Teachers College Press: Multicultural Education

Spring/Summer 2016

new resources on English Language Teaching • Urban Education •

Social Studies • Teaching for Social Justice • Multicultural Education • Literacy • and more!

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PROFESSORS Request Exam Copies at www.tcpress.com/form1.html

Preparing to Teach Social Studies for Social Justice(Becoming a Renegade)Ruchi Agarwal-Rangnath is adjunct professor at San Francisco State University and vice president of the National Association of Multicultural Education, California chapter. Alison G. Dover is assistant professor, Department of Educational Inquiry and Curriculum Studies, Northeastern Illinois University. Nick Henning is associate professor in the Department of Secondary Education at California State University, Fullerton.

Foreword by Rick Ayers

This practical book shows how veteran, justice-oriented social studies teachers are responding to the Common Core State Standards, focusing on how they build curriculum, support students’ literacy skills, and prepare students to think and act critically within and beyond the classroom. In order to provide direct classroom-to-classroom insights, the authors draw on letters written by veteran teachers addressed to new teachers entering the field.

Part I of the book introduces the three approaches teachers can take for teaching for social justice within the constraints of the Common Core State Standards (embracing, reframing, or resisting the standards).

Part II analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes.

Part III demonstrates how teachers develop, support, and sustain their identities as justice-oriented educators in standards-driven classrooms.

Each chapter includes exemplary lesson plans drawn from diverse grades and classrooms, and offers concrete recommendations to guide practice.

ALSO BY RUCHI AGARWAL-RANGNATHSocial Studies, Literacy, and Social Justice in the Common Core ClassroomA Guide for Teachers

ccss 168 pp./PB, $31.95/5408-5 large format

ccss Apr 2016/160 pp. PB, $27.95/5766-6

“This inspiring book invites us into conversations that cannot help but to make our teaching more collective, impactful, and profound.”

—Kevin Kumashiro, University of San Francisco

“This is a must-read book for practicing and aspiring educators interested in learning how to teach justice-oriented, critical social studies.”

—Brian D. Schultz, Northeastern Illinois University

“Teachers’ voices matter! Kudos for a work that highlights the intellectual depth and breadth of dedicated classroom teachers.”

—Tyrone C. Howard, University of California, Los Angeles

“What a wonderful book! Veteran teachers candidly show how they have been able to meld standards with rich, demanding, and authen-tic social justice content and pedagogy. “

—Christine Sleeter, professor emerita, California State University, Monterey Bay

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Growing Critically Conscious TeachersA Social Justice Curriculum for Educators of Latino/a YouthAngela Valenzuela, professor in the Department of Educational Administration, Education Policy and Planning and Department of Curriculum and Instruction, Cultural Studies in Education at the College of Education, University of Texas at Austin, Editor.

Foreword by Sonia Nieto Afterword by Christine Sleeter

To meet the needs of the fast-growing number of Latino/a English learners, this volume presents an approach to secondary education teacher prepara-tion based on the work of the National Latino/a Education Research and Policy Project (NLERAP).

Renowned scholar and educator Angela Valenzuela, together with an impressive roster of contributors, provides a critical framework for educating culturally responsive teachers. They examine the knowledge, skills, and predispositions required for higher education institutions to create curricula for educating Latino/a children, children of color, and language-minority youth.

Growing Critically Conscious Teachers illuminates why growing our own teachers makes sense as an approach for not only addressing the achievement gap, but for also enhancing the well-being of our communities as a whole.

Book Features:• A community-based, university- and

district-connected partnership model that fosters students’ critical consciousness.

• A framework for participatory action research (PAR) within teacher preparation that promotes community and societal transformation.

• A curriculum premised on sociocultural and sociopolitical awareness.

• The wisdom, experiences, and lessons learned from educators who have been change agents in their own schools, communities, and college classrooms across the country.

Contributors: Adele Arellano, Jennifer Ayala, Margarita Ines Berta-Ávila, Julio Cammarota, José Cintrón, Barbara Flores, Carmen I. Mercado, Melissa Rivera, Louie F. Rodríguez

Mar 2016/208 pp./PB, $27.95/5683-6Copublished with NLERAP (National Latino/a Education Research and Policy Project)

”Will make an enormous contribution to the field. It will also be a cherished resource and guide for Latino/a and non-Latino/a teachers alike, and for the university faculty and school- and community-based facilitators who help prepare them.”

—From the Foreword by Sonia Nieto, University of Massachusetts, Amherst

“Provides the elemental sparks for essential conversations about culturally responsive teaching and the well-being of youth in our communities. Through a variety of critical perspectives, this volume raises significant questions that must be at the forefront of Latino/a education.”

—Antonia Darder, Loyola Marymount University

PROFESSORS Request exam copies online: www.tcpress.com/form1.html

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Praise for Previous Editions!

“Offers a healing vision for the future of education in pluralistic nations.”

—Rethinking Schools

“An indispensable resource for anyone struggling to understand the role that Whites play in multicultural education.”

—Teaching Tolerance

“This work clearly deserves the enthusiastic praise it receives from major multicultural thinkers such as James Banks, Sonia Nieto, and Christine Sleeter.”

—Journal of Moral Education

“A wake-up call for those suffering from apathy and a confirmation for those who want to continue to serve as change agents in American society.”

—Journal of Negro Education

“An excellent guide for anyone who wants to have a better understanding of how to lead and live in an increasingly multicultural, multiracial world.”

—The Diversity Factor

Jun 2016/224 pp. PB, $28.95/5731-4Multicultural Education Series

We Can’t Teach What We Don’t KnowWhite Teachers, Multiracial SchoolsThird EditionGary R. Howard is president and founder of the REACH Center for Multicultural Education in Seattle, Washington.

Foreword by Sonia Nieto

“More teachers need to read this book, more schools need to make sure it is in their libraries, and more colleges of education need to include it as mandatory reading.”

—From the Foreword by Sonia Nieto, University of Massachusetts at Amherst

“This Third Edition deepens the critically conscious framework it provides to support the develop-ment of highly effective, culturally relevant, and responsive educators.”

