words: Critical Race Theory Connects to Critical Pedagogy’, Educational Philosophy and Theory, 2004, 36, 2, 167–82.

    50. Zeus Leonardo and Ronald K. Porter, ‘Pedagogy of Fear: Toward a Fanonian theory of "Safety" in Race Dialogue’, Race Ethnicity and Education, 2010, 13, 2, 139–57.

    Teacher Education

    51. Lisa Delpit, ‘The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children’, Harvard Educational Review, 1988, 58, 3, 280–99.

    52. E. Joyce King, ‘Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers’, Journal of Negro Education, 1991, 60, 2, 133–46.

    53. Sonia Nieto, ‘Placing Equity Front and Center: Some Thoughts on Transforming Teacher Education for a New Century’, Journal of Teacher Education, 2000, 51, 3, 180–7.

    54. Marilyn Cochran-Smith, ‘Blind Vision: Unlearning Racism in Teacher Education’, Harvard Educational Review, 2000, 70, 2, 157–90.

    Structures and Selection

    55. Alfredo J. Artiles and Stanley C. Trent, ‘Overrepresentation of Minority Students in Special Education: A Continuing Debate’, Journal of Special Education, 1994, 27, 4, 410–37.

    56. Jeannie Oakes, Amy Stuart Wells, Makeba Jones, and Amanda Datnow, ‘Detracking: The Social Construction of Ability, Cultural Politics, and Resistance to Reform’, Teachers College Record, 1997, 98, 3, 482–510.

    57. Pedro A. Noguera, ‘Schools, Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices’, Theory Into Practice, 2003, 42, 4, 341–50.

    Breaking Boundaries or Reinforcing Inequities?

    58. Richard Delgado, ‘Affirmative Action as a Majoritarian Device: Or, Do You Really Want to Be a Role Model?’, Michigan Law Review, 1991, 89, 1222–31.

    59. Bruce Carrington and Christine Skelton, ‘Re-thinking "Role Models": Equal Opportunities in Teacher Recruitment in England and Wales’, Journal of Education Policy, 2003, 18, 3, 253–65.

    60. Paul Connolly, ‘What Now for the Contact Hypothesis? Towards a New Research Agenda’, Race Ethnicity and Education, 2000, 3, 2, 169–93.

    Volume IV: Methods and Meaning

    Race and Epistemology

    61. James Joseph Scheurich and Michelle D. Young, ‘Coloring Epistemologies: Are Our Research Epistemologies Racially Biased?’, Educational Researcher, 1997, 26, 4, 4–16.

    62. Maud Blair, ‘The Myth of Neutrality in Educational Research’, in Paul Connolly and Barry Troyna (eds.), Researching Racism in Education (Open University Press, 1998), pp. 12–20.

    63. G. Ladson-Billings, ‘From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools’, Educational Researcher, 2006, 35, 7, 3–12.

    64. Tukufu Zuberi and Eduardo Bonilla-Silva, ‘Telling the Real Tale of the Hunt: Toward a Race Conscious Sociology of Racial Stratification’, in Zuberi and Bonilla-Silva (eds.), White Logic, White Methods: Racism and Methodology (Rowman and Littlefield, 2008), pp. 329–41.

    65. P. Warmington, ‘"A Tradition in Ceaseless Motion": Critical Race Theory and Black British Intellectual Spaces’, Race Ethnicity and Education, 2012, 15, 1, 5–21.

    Whiteness: White Studies and Studying White People

    66. Sara Ahmed, ‘A Phenomenology of Whiteness’, Feminist Theory, 2007, 8, 2, 149–68.

    67. Charles W. Mills, ‘White Ignorance’, in S. Sullivan and N. Tuana (eds.), Race and Epistemologies of Ignorance (SUNY Press, 2007), pp. 13–38.

    68. Alastair Bonnett, ‘White Studies Revisited’, Ethnic and Racial Studies, 2008, 31, 1, 185–96.

    69. Peggy McIntosh, ‘White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women’s Studies’, in Richard Delgado and Jean Stefancic (eds.), Critical White Studies: Looking Behind the Mirror (Temple University Press, 1997), pp. 291–9.

    70. Timothy J. Lensmire, Shannon K. McManimon, Jessica Dockter Tierney, Mary E. Lee-Nichols, Zachary A. Casey, Audrey Lensmire, and Bryan M. Davis, ‘McIntosh as Synecdoche: How Teacher Education’s Focus on White Privilege Undermines Antiracism’, Harvard Educational Review, 2013, 83, 3, 410–31.

    71. Bree Picower, ‘The Unexamined Whiteness of Teaching: How White Teachers Maintain and Enact Dominant Racial Ideologies’, Race Ethnicity and Education, 2009, 12, 2, 197–215.

    Quantitative Approaches

    72. David Drew and Sean Demack, ‘A League Apart: Statistics in the Study of "Race" and Education’, in Paul Connolly and Barry Troyna (eds.), Researching Racism in Education (Open University Press, 1998), pp. 140–70.

    73. Susan Moscou, Matthew R. Anderson, Judith B. Kaplan, and Lisa Valencia, ‘Validity of Racial/Ethnic Classifications in Medical Records Data: An Exploratory Study’, American Journal of Public Health, 2003, 93, 7, 1084–6.

    74. D. Gillborn, ‘The Colour of Numbers: Surveys, Statistics and Deficit-Thinking About Race and Class’, Journal of Education Policy, 2010, 25, 2, 253–76.

    Race and Space

    75. Kalervo Gulson, ‘A White Veneer: Education Policy, Space and "Race" in the Inner City’, Discourse: Studies in the Cultural Politics of Education, 2006, 27, 2, 259–74.

    76. Aslam Fataar, ‘Educational Renovation in a South African "Township on the Move": A Social–Spatial Analysis’, International Journal of Educational Development, 2007, 27, 599–612.

    Critical Qualitative Research

    77. R. Delgado, ‘Storytelling for Oppositionists and Others: A Plea for Narrative’ (1989), in A. K. Wing and J. Stefancic (eds.), The Law Unbound! A Richard Delgado Reader (Paradigm Publishers, 2007), pp. 3–20.

    78. Daniel G. Solórzano and Tara J. Yosso, ‘Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research’, Qualitative Inquiry, 2002, 8, 1, 23–44.

    79. A. Dixson, ‘The Fire This Time: Jazz, Research and Critical Race Theory’, in A. D. Dixson and Celia K. Rousseau (eds.), Critical Race Theory in Education: All God’s Children Got a Song (Routledge, 2006), pp. 213–30.

    80. Sharan B. Merriam, Juanita Johnson-Bailey, Ming-Yeh Lee, Youngwha Kee, Gabo Ntseane, and Mazanah Muhamad, ‘Power and Positionality: Negotiating Insider/Outsider Status Within and Across Cultures’, International Journal of Lifelong Education, 2001, 20, 5, 405–16.

    81. Bryan McKinley Brayboy, ‘The Indian and the Researcher: Tales from the Field’, International Journal of Qualitative Studies in Education, 2000, 13, 4, 415–26.


    Edited and with a new introduction by David Gillborn, Professor of Critical Race Studies and Director of the Centre for Research in Race and Education, University of Birmingham