2 MULTICULTURAL EDUCATION SERIES JAMES A. BANKS, Series Editor Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education, Second Edition ÖZLEM SENSOY AND ROBIN DIANGELO Teaching for Equity in Complex Times: Negotiating Standards in a High- Performing Bilingual School JAMY STILLMAN AND LAUREN ANDERSON Transforming Educational Pathways for Chicana/o Students: A Critical Race Feminista Praxis DOLORES DELGADO BERNAL AND ENRIQUE ALEMÁN, JR. Un-Standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom, 2nd Edition CHRISTINE E. SLEETER AND JUDITH FLORES CARMONA Global Migration, Diversity, and Civic Education: Improving Policy and Practice JAMES A. BANKS, MARCELO SUÁREZ-OROZCO, AND MIRIAM BEN-PERETZ, EDS. Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education WAYNE AU, ANTHONY L. BROWN, AND DOLORES CALDERÓN Human Rights and Schooling: An Ethical Framework for Teaching for Social Justice AUDREY OSLER We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools, Third Edition GARY R. HOWARD Teaching and Learning on the Verge: Democratic Education in Action SHANTI ELLIOTT Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education ALICIA C. DOWD AND ESTELA MARA BENSIMON Diversity and Education: A Critical Multicultural Approach MICHAEL VAVRUS First Freire: Early Writings in Social Justice Education CARLOS ALBERTO TORRES Mathematics for Equity: A Framework for Successful Practice NA’ILAH SUAD NASIR, CARLOS CABANA, BARBARA SHREVE, ESTELLE WOODBURY, AND NICOLE LOUIE, EDS. 3 Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice SUHANTHIE MOTHA Black Male(d): Peril and Promise in the Education of African American Males TYRONE C. HOWARD LGBTQ Youth and Education: Policies and Practices CRIS MAYO Race Frameworks: A Multidimensional Theory of Racism and Education ZEUS LEONARDO Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap PAUL C. GORSKI Class Rules: Exposing Inequality in American High Schools PETER W. COOKSON JR. Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools ALYSSA HADLEY DUNN Streetsmart Schoolsmart: Urban Poverty and the Education of Adolescent Boys GILBERTO Q. CONCHAS AND JAMES DIEGO VIGIL Americans by Heart: Undocumented Latino Students and the Promise of Higher Education WILLIAM PÉREZ Achieving Equity for Latino Students: Expanding the Pathway to Higher Education Through Public Policy FRANCES CONTRERAS Literacy Achievement and Diversity: Keys to Success for Students, Teachers, and Schools KATHRYN H. AU Understanding English Language Variation in U.S. Schools ANNE H. CHARITY HUDLEY AND CHRISTINE MALLINSON Latino Children Learning English: Steps in the Journey GUADALUPE VALDÉS, SARAH CAPITELLI, AND LAURA ALVAREZ Asians in the Ivory Tower: Dilemmas of Racia.

1. 2
MULTICULTURAL EDUCATION SERIES
JAMES A. BANKS, Series Editor
Is Everyone Really Equal? An Introduction to Key Concepts in
Social Justice
Education, Second Edition
ÖZLEM SENSOY AND ROBIN DIANGELO
Teaching for Equity in Complex Times: Negotiating Standards
in a High-
Performing Bilingual School
JAMY STILLMAN AND LAUREN ANDERSON
Transforming Educational Pathways for Chicana/o Students: A
Critical Race
Feminista Praxis
DOLORES DELGADO BERNAL AND ENRIQUE ALEMÁN,
JR.
Un-Standardizing Curriculum: Multicultural Teaching in the
Standards-Based
Classroom, 2nd Edition
CHRISTINE E. SLEETER AND JUDITH FLORES CARMONA
Global Migration, Diversity, and Civic Education: Improving
Policy and Practice