—Christine Clark, University of Nevada, Las Vegas

“What excites me about this new edition is how Howard invites me, as a reader, along for the ride, helping me expand my own sphere of influence.”

—Paul Gorski, George Mason University

Making a case for the “fierce urgency of now,” this new edition deepens the discussion of race and social justice in education with new and updated material. Aligned with our nation’s ever more diverse student population, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teach-ing. This essential text is widely used in teacher preparation courses and for in-service professional development.

New for the Third Edition:• A revised Introduction that places the

book in the context of the 50th anniversary of the 1963 march on Washington.

• An updated analysis of White social dominance, bringing in Critical Race Theory and reflecting on the racist reaction to the election of our first Black President.

• More detail to the White Identity Orientations model, bringing in the personal life experiences of several contemporary White racial-justice activists.

• A new section, “The Whiteness of School Reform,” demonstrating how White social dominance drives much of the corporate school reform movement.

• A richer discussion of Culturally Responsive Teaching, drawing lessons from the author’s transformative work with school districts throughout the country.

• An expanded Reflection and Discussion Guide by educators who have used the book in professional development sessions.

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Teaching with Conscience in an Imperfect WorldAn InvitationWilliam Ayers is Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago (retired), education activist, and bestselling author.

“This captivating text takes the reader on an emancipatory journey toward a brighter educational future replete with hope and multiple, redemptive possibilities.”

—Angela Valenzuela, University of Texas at Austin

”Bill Ayers invites you to imagine teaching in ways that make a difference; ways that bring smiles and successful learning to students and joyous fulfillment to teachers.”

—Carl Grant, University of Wisconsin–Madison

“A timely read that lifted my spirits for the work to be done. Thanks. . . . I needed this book.”

—Deborah Meier, teacher, principal, writer, advocate

“Accept the invitation to imagine, embrace the contradiction that is education for democracy, and find yourself building what we were never schooled to build.”

—Kevin Kumashiro, University of San Francisco

“This book is for every classroom teacher who is challenged by what they fear is a dark time for public schools in America.”

—Fred Klonsky, education blogger

What would we like our schools to become? How might we get there? Bill Ayers invites us to dream of schools in which each child “is of infinite and incalculable value.” This beautifully written little book blends personal anecdotes with big ideas that explore the challenges and opportunities for an education system that desperately needs repair. Teaching with Conscience in an Imperfect World is an urgent call to action and a plan to help educators, policymakers, and parents stretch toward some-thing new and dramatically better—schools that are more joyful and more just, more balanced and more guided by the power of love.

Apr 2016/112 pp./PB, $24.95/5768-0 illustrationsThe Teaching for Social Justice Series

Book Features:• Promotes meaningful

discussions in teacher education courses.

• Addresses problems with our current education system and how they came to be.

• Advocates for schooling that promotes critical thinking and engaged learning.

• Critiques school reform efforts, such as curriculum standardization and dated performance metrics.

• Offers 21 “gestures” toward the kind of schools all children and youth deserve.

To TeachThe Journey, in Comics William Ayers and Ryan Alexander-TannerForeword by Jonathan Kozol

144 pp./PB, $21.95/5062-9 (T)

To TeachThe Journey of a Teacher, Third EditionWilliam AyersForeword by Sonia Nieto Afterword by Mike Rose

192 pp./ PB, $26.95/5063-6

ALSO BY WILLIAM AYERS

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Urban TeachingThe Essentials / Third EditionLois Weiner is professor in the Department of Elementary and Secondary Education, coordinator of the MA in Urban Education/Teaching and Learning, and director of the Urban Education and Teacher Unionism Policy Project at New Jersey City University. Daniel Jerome is an experienced New York City public school teacher and dean of students.

“FINALLY, a book about urban teaching from two experienced professionals who intimately know and respect the art of educating in urban America!”

—Keith Benson, teacher, New Jersey “As a teacher of color who has taught in charter and public school settings, I found the advice, anecdotes, and presentation of the realities of urban teaching to be candid and honest—almost like Weiner and Jerome were mentoring me through the realities of urban teaching.”

—Annie Tan, special education teacher, Chicago This significantly revised edition will help prospective and new teach-ers navigate the realities of city teaching. Now the classic introduc-tion to urban teaching, this book explains how global, national, state, and local reforms have impacted what teachers need to know to not only survive, but to do their jobs well. The Third Edition melds new insights from Daniel Jerome—New York City teacher, social justice activist, and parent of color—with what Lois Weiner, a seasoned teacher educator, has learned from research and decades of experi-ence working with city teachers and students in a variety of settings. Together, the authors explore how successful teachers deal with the complexity, difficulty, and rewarding challenges of teaching in today’s city schools.

Expanding College Access for Urban YouthWhat Schools and Colleges Can DoEdited by Tyrone C. Howard is a professor of education in the Graduate School of Education and Information Studies’ Urban Schooling Division, UCLA. Jonli Tunstall is director of the UCLA VIP Scholars and the AAP Freshmen Summer Transfer Program. Terry K. Flennaugh is an assistant professor and coordinator of Urban Education Initiatives for the College of Education at Michigan State University.

“Empirical. Well-written. Thoughtful. Provocative. This book is useful for all of us concerned about access and equity in education.”

—William G. Tierney, University of Southern California “This book represents a moral and ethical call to any of us who believe in an educational pipeline for liberty, humanity, possibility, and justice for all—everyday!”

—H. Richard Milner IV, University of Pittsburgh“An inspiring book about the potential to change the life course of urban youth.”

