Conference Launches Book on Diversity Across Nations
The Routledge International Companion to Multicultural Education, edited by Professor James Banks, is the first authoritative reference work to provide a truly comprehensive description and analysis of multicultural education around the world. It is organized around key concepts and uses case studies from many nations, including the United States, the United Kingdom, Canada, Australia, France, Germany, Spain, Norway, Malaysia, Singapore, Indonesia, Brazil, and Mexico.
Gloria Ladson-Billings 2009 Summer Visiting Professor
Gloria Ladson-Billings, Kellner Family Chair of Urban Education in the Department of Curriculum & Instruction at the University of Wisconsin-Madison, and former AERA president, was the Center’s summer visiting professor. Ladson-Billings's research examines the pedagogical practices of teachers who are successful with African American students. Her work has won many scholarly awards. She is the author of numerous journal articles, book chapters, and two critically acclaimed books, The Dreamkeepers: Successful Teachers of African American Children and Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms.
Gay Offers Perspectives on Multicultural Education
Interview by Adebowale Adekile
Geneva Gay is professor of education at the University of Washington and faculty associate of the Center. A specialist in curriculum and multicultural education, she is an internationally known expert in race relations and in multicultural education. She sat down for an interview with Adebowale Adekile on a wide range of topics related to multicultural education and her work in the field.
New Center Project: Encyclopedia of Diversity in Education
Center Director James A. Banks has accepted an invitation from Sage Publications to edit the Encyclopedia of Diversity in Education.
Cornbleth on Diversity and New Teachers
Book Review by Adebowale Adekile
In this well-written and well-organized book, Catherine Cornbleth subtly debunks the myths associated with urban schools by highlighting the trials and tribulations of pre-service teachers in two New York schools during a multi-year study.