2. JAMES A. BANKS, MARCELO SUÁREZ-OROZCO, AND
MIRIAM BEN-PERETZ,
EDS.
Reclaiming the Multicultural Roots of U.S. Curriculum:
Communities of Color and
Official Knowledge in Education
WAYNE AU, ANTHONY L. BROWN, AND DOLORES
CALDERÓN
Human Rights and Schooling: An Ethical Framework for
Teaching for Social
Justice
AUDREY OSLER
We Can’t Teach What We Don’t Know: White Teachers,
Multiracial Schools,
Third Edition
GARY R. HOWARD
Teaching and Learning on the Verge: Democratic Education in
Action
SHANTI ELLIOTT
Engaging the “Race Question”: Accountability and Equity in
U.S. Higher
Education
ALICIA C. DOWD AND ESTELA MARA BENSIMON
Diversity and Education: A Critical Multicultural Approach
MICHAEL VAVRUS
First Freire: Early Writings in Social Justice Education
CARLOS ALBERTO TORRES

3. Mathematics for Equity: A Framework for Successful Practice
NA’ILAH SUAD NASIR, CARLOS CABANA, BARBARA
SHREVE, ESTELLE
WOODBURY, AND NICOLE LOUIE, EDS.
3
Race, Empire, and English Language Teaching: Creating
Responsible and Ethical
Anti-Racist Practice
SUHANTHIE MOTHA
Black Male(d): Peril and Promise in the Education of African
American Males
TYRONE C. HOWARD
LGBTQ Youth and Education: Policies and Practices
CRIS MAYO
Race Frameworks: A Multidimensional Theory of Racism and
Education
ZEUS LEONARDO
Reaching and Teaching Students in Poverty: Strategies for
Erasing the Opportunity
Gap
PAUL C. GORSKI
Class Rules: Exposing Inequality in American High Schools
PETER W. COOKSON JR.
Teachers Without Borders? The Hidden Consequences of
International Teachers in

4. U.S. Schools
ALYSSA HADLEY DUNN
Streetsmart Schoolsmart: Urban Poverty and the Education of
Adolescent Boys
GILBERTO Q. CONCHAS AND JAMES DIEGO VIGIL
Americans by Heart: Undocumented Latino Students and the
Promise of Higher
Education
WILLIAM PÉREZ
Achieving Equity for Latino Students: Expanding the Pathway
to Higher Education
Through Public Policy
FRANCES CONTRERAS
Literacy Achievement and Diversity: Keys to Success for
Students, Teachers, and
Schools
KATHRYN H. AU
Understanding English Language Variation in U.S. Schools
ANNE H. CHARITY HUDLEY AND CHRISTINE
MALLINSON
Latino Children Learning English: Steps in the Journey
GUADALUPE VALDÉS, SARAH CAPITELLI, AND LAURA
ALVAREZ
Asians in the Ivory Tower: Dilemmas of Racial Inequality in
American Higher
Education
ROBERT T. TERANISHI
Our Worlds in Our Words: Exploring Race, Class, Gender, and

5. Sexual Orientation
in Multicultural Classrooms
MARY DILG
Culturally Responsive Teaching, Second Edition
GENEVA GAY
4
Why Race and Culture Matter in Schools
TYRONE C. HOWARD
Diversity and Equity in Science Education
OKHEE LEE AND CORY A. BUXTON
Forbidden Language
PATRICIA GÁNDARA AND MEGAN HOPKINS, EDS.
The Light in Their Eyes, 10th Anniversary Edition
SONIA NIETO
The Flat World and Education
LINDA DARLING-HAMMOND
Teaching What Really Happened
JAMES W. LOEWEN
Diversity and the New Teacher
CATHERINE CORNBLETH
Frogs into Princes: Writings on School Reform
LARRY CUBAN

6. Educating Citizens in a Multicultural Society, Second Edition
JAMES A. BANKS
Culture, Literacy, and Learning
CAROL D. LEE
Facing Accountability in Education
CHRISTINE E. SLEETER, ED.
Talkin Black Talk
H. SAMY ALIM AND JOHN BAUGH, EDS.
Improving Access to Mathematics
NA’ILAH SUAD NASIR AND PAUL COBB, EDS.
“To Remain an Indian”
K. TSIANINA LOMAWAIMA AND TERESA L. MCCARTY
Education Research in the Public Interest
GLORIA LADSON-BILLINGS AND WILLIAM F. TATE, EDS.
Multicultural Strategies for Education and Social Change
ARNETHA F. BALL
Beyond the Big House
GLORIA LADSON-BILLINGS
Teaching and Learning in Two Languages
EUGENE E. GARCÍA
Improving Multicultural Education
CHERRY A. MCGEE BANKS
Education Programs for Improving Inter group Relations
5