—Patricia Gándara, The Civil Rights Project at UCLABuilding on a 10-year case study of a successful school–university partnership, the authors examine the support, mentoring, and resources needed to transform the college opportunities and life chances for underrepresented urban youth. Expanding College Access documents how the model provided college access to some of the most selective and prestigious universities across the nation. Because this partnership situates college access within a social justice frame-work, it is one of the more unique programs in the country.Contributors: Irene Atkins, Bree Blades, Jon Carroll, Whitney Gouche, Tr’Vel Lyons, Jerry Morrison, Justyn K. Patterson, Michelle Smith, Ashley V. Williams

Feb 2016/112 pp. PB, $25.95/5689-8

May 2016/192 pp. PB, $34.95/5764-2 HC, $78/5765-9

ALSO BY TYRONE HOWARD

Black Male(d)Peril and Promise in the Education of African American Males

208 pp./PB, $29.95/5490-0 HC, $72/5491-7

Why Race and Culture Matter in SchoolsClosing the Achievement Gap in America’s Classrooms

208 pp./PB, $30.95/5071-1 HC, $62/5072-8

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Human Rights and SchoolingAn Ethical Framework for Teaching for Social JusticeAudrey Osler is professor of education at the University of South East Norway and at the University of Leeds, UK, where she was founding director of the interdisciplinary Centre for Citizenship and Human Rights Education (CCHRE).

“Audrey Osler offers timely and relevant insights into education for human rights and social justice. The book examines complex global realities and the power of narrative to create a grounded and critical cosmopolitanism.”

—Monisha Bajaj, University of San Francisco“A fascinating read filled with practical strategies for teaching about, in, and for human rights. Osler draws on examples from across the globe to show how educators can foster solidarity with human rights struggles near and far as they empower youth to take action for social justice at home and abroad.” —Carole L. Hahn, Emory UniversityHuman Rights and Schooling explores the potential of human rights frameworks to support grassroots struggles for justice and examines the impact that human rights and child rights education can make in the lives of students, including the most marginalized. Audrey Osler examines the theory, research, and practice linking human rights to education in order to broaden the concept of citizenship and social studies education. Bringing scholarship and practice together, the text uses concrete examples to illustrate the links between principles and ideals and actual efforts to realize social justice in and through education. Osler anchors her examination of human rights in the U.N Convention on the Rights of the Child, as well as the U.N. Declaration on Human Rights Education and Training.

Reclaiming the Multicultural Roots of U.S. CurriculumCommunities of Color and Official Knowledge in EducationWayne Au is an associate professor in the School of Educational Studies, University of Washington Bothell, and editor of Rethinking Schools. Anthony L. Brown is associate professor of curriculum and instruction and African and African diaspora studies at the University of Texas at Austin. Dolores Calderón is assistant professor of education, culture, and society and ethnic studies at the University of Utah.

Afterword by Michael Dumas

“Fascinating, innovative, and rigorously researched, this groundbreaking book will change how we think of the field of curriculum.”

—Sonia Nieto, professor emerita, University of Massachusetts“Discourses around ‘multicultural education’ often fail to engage the long and significant curriculum history and hard fought efforts that made the field viable, necessary, and intellectually powerful. This book should be on the shelf of every curriculum scholar.”

—Gloria Ladson-Billings, University of Wisconsin-Madison Within curriculum studies, a “master narrative” has developed into a canon that is predominantly White, male, and associated with institutions of higher education. This canon has systematically neglected communities of color, all of which were engaged in their own critical conversations about the type of education that would best benefit their children. This book serves as a much-needed correction to the glaring gaps in U.S. curriculum history. Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos during what has been construed as the “founding” period of curriculum studies, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States.

May 2016/192 pp. PB, $39.95/5676-8 HC, $88/5677-5Multicultural Education Series

Jun 2016/192 pp. PB, $35.95/5678-2 HC, $76/5679-9Multicultural Education Series

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Reading, Writing, and TalkInclusive Teaching Strategies for Diverse Learners, K–2Mariana Souto-Manning is an associate professor and coordinator of Early Childhood Education Program, Teachers College, Columbia University; Jessica Martell is an elementary school teacher with over 17 years of experience working with diverse student populations in New York City’s public schools.

Foreword by Gloria Ladson-Billings

“Offers us a great opportunity to explore pedagogical strategies that are diverse and inclusive.”

—From the Foreword by Gloria Ladson-Billings, University of Wisconsin–Madison

“Readers will discover a treasure of teacher and student collaborative expe-riences to engage diverse learners.”

—Yetta and Ken Goodman, University of Arizona“The authors offer rich vignettes and pragmatic guidance for learning about,

responding to, and respectfully building community among children. We readers are in their debt.”

—Anne Haas Dyson, University of IllinoisUnique in its focus on inclusive and culturally relevant language and literacy teaching, this book will help K–2 teachers (re)think and (re)conceptualize their practices. Hands-on examples and strategies will help educators expand their thinking and repertoires regarding what is possible—and needed—in the language and literacy education curriculum for young children.

Inclusive Literacy TeachingDifferentiating Approaches in Multilingual Elementary ClassroomsLori Helman is associate professor at the University of Minnesota in the Department of Curriculum and Instruction and director of the Minnesota Center for Reading Research. Carrie Rogers is assistant professor at Western Carolina University in the School of Teaching and Learning. Amy Frederick is assistant professor at the University of Wisconsin–River Falls in the Teacher Education Department. Maggie Struck is a doctoral candidate in critical literacy in the Department of Curriculum and Instruction at the University of Minnesota.

Foreword by Robert T. Jiménez

“Resources such as Inclusive Literacy Teaching support the professional learning of emergent bilingual teachers in a respectful and practical manner.”

—From the Foreword by Robert T. Jiménez, Vanderbilt UniversityResponding to the need to prepare elementary teachers for the increasing linguistic diversity in schools, this book presents key foun-dational principles in language and literacy development for linguisti-cally diverse students. Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade.

Book Features: Illuminates the variation among students who have been categorized as English language learners • Provides access to a broad range of research-based approaches in teacher-friendly language • Examines key dilemmas that teachers are likely to encounter in today’s classrooms • Avoids recipes or “cookie-cutter” approaches to complex scenarios • Addresses academic vocabulary and language development, a key barrier to accessing content for students learning English as a new language.

