Organized by the National Association of Multicultural Education (NAME), this volume explores the organic relationship between the past, present, and future of the discipline. In particular, the book addresses the various forms of recent social upheaval, from educational inequities and growing economic divides to extreme ideological differences and immigration conflicts. Written by a group of eminent and emerging scholars, chapters draw lessons from the past two decades and celebrate present accomplishments in order to ambition a better future through multicultural education.
Table of Contents
Foreword – Gary R. Howard
Introduction – H. Prentice Baptiste and Jeanette Haynes Writer
Section I: Historical Continuity and Movement Toward Change
- The Reaffirmation of Multicultural Education
- The Continuing Multicultural Education of a Black Teacher Educator:
- Challenging Racism and Colonialism through Ethnic Studies
- Imagining: "A Letter on Racial Progress"—James Baldwin’s Keynote at the
- Truth, Land, and Sovereignty: Native American Intellectual Activists, Their Critique of Settler Colonialism, and the Unsettling of Multicultural Education
- Testing for Whiteness?: How High-Stakes, Standardized Tests Promote Racism, Undercut Diversity, and Undermine Multicultural Education
- Inclusive Diversity and Robust Speech: Examining a Contested Intersection
- Education In Times of Mass Migration
- Transforming Citizenship Education in Global Societies
Reflections on A Journey Toward My Referent Other-Self
Patricia L. Marshall
Christine E. Sleeter
30th Annual NAME Conference—Evolution of Multicultural Education: 21st Century
Carl A. Grant
Jeanette Haynes Writer & Kristen B. French
Section II: Limits and Transformations
Carlos E. Cortés
Angela M. Banks
James A. Banks
Afterword – Bette Tate-Beaver
H. Prentice Baptiste is Regents and Distinguished Achievement Professor, at New Mexico State University, Las Cruces, New Mexico. He was NAME’s President (2016 to 2018), and founding member (1990). Baptiste has authored /edited seven books, and over 125 publications on multicultural education and presented papers internationally, e.g. in Nigeria, Germany, Jamaica, Morocco, Netherlands.
Jeanette Haynes Writer (Tsalagi/Cherokee Nation citizen) is Professor of Curriculum and Instruction at New Mexico State University, Las Cruces, New Mexico. Her areas of scholarship include critical multicultural and social justice education; Tribal Critical Race Theory; Native American education; and teacher education.
Visioning Multicultural Education: Past, Present, Future is the book every educator needs to read and implement in their practice. Filled with chapters from today’s leading scholars, this book provides a road map for all of those committed to multicultural education as well as outlines how multicultural education needs to change and grow to ensure that its goal of equity can be achieved.
--Hoyt J. Phillips III, Deputy Director, Teaching & Learning, Teaching Tolerance: A project of the Southern Poverty Law Center (SPLC)
When I walked into my first multicultural education course as a doctoral student 45 years ago, I knew I had found my home. In the intervening years, the field, while staying true to its founding ideals of social justice and equity, has become more inclusive and also more incisive in its critique of the forces that marginalize many of our young people. The authors and editors of this volume, both veteran and emerging scholars, remind us why multicultural education has been, and will always be a transformative project. May it continue its long and splendid journey toward justice and liberation.
--Sonia Nieto, Professor Emerita, Language, Literacy, and Culture, College of Education, University of Massachusetts, Amherst
As global pandemics, violence, poverty, and environmental destruction wage sinister wars on global communities of color, educational systems continue to struggle against the tide of intersectional oppressions, fostering apathy and ignorance despite the wishes and efforts of isolated educators. Visioning Multicultural Education provides a needed series of reflections from the nation's leading scholars, advocates, and critical educators. The authors, founders of the movement for multicultural education, senior scholar-activists, and mid-career educators carrying future generations, come together to provide critical affirmations and lessons learned from past and contemporary struggles, suggesting how educators must transform schooling if we are to survive, and indeed, thrive, as a pluralistic, integrated, socially cohesive society beyond tomorrow. As the authors show, we cannot tinker our way out of each of these global meltdowns; our futures lie in the collective solidarity that multicultural education offers.
-Christopher Knaus, Professor, Education, University of Washington Tacoma
Charting an effective path forward requires an examination of past and current efforts. In this book, the pioneers and esteemed scholars in the field of multicultural education call on us to challenge our thinking, understand current barriers, and examine the practices that continue to limit access to a quality education for ethnically, racially, and culturally diverse students. It is an exceptional and insightful book that is a must-read for educators and administrators.
-Faye Snodegress, Executive Director, Kappa Delta Pi, International Honor Society in Education
Visioning Multicultural Education is a powerful book all educators and community members must read to better understand the field of multicultural education and its work towards social justice in schools and communities. Written by noted scholars and rooted in intergenerational perspectives, the book provides us an important look back on the foundations of the field and its impact, engages in a critical inquiry of where we are now in our scholarship and advocacy, and provides us a clear roadmap of vision, hope, and action for our future work with schools, communities, families, and, most importantly, the students we serve.
- Kevin Roxas, Editor, Multicultural Perspectives, NAME Journal, Professor, Department Chair, Secondary Education Department, Woodring College of Education, Western Washington University