7. WALTER G. STEPHAN AND W. PAUL VOGT, EDS.
City Schools and the American Dream
PEDRO A. NOGUERA
Thriving in the Multicultural Classroom
MARY DILG
Educating Teachers for Diversity
JACQUELINE JORDAN IRVINE
Teaching Democracy
WALTER C. PARKER
The Making—and Remaking—of a Multiculturalist
CARLOS E. CORTÉS
Transforming the Multicultural Education of Teachers
MICHAEL VAVRUS
Learning to Teach for Social Justice
LINDA DARLING-HAMMOND, JENNIFER FRENCH, AND
SILVIA PALOMA
GARCIA-LOPEZ, EDS.
Culture, Difference, and Power, Revised Edition
CHRISTINE E. SLEETER
Learning and Not Learning English
GUADALUPE VALDÉS
The Children Are Watching
CARLOS E. CORTÉS

8. Multicultural Education, Transformative Knowledge, and
Action
JAMES A. BANKS, ED.
6
Is Everyone Really Equal?
An Introduction to Key Concepts in Social
Justice Education
SECOND EDITION
Özlem Sensoy and Robin DiAngelo
7
Published by Teachers College Press, 1234 Amsterdam Avenue,
New York, NY
10027
Copyright © 2017 by Teachers College, Columbia University
Cover design by Katherine Streeter.
All rights reserved. No part of this publication may be
reproduced or transmitted in
any form or by any means, electronic or mechanical, including
photocopy, or any
information storage and retrieval system, without permission
from the publisher.

9. For reprint permission and other subsidiary rights requests,
please contact Teachers
College Press, Rights Dept.: [email protected]
Library of Congress Cataloging-in-Publication Data is available
at loc.gov
ISBN: 978-0-8077-5861-8 (paper)
ISBN: 978-0-8077-7617-9 (ebook)
8
mailto:[email protected]
http://loc.gov
To all those whose shoulders we stand on and lean on—may
ours be as
steady for the next generation.
9
Contents
Series Foreword James A. Banks
Acknowledgments
Preface
What Is Critical Social Justice?
Chapter Summaries
Prologue

10. A Parable: Hodja and the Foreigner
Layers of the Parable
1. How to Engage Constructively in Courses That Take a
Critical
Social Justice Approach
An Open Letter to Students
A Story: The Question of Planets
Guideline 1: Strive for Intellectual Humility
Guideline 2: Everyone Has an Opinion. Opinions are Not the
Same as
Informed Knowledge
Guideline 3: Let Go of Anecdotal Evidence and Examine
Patterns
Guideline 4: Use Your Reactions as Entry Points for Gaining
Deeper
Self-Knowledge
Guideline 5: Recognize How Your Social Position Informs Your
Reactions to Your Instructor and the Course Content
Grading
Conclusion
2. Critical Thinking and Critical Theory
Two Dimensions of Thinking Critically About Knowledge
A Brief Overview of Critical Theory
Why Theory Matters
Knowledge Construction
10

11. Example of Knowledge as Socially Constructed
Thinking Critically About Opinions
3. Culture and Socialization
What Is Culture?
What Is Socialization?
Cultural Norms and Conformity
“You” in Relation to the “Groups” to Which You Belong
4. Prejudice and Discrimination
What is Prejudice?
What is Discrimination?
All Humans Have Prejudice and Discriminate
5. Oppression and Power
What is Oppression?
Social Stratification
Understanding the “isms”
Internalized Dominance
Internalized Oppression
Hegemony, Ideology, and Power
6. Understanding Privilege Through Ableism
What Is Privilege?
External and Structural Dimensions of Privilege
Internal and Attitudinal Dimensions of Privilege
Common Dominant Group Misconceptions About Privilege
7. Understanding the Invisibility of Oppression Through
Sexism