May 2016/176 pp./PB, $32.95/ 5757-4/HC, $72/5758-1Language and Literacy Series

ALSO BY MARIANA SOUTO-MANNING

Multicultural Teaching in the Early Childhood ClassroomApproaches, Strategies, and Tools, Preschool–2nd Grade

168 pp./PB, $29.95/5405-4 HC, $60/5406-1 photos

Jun 2016/160 pp. (tent.) PB, $35.95/5786-4 HC, $84/5787-1Language and Literacy Series

ALSO BY LORI HELMANLiteracy Instruction in Multilingual ClassroomsEngaging English Language Learners in Elementary School144 pp./PB, $28.95/5336-1 large format

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Partnering with Immigrant CommunitiesAction Through LiteracyGerald Campano is associate professor and chair of the Reading/Writing/Literacy Division at University of Pennsylvania’s Graduate School of Education. María Paula Ghiso is assistant professor of literacy education at Teachers College, Columbia University. Bethany J. Welch is the founding director of Aquinas Center in South Philadelphia and a nonprofit management consultant.

Foreword by María E. Fránquiz

”Supported by theory and written with clarity, this inspiring account sets the gold standard for research that is both committed and ethical.”

—Hilary Janks, emeritus professor, Wits University “A game-changing text.”

—Elizabeth Dutro, University of Colorado Boulder “A powerful illustration of intentional ethical engagement to support sustainable community-based inquiries toward social and political transformation.”

—Tarajean Yazzie-Mintz, American Indian College Fund“A powerful and humanizing portrait of a longitudinal, culturally sustain-

ing, and ethically collaborative engagement for educational justice and immigrant rights.”

—Ernest Morrell, Teachers College, Columbia UniversityThis book demonstrates how to draw on the knowledge and interests of a multilingual community to inform literacy teaching and learning, both in and out of school. It is based on a 5-year university partner-ship with members from Indonesian, Vietnamese, Latino, Filipino, African American, and Irish American communities.

Teaching for Equity in Complex TimesNegotiating National Standards in a High-Performing Bilingual School Jamy Stillman is an associate professor of educational equity and cultural diversity at the University of Colorado, Boulder. Lauren Anderson is an associate professor of education at Connecticut College, with John Beltramo, Kathryn Struthers and Joyce Gomez-Najarro

This book details how one school integrated equity pedagogy into standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school’s dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers’ attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population. They identify specific tensions that emerged, concerning:

• The degree of academic struggle that is generative for student learning, and the point at which such struggle becomes counterproductive.

• The holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences.

• The CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching.

• The influence of high-stakes accountability on school norms and practices, including teachers’ interpretations and enactment of new national standards.

• The performance pressures placed on teachers in today’s educational policy context.

ccss Jul 2016/224 pp. (tent.) PB, $39.95/5784-5 HC, $84/5785-7Multicultural Education Series

Apr 2016/176 pp./PB, $32.95/5721-5/HC, $72/5722-2Language and Literacy Series

ALSO BY GERALD CAMPANOImmigrant Students and LiteracyReading, Writing, and Remembering160 pp./PB, $27.95/4732-2

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Teach On Purpose!Responsive Teaching for Student SuccessLeslie David Burns is associate professor of literacy for the Department of Curriculum and Instruction at the University of Kentucky. Stergios G. Botzakis is associate professor of reading education at The University of Tennessee, Knoxville.

“Teach on Purpose! is really about teaching with purpose while helping students meet and exceed academic standards.”

—David Kirkland, New York University“Teach on Purpose! will energize you and remind you why you joined the teaching profession in the first place.”

—Renee Boss, teacher and education blogger“Teach on Purpose! encourages us all to remember that we shape our students with the skills we help them develop, and just as equally, with the fires we ignite within them.”

—Ashley Lamb-Sinclair, 2016 Kentucky Teacher of the Year “Soon-to-be-teachers, new teachers, veteran teachers, embittered teachers, emboldened teachers, and even those who prepare and work with those teach-ers will benefit from this book.”

—Brandon Abdon, Advanced Placement Program, The College Board

The authors provide secondary teachers with scientifically proven strategies for creating learning environments that increase student engagement and academic achievement. The text features model units authored and taught by practicing classroom teachers in math, science, social studies, and language arts that can be used in any classroom.

New Ways to Engage ParentsStrategies and Tools for Teachers and Leaders, K–12Patricia A. Edwards is professor of language and literacy in the Department of Teacher Education at Michigan State University and former president of the Literacy Research Association and the International Reading Association.

“Patricia Edwards helps us think critically about outmoded practices that often distance diverse parents from schools and shows us how to replace them with up-to-date strategies for engaging contemporary families.”

—Judy Carson, Connecticut State Department of Education “With lots of practical suggestions and resources, this book will help read-ers immediately update, expand, and enhance their parent engagement efforts.”

—Laurie Elish-Piper, Northern Illinois University“Loaded with practical advice that can help educators engage with families

in respectful and culturally sensitive ways. With strategies ranging from teacher notes to classroom blogs, every teacher should find a wealth of ideas for building home–school partnerships. “

—Deborah Wells Rowe, Peabody College, Vanderbilt University“Professor Edwards presents scores of practical ideas and resources, includ-

ing details on effective open house nights, new technologies for two-way communications between teachers and parents, designs for student-led parent–teacher conferences, and more.”

—Joyce L. Epstein, Johns Hopkins UniversityThis practical resource by bestselling author Patricia Edwards pro-vides school leaders and classroom teachers with new and creative ways in which to welcome, encourage, and involve parents. This is a straightforward, concise, and easy-to-use guide that is perfect for professional learning communities and teacher preparation courses.

