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.

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.

Join us in celebrating the 25th anniversary of James A. Banks’ Multicultural Education Series, published by Teachers College Press—a dynamic series consisting of more than 70 published books with many more in the pipeline. This commemorative volume features engaging, incisive, and timely selections from the bestselling and most influential books in the series. Together, these selections address how multicultural education should be transformed for a nation and world that are becoming increasingly complex due to virulent racism, pernicious nationalism, mass migrations, interracial mixing, social-class stratification, and a global pandemic. Book Features: Informative and engaging selections from the most important and influential publications in the Multicultural Education Series. An introduction by James A. Banks that integrates and interrelates the chapters and describes how they can be used to transform multicultural education for a changing world. An afterword by Margaret Smith Crocco that synthesizes the book and describes ways to implement school reform that expands educational opportunity. Contributors: James A. Banks, Cherry A. McGee Banks, Margaret Smith Crocco, Linda Darling-Hammond, Robin DiAngelo, Paul C. Gorski, Tyrone C. Howard, Gary R. Howard, Carol D. Lee, James W. Loewen, Sonia Nieto, Pedro A. Noguera, Özlem Sensoy, Christine E. Sleeter, Esa Syeed, Guadalupe Valdés, Miguel Zavala

"Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'"--

Students of color relate their first-hand experiences with educational systems and campus living conditions. Their narratives provide an insider perspective useful to anyone working on diversity issues who is trying to improve institutional culture and policy. The book is a user-friendly guide. The first section focuses on the voices of students of color and draws on the power of personal narratives to reveal alternate perspectives that illuminate and contest the dominant cultures often hidden beliefs about race, culture, institutional goals and power. Following the narratives, contextualizing essays and a lengthy appendix provide further valuable resources and concrete tools, such as websites, lists of associations, a bibliography, and videography of autobiographical videos by people of color. This book should be read by faculty members and students (both white and non-white), parents of college students, college administrators, and executives and administrators of other institutions and businesses. The contextualizing essays following the student narratives are written by academics and student affairs professionals who draw links between issues of institutional access, recruitment and retention of students and faculty of color, curriculum changes, teaching strategies—especially for teaching whiteness and racial identity formation, campus climate, and the relation between an individual institution's history of dealing with race to developments in public policy.

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.