12. What Is an Institution?
An Example: Sexism Today
What Makes Sexism Difficult to See?
Discourses of Sexism in Advertising
Discourses of Sexism in Movies
Discourses of Sexism in Music Videos
11
8. Understanding the Structural Nature of Oppression Through
Racism
What Is Race?
A Brief History of the Social Construction of Race in the United
States
A Brief History of the Social Construction of Race in Canada
What Is Racism?
Two Key Challenges to Understanding Racism
Racism Today
Dynamics of White Racial Superiority
Dynamics of Internalized Racial Oppression
Racism and Intersectionality
9. Understanding the Global Organization of Racism Through
White
Supremacy
What Is Whiteness?
White Supremacy in the Global Context
Common White Misconceptions about Racism
10. Understanding Intersectionality Through Classism
Mr. Rich White and Mr. Poor White Strike a Bargain

13. What Is Class?
Common Class Venacular
Class Socialization
Common Misconceptions About Class
Understanding Intersectionality
Examples of Everyday Class Privilege
Common Classist Beliefs
11. “Yeah, But …”: Common Rebuttals
Claiming That Schools Are Politically Neutral
Dismissing Social Justice Scholarship as Merely the Radical and
Personal Opinions of Individual Left Wing Professors
Citing Exceptions to the Rule
Arguing That Oppression Is Just Human Nature
Appealing to a Universalized Humanity
12
Insisting on Immunity from Socialization
Ignoring Intersectionality
Refusing to Recognize Structural and Institutional Power
Rejecting the Politics of Language
Invalidating Claims of Oppression as Oversensitivity
Reasoning That If Choice Is Involved It Can’t Be Oppression
Positioning Social Justice Education as Something “Extra”
Being Paralyzed by Guilt
12. Putting It All Together
Recognize How Relations of Unequal Social Power Are
Constantly
Being Negotiated

14. Understand Our Own Positions Within Relations of Unequal
Power
Think Critically About Knowledge
Act in Service of a More Just Society
Glossary
References
Index
About the Authors
13
Series Foreword
Since publication of the first edition of this visionary, practical,
and
engaging book, a number of events around the world have
stimulated the
rise of xenophobia, institutionalized racism, and the quest for
social
cohesion and nationalism (Banks, 2017). These events include
the
migration of Syrian and other refugees to European nations and
the
xenophobic responses they evoked as well as the populist
revolts that
resulted in the 2016 passage of the Brexit referendum in
England to leave
the European Union (Erlanger, 2017). The election of Donald
Trump as

15. President of the United States in 2016 and the popularity of
Marine Le Pen
in France and other right-wing politicians in European nations
are also
manifestations of the resurgence of neoliberalism and the
pushback on
social justice in nations around the world. The election and
rising
popularity of conservative politicians have led to an increase in
reported
Anti-Semitic and Islamophobic attacks in the United States and
other
nations. Reported attacks and threats on Jewish centers
increased
significantly after Trump won the presidential election in 2016
(Haberman
& Chokshi, 2017). Reported harassment and attacks on Muslims
in the
United States increased after Trump issued an executive order
on January
27, 2017 that banned immigrants from seven predominantly
Muslim
nations (Chokshi & Fandos 2017; Shear & Cooper, 2017).
Martin Luther King Jr. said, “The arc of the moral universe is
long, but
it bends toward justice” (King, 1965). The chilling and
pernicious events
described above do not necessarily invalidate the belief that the
quest for
social justice is long and “bends toward justice.” However, they
exemplify
the major thesis of Arthur W. Schlesinger Jr.’s (1986)
illuminating book,
The Cycles of American History, in which he argues that during
the past