Jul 2016/168 pp. (tent.) PB, $29.95/5788-8

May 2016/176 pp. PB, $26.95/5671-3

ALSO BY PATRICIA EDWARDS

Change Is Gonna ComeTransforming Literacy Education for African American Students with Gwendolyn Thompson McMillon, and Jennifer D. Turner

224 pp./PB, $26.95/5084-1 HC, $59/5085-8

Bridging Literacy and EquityThe Essential Guide to Social Equity Teachingwith Althier M. Lazar and Gwendolyn Thompson McMillon 160 pp./PB, $31.95/5347-7 HC, $68/5348-4

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School Integration MattersResearch-Based Strategies to Advance EquityEdited by Erica Frankenberg, associate professor of education and demography and co-director of the Center for Education and Civil Rights at Pennsylvania State University; Liliana M. Garces, assistant professor of higher education, co-director of the Center for Education and Civil Rights, and research associate for the Center of the Study of Higher Education at Pennsylvania State University; and Megan Hopkins, assistant professor of education at the University of Illinois at Chicago.

”This is the book that reignites the civil rights movement, written and edited by a powerful new generation of civil rights scholars.”

—Patricia Gándara, co-director, The Civil Rights Project, UCLA“This visionary book suggests workable solutions for a multiracial future. Educators and policymakers need this book.”

—Gary Orfield, co-director, The Civil Rights Project, UCLAThis timely book sheds light on how and why U.S. schools are experiencing increasing segregation along racial, socioeconomic, and linguistic lines. The authors look at the structural and legal roots of inequity in the United States educational system and examine oppor-tunities to support integration efforts across the educational pipeline (pre-K to higher education).

Contributors: Martha Cecilia Bottia, Courtney D. Cogburn, Erica Frankenberg, Liliana M. Garces, Rachel Garver, Cynthia Gordon da Cruz, Mariela Gutierrez, Megan Hopkins, Michael Hilton, Daniel Kiel, Richard Lambert, Savannah Larimore, Rebecca Lowenhaupt, Roslyn Arlin Mickelson, P. Zitlali Morales, Lindsay Pérez Huber, Aria Razfar, Jeanne L. Reid, Matthew Patrick Shaw, Philip Tegeler, Hoang Tran, Tina Trujillo, Brenda Pulido Villanueva

Restoring Dignity in Public SchoolsHuman Rights Education in ActionMaria Hantzopoulos is associate professor of education at Vassar College, where she is the coordinator of the Adolescent Education Certification Program and a participating faculty member in the programs in International Studies, Urban Studies, and Women’s Studies.

”This book provides what most of us don’t have: hope that a school based on human rights can actually exist in urban education. It will inspire grassroots activists and educators alike to envision something tangible to fight for.”

—Sally Lee, executive director, Teachers Unite“These testimonies remind us that schools can, in fact, be transformational communities. This is a work of head and heart, a call to reimagine schools as sites of critique and collaboration, purpose and possibility.”

—Bill Bigelow, curriculum editor, Rethinking SchoolsFor many students in urban public schools, the routines of standards-based instruction and frequent testing remove the possibilities for sustained inquiry and critical engagement. Restoring Dignity in Public Schools demonstrates how urban public schools can create thriving, authentic centers of learning. Drawing from rich narratives of human rights education (HRE) in action, the author shows how school lead-ers can create an environment in which a culture of dignity, respect, tolerance, and democracy flourishes. The book examines the dynam-ics of HRE in practice, defines its constituent elements, and explains how these components work in tandem to produce schooling that encourages young people to critically interact with the world around them and imagine different alternatives for the future. This timely book provides a viable alternative to the currently favored strategies of increased testing, privatization, and disciplinary control.

Mar 2016/256 pp. PB, $37.95/5755-0 HC, $80/5756-7

Feb 2016/192 pp./PB, $36.95/5742-0

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12 SOCIAL STUDIES & CIVIC EDUCATION

Reading Like a HistorianTeaching Literacy in Middle and High School History Classrooms—Aligned with Common Core State StandardsSam Wineburg, Daisy Martin, and Chauncey Monte-Sano

“This is what research dissemination is all about if we ever want to make a positive difference in students’ lives and our own futures.”

—Teaching History“The Reading Like a Historian program…is getting a new wave of attention as teachers adapt to the Common Core State Standards in English/language arts.” —Education Week Spotlight

ccss 2013/168 pp./PB, $29.95/5403-0 large format, illustrations

Literacy and History in ActionImmersive Approaches to Disciplinary Thinking, Grades 5–12Thomas M. McCann, Rebecca D’Angelo, Nancy Galas, and Mary Greska Foreword by Peter Smagorinsky

Describes extended simula-tion activities that allow learners to experience major periods of U.S. history while they discuss, read, and write in ways that align closely with the Common Core State Standards. Chapters cover the European incursions into North America, pre-Revolutionary War colonialism, and the Civil War and Reconstruction.

ccss 2015/160 pp./PB, $31.95/5734-5/HC, $78/5735-2Language and Literacy Series

Reading, Thinking, and Writing About HistoryTeaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6–12 Chauncey Monte-Sano, Susan De La Paz, and Mark Felton

Foreword by Sam Wineburg

“It uses engaging topics and approaches, classroom-ready handouts and lesson plans, and abundant samples of student work.”

—The American Historian“This extraordinary book provides tried-and-true

practical tools and step-by-step directions.”—Michelle M. Herczog, president, NCSS

ccss 2014/240 pp./PB, $31.95/5530-3 large format

The Common Core State Standards in Literacy SeriesCopublished with NWP (National Writing Project)

Civic Education in the Elementary GradesPromoting Student Engagement in an Era of AccountabilityDana Mitra and Stephanie C. Serriere Foreword by Meira Levinson

This book shows how civic engagement encourages young people to examine their environment, to notice and question injus-tices, and to take action to make a difference in their communities and school. Focusing on the intersection of student voice and critical inquiry, the authors provide classroom activities and les-sons for practice.

2015/192 pp./PB, $34.95/5634-8/HC, $78/5636-2

Teaching and Learning on the VergeDemocratic Education in ActionShanti Elliott

“A vital handbook for adventur-ous teachers everywhere.” —Jay Featherstone, former

editor of The Republic This guide demonstrates how educators in all disciplines can integrate civic engagement, mul-ticultural literacy, and leadership into their class-rooms and programs. It is based on 20 years of teaching experience and research in schools across the country, including Rudy Lozano Leadership Academy in Chicago, June Jordan School for Equity in San Francisco, and Urban Academy in New York.

