START WHERE YOU ARE, BUT DONT ST

2012 Outstanding Book Award, American Association of Colleges for Teacher Education (AACTE)
2010 Critics' Choice Book Award, American Educational Studies Association (AESA)

Start Where You Are, But Don’t StayThere addresses a crucial issue in teacher training and professional education: the need to prepare pre-service and in-service teachers for the racially diverse student populations in their classrooms. A down-to-earth book, it aims to help practitioners develop insights and skills for successfully educating diverse student bodies.
 

The book centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. These case studies—of white and African American teachers working (and preparing to work) in urban and suburban settings—are presented amid more general discussions about race and teaching in contemporary schools. Informing these discussions and the cases themselves is their persistent attention to opportunity gaps that need to be fully grasped by teachers who aim to understand and promote the success of students of greatly varying backgrounds.

Start Where You Are, But Don’t StayThere arises out of recent scholarship about race and education, but it is more directly inspired by the pressing need for useful and credible guidance for professional educators in diverse classrooms. It will prove indispensable to teachers, administrators, and scholars alike.

H. Richard Milner IV is associate professor of education and a founding director of the graduate program Learning, Diversity, and Urban Studies in the Department of Teaching and Learning at Peabody College of Vanderbilt University. Professor Milner is also a faculty affiliate in education at Fisk University in Nashville, Tennessee. A former high school teacher, Milner has served as a visiting professor in urban education at the University of Texas-Austin and was named a visiting lecturer in the graduate program of education at York University in Toronto, Canada, where he taught in the Language, Culture and Teaching program. His teaching, research, and policy interests concern urban education, teacher education, English education, and the sociology of education. Professor Milner’s research and scholarly contributions have been recognized with an Early Career Award from the American Educational Research Association and the Carl A. Grant Multicultural Award from the National Association for Multicultural Education. He is the incoming senior editor of the journal Urban Education. Professor Milner has also edited several books, including Race, Ethnicity, and Education (coedited with E. Wayne Ross, 2006), Diversity and Education: Teachers, Teaching, and Teacher Education (2009), and Culture, Curriculum, and Identity in Education (2010). Professor Milner consults with schools and districts concerning diversity and opportunity both domestically and internationally.