16. two centuries of American history periods of social justice and
idealism
have rotated with periods of pragmatism and conservative
backlash. The
election of Donald Trump as president of the United States after
Barack
Obama engineered the passage of progressive legislation related
to health
care and the environment during his 8-year occupancy of the
White House
epitomizes Schlesinger’s thesis. The dismal and toxic “cycle” of
American
history that was initiated by the Trump administration and the
White
nationalism that it sanctioned (Painter, 2016) underscores how
much we
need the second edition of this informative and helpful book.
Teachers,
like other Americans and Canadians, will be influenced by the
14
disconcerting and dispiriting racial climate in the United States
and in
many other nations today. These developments require
multicultural and
progressive teacher educators to work more diligently to
promote social
justice and equality today than was perhaps the case when the
first edition
of this book was published.
This trenchant and timely book is written to help both
preservice and

17. practicing teachers attain the knowledge, attitudes, and skills
needed to
work effectively with students from diverse groups, including
mainstream
groups. A major assumption of this book is that teachers need to
develop a
critical social justice perspective in order to understand the
complex issues
related to race, gender, class, and exceptionality in the United
States and
Canada and to teach in ways that will promote social justice and
equality.
One of the most challenging tasks that those of us who teach
multicultural education courses to teacher education students
experience is
resistance to the knowledge and skills that we teach. This
resistance has
deep roots in the communities in which most teacher education
students
are socialized as well as in the mainstream knowledge that
becomes
institutionalized within the academic community and the
popular culture
that most students have not questioned until they enroll in a
multicultural
education or diversity course. Sensoy and DiAngelo—who have
rich and
successful experiences teaching difficult concepts to teacher
education
students—thoughtfully anticipate student resistance to many of
the
concepts discussed in this adept and skillfully conceptualized
book. They
respectfully and incisively convey to readers the important
difference

18. between opinion and informed knowledge. They also
convincingly
describe why informed and reflective knowledge is essential for
effective
teaching in diverse schools and classrooms. The authors also
provide vivid
and compelling examples, thought experiments, and anecdotes
to help
their readers master challenging and complex concepts related
to diversity,
social justice, and equity.
Sensoy and DiAngelo draw upon their years of experience
working
with predominantly White teachers and their deep knowledge of
diversity
issues to construct explicit definitions of complicated concepts
such as
racism, sexism, classism, ableism, and internalized oppression.
Another
important feature of this book is the wide range of issues and
groups with
which it deals, including race, gender, exceptionality, and social
class. The
authors also present an informative discussion of
intersectionality and how
the various concepts related to diversity interrelate in complex
and
dynamic ways that create institutionalized and intractable forms
of
marginalization.
This well-written and practical book will help practicing
educators deal
15

19. effectively with the growing ethnic, cultural, and linguistic
diversity within
U.S. society and schools. Although students in the United States
are
becoming increasingly diverse, most of the nation’s teachers are
White,
female, and monolingual. Race and institutionalized racism are
significant
factors that influence and mediate the interactions of students
and teachers
from different ethnic, language, and social-class groups (G. R.
Howard,
2016; T. C. Howard, 2010; Leonardo, 2013). The growing
income gap
between adults (Stiglitz, 2012)—as well as between youth that
are
described by Putnam (2015) in Our Kids: The American Dream
in Crisis
—is another significant reason why it is important to help
teachers
understand how race, ethnicity, gender, and class influence
classroom
interactions and student learning and to comprehend the ways in
which
these variables affect student aspirations and academic
engagement
(Suárez-Orozco, Pimentel, & Martin, 2009).
American classrooms are experiencing the largest influx of
immigrant
students since the beginning of the 20th century. Approximately
21.5
million new immigrants—documented and undocumented—

20. settled in the
United States in the years from 2000 to 2015. Less than 10%
came from
nations in Europe. Most came from Mexico, nations in South
Asia, East
Asia, Latin America, the Caribbean, and Central America
(Camarota,
2011, 2016). The influence of an increasingly diverse
population on U.S.
schools, colleges, and universities is and will continue to be
enormous.
Schools in the United States are more diverse today than they
have
been since the early 1900s, when a multitude of immigrants
entered the
United States from Southern, Central, and Eastern Europe. In
2014, the
National Center for Education Statistics estimated that the
percentage of
students from ethnic minority groups made up more than 50% of
the
students in prekindergarten through 12th grade in public
schools, an
increase from 40% in 2001 (National Center for Education
Statistics,
2014). Language and religious diversity is also increasing in the
U.S.
student population. The 2012 American Community Survey
estimated that
21% of Americans aged 5 and above (61.9 million) spoke a
language other
than English at home (U. S. Census Bureau, 2012). Harvard
professor
Diana L. Eck (2001) calls the United States the “most
religiously diverse

