Campus and Classroom: Making Schooling Multicultural

This popular book explores both theory and practice of multicultural education across multiple disciplines?at the elementary, middle school, and collegiate levels. It explains how to make teaching responsive to diverse populations that are changing the face of today's classrooms and campuses. Specific examples of curriculum, instruction, and assessment are used to exemplify contemporary approaches to teaching children and youth from multicultural backgrounds. The book is organized into four sections which address: offering a theoretical and historical overview of multiculturalism, creating multicultural and social reconstructionist environments, integrating theory and practices into each academic discipline, and helping prospective teachers to become proponents of multicultural teaching. An extensive number of examples in each area enables readers to draw upon many real experiences as shared by practitioners in the field. For practitioners of multicultural education, and other teaching professionals who have a multicultural awareness and want to provide support and mentoring to their peers.

CARL A. GRANT is Hoefs-Bascom Professor of Teacher Education in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. In 1997, he received the School of Education Distinguished Achievement Award. He has written or edited 18 books or monographs in multicultural education and/or teacher education. These include Multicultural Research: A Reflective Engagement with Race, Class, Gender and Sexual Orientation, 1999; After the School Bell Rings (2nd ed.) (with Christine E. Sleeter), 1993; 1995; Making Choices for Multicultural Education (with Christine E. Sleeter), 1994; and Dictionary of Multicultural Education (with Gloria Ladson-Billing), 1997. He has also written more than 100 articles, chapter in books, and reviews. Several of his writings and programs that he directed have received awards. Professor Grant is a former classroom teacher and administrator and has been a Fulbright Scholar in England, researching and studying multicultural education. In 1993 he became President of the National Association for Multicultural Education (NAME), and in 1996 he became Editor of Review of Educational Research (RER).

MARY LOUISE GOMEZ is an Associate Professor at the University of Wisconsin-Madison, where she codirected Teach for Diversity, a master's degree program (offering certification to teach in grades 1-6) grounded in concerns for social justice and equity in schooling. She currently codirects a research and professional development project, Teachers Helping Teachers: Language and Literacy for Young Children. This is a collaborative effort between university faculty and primary teachers aimed at increasing the achievement of young, struggling readers living in poverty, many of whom are children of color. Professor Gomez's research focuses on how teachers' perspectives challenge, enhance, and limit literacy teaching. Her published work includes articles in Language Arts, Teaching and Teacher Education, the Journal of Education for Teaching, and Teaching Education, as well as numerous book chapters. She also is the co-editor ofComplexities of Reform in Teacher Education (Teachers College Press, 1996).