2015/240 pp./PB, $39.95/5641-6/HC, $84/5642-3Multicultural Education Series

Teaching What Really HappenedHow to Avoid the Tyranny of Textbooks and Get Students Excited About Doing HistoryJames W. Loewen

“James Loewen reminds us why the textbook should go.”

—Teaching Tolerance This book will help teachers tackle difficult but important topics, like the American Indian experi-ence, slavery, and race relations.

2009/264 pp./PB, $25.95/4991-3 HC, $61/4992-0 (T) Multicultural Education Series

SEE ALSO: Preparing to Teach Social Studies for Social Justice, 2; Social Studies, Literacy, and Social Justice..., 2; Human Rights and Schooling, 7; What Kind of Citizen? 13

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Helping English Learners to WriteMeeting Common Core Standards, Grades 6–12 Carol Booth Olson, Robin C. Scarcella, and Tina Matuchniak Foreword by Steve Graham

“My advice: ingest, consider, and employ the strategies described here. Your students will become better writers if you do.”

—From the Foreword by Steve Graham, Arizona State University Using a rich array of research-based practices, this book will help secondary teachers improve the academic writing of English learners. It provides specific

teaching strategies, activities, and extended lessons to develop EL students’ narrative, informational, and argumentative writing, emphasized in the Common Core State Standards. It also explores the challenges each of these genres pose for ELs and suggests ways to scaffold instruction.

ccss 2015/192 pp./PB, $31.95/5633-1 photos/illustrationsThe Common Core State Standards in Literacy Series Copublished with NWP and TESOL

What Kind of Citizen?Educating Our Children for the Common Good Joel Westheimer

“Explains the importance of helping students to think critically and question tradition.” —Alfie Kohn, bestselling author How can schools teach the skills required for a strong democracy to flourish? What Kind of Citizen? asks readers to imagine the kind of society they would like to live in—and then shows the ways in which schools can be used to make that vision a reality.

2015/128 pp./PB, $24.95/5635-5

Teaching and Learning in a Diverse WorldMulticultural Education for Young Children, Fourth Edition Patricia G. Ramsey Foreword by Sonia Nieto

“At a time when our country seems increasingly polarized over the value and meaning of justice for all, Patty Ramsey’s insights and suggestions are as needed as ever.” —Louise Derman-Sparks, international consultant on anti-bias education This updated edition describes research-based classroom practices to engage children in exploring the complexities of race, economic inequities, immigration, environmental issues, gender and sexual identities, and abilities and disabilities.

The text includes questions that prompt teachers to recognize the influence of overt and covert soci-etal forces on their teaching.

2015/240 pp./PB, $31.95/5625-6Early Childhood Education Series

Getting Teacher Evaluation RightWhat Really Matters for Effectiveness and ImprovementLinda Darling-Hammond

“From contrasts of different systems of evaluation to supporting professional learning, this is a top recommendation for any teacher’s education library.” —The Midwest Book Review

“Darling-Hammond knows that we must ‘get teacher evaluation right’ and her book is as clear a guide for doing that as we will ever see.” —Ronald Thorpe, National Board for Professional Teaching Standards

Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evalua-tion that supports collaborative models of teacher planning and learning.

2013/192 pp./PB, $26.95/5446-7/HC, $68/5447-4 Copublished with Learning Forward

14 BESTSELLERS!


Closing the School Discipline GapEquitable Remedies for Excessive ExclusionEdited by Daniel J. Losen

“This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, Children’s Defense FundThe research presented in this volume demonstrates that schools’ current disciplinary policies and practices exacerbate profound inequities in educational opportunity and outcomes.

Contributors include Robert Balfanz, Jamilia J. Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, and Ivory A. Toldson.

2015/288 pp./PB, $36.95/5613-3/HC, $76/5614-0Disability, Culture, and Equity Series

Raising Race QuestionsWhiteness and Inquiry in EducationAli MichaelForeword by Shaun R. Harper

“As a White teacher engaged in this work, I’ve watched these tools help educators support one another as they make mistakes, reflect, and grow together.” —Lynn Eckerman, Independence Charter School, PhiladelphiaThis book invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both

a process for getting to questions that lead to growth and change, as well as a vision for where engagement with race questions might lead.

2015/192 pp./PB, $34.95/5599-0/HC, $78/5600-3Practitioner Inquiry Series

Why We Teach NowEdited by Sonia NietoWhy We Teach Now dares to challenge current notions of what it means to be a

“highly qualified teacher” á la No Child Left Behind, and demonstrates the depth of commitment and care teachers bring to their work with students, families, and communities. This sequel to Nieto’s popular book, Why We Teach, features powerful stories of classroom teachers from across the country as they give witness to their hopes and struggles to teach our nation’s children.

2015 / 288 pp./PB, $29.95/5587-7/HC, $68/5624-9

ALSO BY SONIA NIETO: Why We Teach 256 pp./PB, $26.95/4593-9 (T)

The Culturally Inclusive EducatorPreparing for a Multicultural WorldDena R. Samuels

“At last—an empathetic and inspiring book that says the way to educate all students more successfully is to awaken teachers’ higher awareness.” —Peggy McIntosh, National SEED Project on Inclusive Curriculum Based on the author’s national research and consulting work, this book provides guidance on overcoming personal and institutional challenges to cultural inclusiveness (stereotype threats, microaggressions, colorblindness/identity-blindness, implicit bias, among others). Samuels begins with the challenges

facing the higher education community and then offers 8 transformative steps that any educator teaching any subject can utilize to increase their effectiveness.

2014/176 pp./PB, $37.95/5592-1/HC, $80/5593-8

15BESTSELLERS!


