Rowman & Littlefield Publishers / NAME
Pages: 236
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Trim: 7¼ x 10⅜
978-1-4758-3836-7 • Hardback • August 2018 • $129.00 • (£99.00)
978-1-4758-3837-4 • Paperback • August 2018 • $65.00 • (£50.00)
978-1-4758-3838-1 • eBook • August 2018 • $58.00 • (£45.00)
Ashraf Esmail serves as the Proposal Review Lead and serves on the Publication Committee for the National Association for Multicultural Education. He is the senior editor for the Journal of Education and Social Justice and the International Journal of Leadership, Education, and Business Studies.
Abul Pitre is professor of educational leadership at Fayetteville State University, where he teaches courses in multicultural education and leadership. He was appointed Edinboro University’s first named professor for his outstanding work in African-American education and held the distinguished title of the Carter G. Woodson Professor of Education.
Darren E. Lund, is a Professor in the Werklund School of Education at the University of Calgary, Canada, where his research examines social justice activism in schools, communities, and professional education programs. Darren was a high school teacher for 16 years, and formed the award-winning Students and Teachers Opposing Prejudice (STOP) program.
Prentice Baptiste, is a Regents and Distinguished Achievement Professor at New Mexico State University. He is President of the National Association for Multicultural Education (NAME). Baptiste has authored or edited seven books, as well as over 125 articles, papers, and chapters on multicultural and science education.
Gwendolyn Duhon is an Assistant Professor at McNeese State University in Lake Charles, LA where she teaches courses in multicultural education and counseling. She has edited 10 books on various topics in education. She has presented her research in education both nationally and internationally for the past twenty years.
Introduction
Abul Pitre and Ashraf Esmail
Chapter 1: Preparing Prospective Teachers for Teacher Leadership in a Pluralistic Society
Huong Tran Nguyen, Ph.D.
Chapter 2: In Our Family Educationiosur Culture: A Jamaican Mom’s Efforts to Connect Home and School
Sumi Hagiwara and Danné E. Davis
Chapter 3: Racial Disproportionality in Special Education: Moving Away from Legal Compliance toward Culturally Responsive, Systemic, and Transformational Leadership
Catherine Kramarczuk Voulgarides, Patrick Jean-Pierre, Natalie Zwerger
Chapter 4: A Door to the Birdcage: How Being a Transformative Leader Disrupts the School-to-Prison Pipeline
Sandra Lourdes Candel, Rosnidar Binte Arshad, and Tami K. Togo
Chapter 5: Passion and Process: A Model for Equity-Focused Professional Development and Institutionalized Anti-Racism
Ruchi Agarwal-Rangnath and Angela Cunningham
Chapter 6: Welcoming All Voices: Building Inclusive School-Based Parent Groups
Phillipa Myers
Chapter 7: Equity Pedagogy: Expanding Our Notions of Gender and Sexuality
Theresa M. Bouley, Ph.D.
Chapter 8: A Dual Language Program Community Response to Deficit Orientation Challenges
Leslie Gauna
Chapter 9: Respectful and Responsive Family Engagement: Building Relationships through Shared Understanding with Families and Schools
Miguel Fernández and Juana Reyes
Chapter 10: The Multicultural School Ecology: Inclusion Beyond the Classroom
Kathy-Anne Jordan and Zoila Morell
Chapter 11: Flying below the Radar: Tapping into the Cultural Assets of High School Parents of Color
Constance P. Hargrave, Anita Rollins, and David Romero
Chapter 12: Layers of Inequity: Testimonies of Black Students Unmasking a Majoritarian Narrative of Diversity within a Higher Education Institution
Cheryl Ingram and Dr. Rudolfo Chávez Chávez
Chapter 13: Marginalized while Recruited: Tensions of a Young Latina at the Crossroads of Personal and Professional Identity
John Lockhart and Nancy Meltzoff
About the Editors
About the Contributors
In this ambitious work, the editors of Research Studies on Educating for Diversity and Social Justice have compiled thought provoking research studies that provide a foundation for developing transformative educational leaders for 21st century schools. This insightful volume begins with a potent critique of those masquerading under the banner of social justice. Throughout the book extraordinary research studies are used to highlight how theory and practice can be used to improve educational outcomes for diverse student populations.
— Tanya Hudson, Fayetteville State University