21. nation on earth” (p. 4). Islam is now the fastest-growing
religion in the
United States, as well as in several European nations such as
France, the
United Kingdom, and the Netherlands (Banks, 2009; O’Brien,
2016).
The major purpose of the Multicultural Education Series is to
provide
preservice educators, practicing educators, graduate students,
scholars, and
policy-makers with an interrelated and comprehensive set of
books that
summarizes and analyzes important research, theory, and
practice related
16
to the education of ethnic, racial, cultural, and linguistic groups
in the
United States and the education of mainstream students about
diversity.
The dimensions of multicultural education, developed by Banks
(2004)
and described in the Handbook of Research on Multicultural
Education
and in the Encyclopedia of Diversity in Education (Banks,
2012), provide
the conceptual framework for the development of the
publications in the
Series. The dimensions are content integration, the knowledge
construction
process, prejudice reduction, equity pedagogy, and an
empowering

22. institutional culture and social structure. The books in the
Multicultural
Education Series provide research, theoretical, and practical
knowledge
about the behaviors and learning characteristics of students of
color
(Conchas & Vigil, 2012; Lee, 2007), language minority students
(Gándara
& Hopkins 2010; Valdés, 2001; Valdés, Capitelli, & Alvarez,
2011), low-
income students (Cookson, 2013; Gorski, 2013), and other
minoritized
population groups, such as students who speak different
varieties of
English (Charity Hudley & Mallinson, 2011), and LGBTQ youth
(Mayo,
2014). Several books in the Multicultural Education Series
complement
this book because they describe ways to reform teacher
education to make
it more responsive to social justice issues and concerns. They
include We
Can’t Teach What We Don’t Know: White Teachers, Multiracial
Schools
by Gary R. Howard; Why Race and Culture Matter in Schools:
Closing the
Achievement Gap in America’s Classrooms by Tyrone C.
Howard;
Learning to Teach for Social Justice, edited by Linda Darling-
Hammond,
Jennifer French, and Silvia Paloma García-Lopez; and Walking
the Road:
Race, Diversity, and Social Justice in Teacher Education by
Marilyn
Cochran-Smith.

23. The first edition of this influential and bestselling book helped
teacher
education students and practicing teachers to acquire the
knowledge, skills,
and perspectives that enabled them to work more effectively
with the rich
and growing student diversity in U. S. and Canadian schools.
This second
edition has been enriched by the addition of a new chapter on
class,
enhanced pedagogical supports, and with additional examples
from
contexts outside the United States. Students will find the second
edition of
this excellent and visionary textbook challenging, enlightening,
and
empowering.
—James A. Banks
REFERENCES
Banks, J. A. (2004). Multicultural education: Historical
development, dimensions,
and practice. In J. A. Banks & C. A. M. Banks (Eds.). Handbook
of research
17
on multicultural education (2nd ed., pp. 3–29). San Francisco,
CA: Jossey-
Bass.
Banks, J. A. (Ed.). (2009). The Routledge international

24. companion to multicultural
education. New York, NY, and London, UK: Routledge.
Banks, J. A. (2012). Multicultural education: Dimensions of. In
J. A. Banks (Ed).
Encyclopedia of diversity in education (vol. 3, pp. 1538–1547).
Thousand
Oaks, CA: Sage Publications.
Banks, J. A. (Ed.). (2017). Citizenship education and global
migration:
Implications for theory, research, and teaching. Washington,
DC: American
Educational Research Association.
Camarota, S. A. (2011, October). A record-setting decade of
immigration: 2000 to
2010. Washington, DC: Center for Immigration Studies.
Retrieved from
cis.org/2000-2010-record-setting-decade-of-immigration
Camarota, S. A. (2016, June). New data: Immigration surged in
2014 and 2015.
Washington, DC: Center for Immigration Studies. Retrieved
from
cis.org/New-DataImmigration-Surged-in-2014-and-2015
Charity Hudley, A. H., & Mallinson, C. (2011). Understanding
language variation
in U. S. schools. New York, NY: Teachers College Press.
Chokshi, N. & Fandos, N. (2017, January 29). Demonstrators in
streets, and at
airports, protest immigration order. The New York Times.
Retrieved from
www.nytimes.com/2017/01/29/us/protests-airports-donald-