50 Myths and Lies That Threaten America’s Public SchoolsThe Real Crisis in EducationDavid C. Berliner and Gene V Glass

“This valuable new book takes a stark look at some of the worst ideas being promoted by school reformers around the country as ways to improve public education.” —The Washington Post

“A timely and hard-hitting book. The teachers of our children will be grateful.” —Jonathan Kozol, educator and author

In this look at modern education reform, two of the most respected voices in education and a team of young education scholars use hard-hitting information and a touch of comic relief to separate fact from fiction.

2014/272 pp./PB, $29.95/5524-2 (T)

Designing GroupworkStrategies for the Heterogeneous Classroom, Third Edition Elizabeth G. Cohen and Rachel A. LotanForewords by Linda Darling-Hammond and John I. Goodlad

“Designing Groupwork has earned its place in the library of anyone seeking to create high-achieving, equitable classrooms.” —Horace The new edition incorporates current research findings with new material on what makes for a groupworthy task, and shows how groupwork contributes to growth and development in the language of instruction. Responding to new

curriculum standards and assessments across all grade levels and subject areas, this edition shows teachers how to organize their classroom so that all students participate actively.

2014/256 pp. /PB, $26.95/5566-2

Biography-Driven Culturally Responsive TeachingSecond EditionSocorro G. HerreraFor the new edition, teaching strategies and tools have been updated to reflect new brain research and to keep pace with our nation’s ever-changing demo-graphics and constant shift in expectations for K–12 students. The structure and format of this bestseller has also been revised to help educators find information quickly.

2016/208 pp./PB, $32.95/5750-5 large format, photos

ALSO BY SOCORRO HERRERA: Accelerating Literacy for Diverse LearnersStrategies for the Common Core Classroom, K–8

ccss 208 page book + 1-hour DVD, $34.95/5450-4

Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms208 pp./PB, $29.95/5217-3 large format, photos

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16 RECENTLY PUBLISHED


Cracks in the SchoolyardConfronting Latino Educational InequalityEdited by Gilberto Q. Conchas, with Brianna M. Hinga Foreword by Amanda Datnow

“Powerful accounts of the ways in which Latino students achieve in spite of formidable obstacles.”

—From the Foreword by Amanda Datnow, University of California, San Diego

“Conchas’ provocative and compelling case studies position him once again as a leading voice in challeng-ing commonsense notions of Latino school failure.”

—Kris D. Gutiérrez, University of California, Berkeley

This book features achievement cases that depict Latinos as active actors—not hopeless victims—in the quest for social and economic mobility.

2016/224 pp./PB, $39.95/5703-1/HC, $80/5704-8

Be the ChangeReinventing School for Student SuccessLinda Darling-Hammond, Nicky Ramos-Beban, Rebecca Padnos Altamirano, and Maria E. Hyler

“Will inspire others who seek to find ways to use education as a means to break the cycle of poverty and to expand opportunity and justice.” —Pedro A. Noguera, UCLA Be the Change tells the remarkable story of an innovative public high school in East Palo Alto modeled after successful small schools in New York City. Guided by the expertise of renowned educator Linda Darling-Hammond, it offers authentic and engaging instruction that has allowed students who start off far behind to graduate and go on to college in record numbers.

2015/264 pp./PB, $34.95/5743-7 large format

Identity Work in the ClassroomSuccessful Learning in Urban SchoolsCheryl Jones-Walker Foreword by Theresa Perry

“Indispensable reading for teach-ers, educational leaders, and policymakers alike.”

—Marc Lamont Hill, Morehouse College

“An extraordinary and compelling book .”—From the Foreword by Theresa Perry,

Simmons College This book proposes “identity work” as an alterna-tive to top-down reform measures. Based on an in-depth study of two classrooms in urban K–8 schools, the author argues that efforts to improve urban schools should recognize the importance of relational change that focuses on deepening personal interactions between students and teach-ers, teachers and other teachers, and schools and parents.

2015/128 pp./PB, $32.95/5691-1/HC, $76/5692-8

Transforming Teacher Education for Social JusticeEva Zygmunt and Patricia Clark Foreword by Peter Murrell

“Mandatory reading for teacher educators who are serious about preparing teachers for diverse schools and communities.”

—Tyrone Howard, UCLA The authors propose a new model of culturally responsive teacher preparation that capitalizes on the strengths of programs evidencing important outcomes. Chapters address: situated learning embedded in communities; strategies for inter-weaving theory, content, pedagogy, and classroom practice; student engagement and motivation; and critical service learning.

2016/160 pp./PB, $40.95/5708-6/HC, $84/5710-9

Pose, Wobble, FlowA Culturally Proactive Approach to Literacy InstructionAntero Garcia and Cindy O’Donnell-Allen Foreword by Linda Christensen

“This beautiful book will educate, challenge, and inspire educators determined to improve their teaching.”

—Sonia Nieto, professor emerita, University of Massachusetts, Amherst

Pose, Wobble, Flow presents a promising framework for disrupting the pervasive myth that there is one set of surefire, culturally neutral “best” prac-tices. Each chapter highlights a particular pose, describes how to work through common wobbles, incorporates teacher voices, and provides ques-tions for further discussion.

2015/176 pp./PB, $29.95/5652-2/HC, $76/5664-5Language and Literacy Series

Copublished with NWP

17RECENTLY PUBLISHED


Courageous Leadership in Early Childhood EducationTaking a Stand for Social Justice Susi Long, Mariana Souto-Manning, and Vivian Maria Vasquez, Editors Foreword by Sonia Nieto

This book shows how leaders use the power entrusted in them to question and disrupt discriminatory and marginalizing practices. Chapters include strategies and resources that administrators can use to build confidence, knowledge, and skills as they invest in more equitable and just preschools and schools.

2016/224 pp./PB, $34.95/5741-3Early Childhood Education Series

DisCrit—Disability Studies and Critical Race Theory in EducationDavid J. Connor, Beth A. Ferri, and Subini A. Annamma, Editors

“A must-read for those who witness the realities of urban school systems and are brave

enough to do something about it.”—David Stovall, University of Illinois at Chicago

This groundbreaking volume examines the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline.

