Reducing Hate through Multicultural Education and Transformation is a book that reminds us that we live in a complex world; and at micro and macro levels, the demography is changing and people are worried about the current state of affairs, their future, and the future of their children. At local, national, and global levels, there appears to be unsteadiness, crises, and struggles in our economies, politics, and societies. Disruptions, disasters, and deaths are visible at all spectra of our lives; and our leaders seem unready, unwilling, underprepared, and unprepared to bring us together to solve our problems for the common good. Even when we make efforts to respond to human differences and multicultural valuing, they seem to be half-baked cakes that are unready for consumption; and there continues to be visible hateful actions that devastate our sacred existence. While these hateful actions have filtered into our families, schools, communities, nation, and world, we pretend to solve them by engaging in phony community relations, fraudulent multiculturalism, and unreasonable “wokeness” to masquerade our inefficiency, inflexibility, prejudice, and jaundiced views. Reducing Hate through Multicultural Education and Transformation provides cutting edge solutions for innovative educators and leaders. Yes, hate is a controversial construct that is rarely researched, studied, and discussed in education. The reason is that teachers and related professionals are supposedly very liberal people who cannot hate their culturally and linguistically diverse (CLD) students, parents, and colleagues. And, the lingering question is, can a teacher who is always liberal be also hateful? This question seems legitimate; and, to answer it, we must look deeper into traditional presumptions. The reality is that White educators and professionals who dominate the educational profession are human-beings who live in their respective White dominated communities. As a result, they teach or lead people who they do not know very well. If not, why should CLD individuals continue to experience hateful misidentifications, misassessments, miscategorizations, misplacements, and misinstructions in school programs? And, why should disproportionate placements of CLD learners with special education needs, gifts and talents, and emotional/behavioral problems continue to be burning issues in education? This book provides outside-the-box solutions!

The COVID-19 pandemic triggered, and continues to trigger, many changes in K-12 education—some major, like learning remotely from home, and some minor, like sitting farther apart on the school bus. While most students have had routines interrupted, the children perhaps most affected by that disruption are students with special education needs. The challenges we currently face should not undermine what we have accomplished over the last 60 years to protect students with disabilities and those from traditionally marginalized backgrounds. Instead, we must take an honest, proactive and collaborative approach to the challenges laid bare. To do so, we must reckon with the fact that during a pandemic that disproportionately impacted traditionally marginalized communities and people with disabilities, we collectively dropped the ball for students receiving special education services, and we need to consider the continued consequences. Further, we must acknowledge that many students with disabilities have found virtual and remote learning to be more liberating and accessible for their learning strengths, needs, and preferences. This text addresses how we must reconcile disparate realities of the special educational experience during pandemic. Students, parents, teachers, and school officials must align themselves together so that they can provide necessary services and support systems to students with disabilities during unpredictable times. These efforts will help leverage opportunities to disrupt, improve, and ignite educational experiences and opportunities for our children and youth, particularly those with disabilities.

"The Multicultural Education Series of books at Teachers College Press was initiated in 1996 and is celebrating its 25th anniversary in 2021. The Series consists of more than 70 published books and others that are in various stages of development. This 25th commemorative volume consists of engaging, incisive, and timely selections from the best-selling and most influential books in the Series. The selections describe ways in which multicultural education should be reimagined in a nation and world that are becoming increasingly complex because of continuing immigration, race is becoming more fluid and complex due to interracial mixing and border crossing, and because social-class stratification is intensifying and becoming more salient because of the pandemic"--

Multicultural education is a construct that has been very useful for many years in harboring sensitivities teachers need in addressing diverse students. Now the discipline needs refreshing. In the global society, the idea of multicultural education, a decidedly Western formation, needs to expand its conceptual boundaries. Salient issues in multicultural education such as individual identities, social justice, and equity are bedrock concerns of multicultural educators. These concepts are considered necessary but not sufficient in shaping an evolving model of multicultural education. The complexity of humans and modern and emerging societies requires a broadened scope of the understanding of contemporary multicultural theory and practice. Evolving Multicultural Education for Global Classrooms addresses multicultural education from a comprehensive viewpoint that acknowledges the historical benefit of multicultural education and recognizes a need to inform the discipline with a broader viewpoint. As most knowledge on multicultural education comes from a Western perspective and the scholarship on the topic is weakening, the chapters in this book present new practices and classroom applications that are internationally transferable. Topics covered include teacher education, social justice, educational equity and inclusion, online education, and cultural sensitivities. This book is ideally intended for teachers, educational theorists, sociologists of education, inservice and preservice teachers, administrators, teacher educators, practitioners, researchers, academicians, and students interested in a fresh global perspective on multicultural education.

Many students who fail at school are confused about whether to blame the school, themselves, or their surroundings, and in this, says school psychologist, Gopodman (counseling and special eductions, California State U.-Fresno), they reflect the confusion of socity at large. He calls on the students themselves to describe their experience to provide clues to how educators can improve pedagogy and praxis.

Multicultural education is a set of strategies and materials in education, developed to assist teachers in promoting democracy while responding to the many issues created by the rapidly changing demographics of their students. Multicultural education means to ensure the highest levels of academic achievement for all students: it helps students develop a positive self-concept by providing knowledge about the histories, cultures, and contributions of diversity groups. Multicultural Education: From Theory to Practice – which includes the contributions of academics and researchers from two continents and 14 culturally-challenged countries – aims to provide a platform for multicultural education researchers to present new research and developments in the area. The contributors to the book approach the foundations of multicultural education, the political context of multicultural education, classroom practices in multicultural education, and language education in a multicultural context. This volume will appeal to a wide range of academic readership, including educators, researchers, social students, teacher trainers, and teachers of all subjects and of all levels, who wish to develop personally and professionally. It will also be useful to all those who interact, one way or another, with both students and teachers in a multicultural context.

In recent years, different regions of the world have been unfortunately experiencing an increase in violent acts within various communities. For example, the United States has seen an emergence of severe violence within schools over the past two decades. This tragic phenomenon is causing administrators and practitioners to rethink teaching techniques and implement concepts of violence prevention within schools and other social organizations. Preventing and Reducing Violence in Schools and Society is a collection of innovative research on the evolution and implementation of nonviolence concepts within social settings in order to repent oppression and violence among global communities. The book explores the effective diffusion of violence through masterful negotiation and mediation skills as well as mentoring, counseling, and related processes. While highlighting topics including nonviolent teaching, active shooter training, and LGBT-phobia, this book is ideally designed for UN, governments and their heads, politicians, NGOs, communities riddled with gang and other violence, schools, educational leaders, social organizations, community leaders, teachers, preachers, religious leaders, mediators, peace activists, law enforcement, researchers, and students seeking current research on contemporary nonviolence techniques to facilitate change in schools and other societal environments.