2016/288 pp./PB, $44.95/5667-6/HC, $92/5668-3Disability, Culture, and Equity Series

Leading Anti-Bias Early Childhood ProgramsA Guide for ChangeLouise Derman-Sparks, Debbie LeeKeenan, and John Nimmo Foreword by Mariana Souto-Manning

“This book is a tool box for build-ing early childhood programs that foster sentiments of justice and fairness in leaders, teachers, and young children.”

—Herbert Kohl, educator and bestselling authorThis is both a stand-alone text and a perfect com-panion for Anti-Bias Education for Young Children and Ourselves. It emphasizes that this work is not only about changing curriculum, but requires strategic planning that addresses all components of an early childhood program. The text features a powerful combination of conceptual frameworks, strategies, and practical tools.

2015/192 pp./PB, $29.95/5598-3 large formatEarly Childhood Education Series

Copublished with NAEYC

Teaching KindergartenLearner-Centered Classrooms for the 21st CenturyJulie Diamond, Betsy Grob, and Fretta Reitzes, Editors Foreword by Vivian Gussin Paley / Prologue by Ruth Charney

Illustrates how a learner-centered approach can not only meet the equity and accountability goals of the Common Core State Standards but go well beyond that to educate the whole child. It features examples of teachers working with diverse popula-tions of students and focusing on issues of social justice across urban and rural communities.

ccss 2015/176 pp./PB, $29.95/5711-6 photosEarly Childhood Education Series

From Charity to EquityRace, Homelessness, and Urban Schools Ann Aviles de Bradley

“This book will completely trans-form the way we think about how to address the needs of homeless youth in our schools. Bravo, Dr. Aviles de Bradley!”

—Marvin Lynn, Indiana University South Bend Through interviews with youth, readers are chal-lenged to see implementation of the McKinney–Vento Act (1987) not as charity but as an issue of legislated social justice and to work towards educational equity for students experiencing homelessness.

2015/144 pp./PB, $31.95/5639-3

Promoting Racial Literacy in SchoolsDifferences That Make a DifferenceHoward C. Stevenson

“Once more, Howard Stevenson has provided a blueprint of criti-cal importance to policymakers, practitioners, teachers, and parents!”

—Margaret Beale Spencer, University of ChicagoMost schools fail to act on racial microaggressions because the stress of negotiating such conflicts is extremely high due to fears of incompetence, public exposure, and accusation. Instead of facing these conflicts head on, schools perpetuate a set of avoidance or coping strategies. This much-needed book uncovers how racial stress undermines stu-dent achievement, and provides educators and social service support staff with workable strate-gies to improve their racial literacy skills.

2014/240 pp./PB, $32.95/5504-4/HC, $70/5557-0

2012 Winner!

The Flat World and EducationHow America’s Commitment to Equity Will Determine Our FutureLinda Darling-Hammond

“Contains a valuable lode of practical and research-based advice about how to improve our schools.”

—The Washington Post

2010/408 pp./PB, $26.95/4962-3/(T)

Reaching and Teaching Students in PovertyStrategies for Erasing the Opportunity GapPaul C. Gorski

“Read it, talk about it with your friends and colleagues, and use it as a guide for your next project in educational activism!”

—Rethinking Schools

2013/216 pp./PB, $33.95/5457-3/HC, $74/5458-0Multicultural Education Series

Is Everyone Really Equal?An Introduction to Key Concepts in Social Justice EducationÖzlem Sensoy and Robin DiAngelo

“This is a brilliant primer to help us consider what it means to think critically and to act for justice.”

—Bill Bigelow, Rethinking Schools

2011/240 pp./PB, $32.95/5269-2/HC, $66/5270-8

Culturally Responsive TeachingTheory, Research, and Practice, Second EditionGeneva Gay

“A comprehensive account of the important role that culture plays in the teaching and learning process.” —Urban Education

2010/320 pp./PB, $32.95/5078-0

Engaging the “Race Question”Accountability and Equity in U.S. Higher EducationAlicia C. Dowd and Estela Mara Bensimon

“The introspective journeys this book will inspire should be experienced by faculty and staff at higher educa-tion institutions across the country.”

—Tia Brown McNair, Association of American Colleges and Universities

“Finally, a book that helps the rest of us understand the theory and the complexities that underpin the authors’ path-breaking work. Read it and act on it!”

—Patricia Gándara, codirector, The Civil Rights Project

2015/224 pp./PB, $42.95/5609-6/HC, $86/5611-9

Holler If You Hear MeThe Education of a Teacher and His Students, Second EditionGregory MichieForewords by Luis J. Rodriguez and Sandra CisnerosThis is the updated 10th Anniversary Edition of Michie’s moving memoir of teaching on Chicago’s South Side.

2009/256 pp./PB, $24.95/4958-6 (T)

Being BadMy Baby Brother and the School-to-Prison PipelineCrystal T. Laura Foreword by William Ayers Afterword by Erica R. Meiners

“This easy-to-read personal narra-tive provides a connection to the larger body of literature regarding

the school-to-prison pipeline, and the myriad factors contributing to this phenomenon that would be well-received by undergraduate education students, as well as community members, families, and teachers.”

—Teachers College Record

2014/144 pp./PB, $29.95/5596-9 HC, $64/5597-6

MULTICULTURAL EDUCATION SERIESJAMES A. BANKS, EDITOR

THE TEACHING FOR SOCIAL JUSTICE SERIESWILLIAM AYERS, EDITOR / THERESE QUINN, ASSOCIATE EDITOR

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ALSO IN THIS SERIES: We Can’t Teach What We Don’t Know, Third Edition, 4; Why Race and Culture Matter in Schools, 6; Black Male(d), 6; Human Rights and Schooling, 7; Reclaiming the Multicultural Roots of U.S. Curriculum, 7; Teaching for Equity in Complex Times, 9; Teaching What Really Happened, 12; Teaching and Learning on the Verge, 12

For a full list of titles in these series, visit www.tcpress.com

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ALSO IN THIS SERIES: Teaching with Conscience in an Imperfect World, 5

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Teachers College Press: Multicultural Education