25. trump-immigration-
executive-order-muslims.html
Cochran-Smith, M. (2004). Walking the road: Race, diversity,
and social justice in
teacher education. New York, NY: Teachers College Press.
Conchas, G. Q., & Vigil, J. D. (2012). Streetsmart schoolsmart:
Urban poverty and
the education of adolescent boys. New York, NY: Teachers
College Press.
Cookson, P. W. Jr. (2013). Class rules: Exposing inequality in
American high
schools. New York, NY: Teachers College Press.
Darling-Hammond, L., French, J., & García-Lopez, S. P. (Eds.).
(2002). Learning
to teach for social justice. New York, NY: Teachers College
Press.
Eck, D. L. (2001). A new religious America: How a “Christian
country” has
become the world’s most religiously diverse nation. New York,
NY:
HarperSanFrancisco.
Erlanger, S. (2017, March 29). Pillars of the West shaken by
‘Brexit,’ but they’re
not crumbling yet. The New York Times. Retrieved from
www.nytimes.com/2017/03/29/world/europe/uk-brexit-article-
50-analysis.html
Gándara, P., & Hopkins, M. (Eds.). (2010). Forbidden language:
English language
learners and restrictive language policies. New York, NY:

26. Teachers College
Press.
Gorski, P. C. (2013). Reaching and teaching students in
poverty: Strategies for
erasing the opportunity gap. New York, NY: Teachers College
Press.
Haberman, M., & Chokshi, N. (2017, February 20). Ivanka
Trump calls for
tolerance after threats on Jewish centers. The New York Times.
Retrieved from
www.nytimes.com/2017/02/20/us/politics/ivanka-trump-jewish-
community-
centers.html?_r=0
18
http://cis.org/2000-2010-record-setting-decade-of-immigration
http://cis.org/New-DataImmigration-Surged-in-2014-and-2015
http://www.nytimes.com/2017/01/29/us/protests-airports-
donald-trump-immigration-executive-order-muslims.html
http://www.nytimes.com/2017/03/29/world/europe/uk-brexit-
article-50-analysis.html
http://www.nytimes.com/2017/02/20/us/politics/ivanka-trump-
jewish-community-centers.html?_r=0
Howard, G. R. (2016). We can’t teach what we don’t know:
White teachers,
multiracial schools (3rd ed.). New York, NY: Teachers College
Press.
Howard, T. C. (2010). Why race and culture matter in schools:
Closing the
achievement gap in America’s classrooms. New York, NY:

27. Teachers College
Press.
King, M. L., Jr. (1965, February 26). Sermon at Temple Israel
of Hollywood.
Retrieved from
www.americanrhetoric.com/speeches/mlktempleisraelhollywood
.htm
Lee, C. D. (2007). Culture, literacy, and learning: Taking bloom
in the midst of the
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Acknowledgments
We begin this text by acknowledging that we conduct our
scholarship and
teaching on the unceded ancestral territories of various
Indigenous
peoples, on what is today identified as Canada and the United
States. It can
be easy for us to dismiss how events from the past could matter
to us here
in the present. But studying the history of colonialism—the
cultural,
emotional, and physical genocide of peoples around the world—
reminds
us that to understand the injustices of today we must recognize
their
connection to injustices of the past. We offer our deepest
respect to Elders
both past and present.

30. We extend our heartfelt thanks to the friends and colleagues
who have
supported us with this project, especially those who so
generously gave
their time and expertise to read and offer feedback on various
aspects of
the book. Your collegial support, and willingness to push our
thinking on
issues taken up in the first and in this second edition have been
invaluable.
Specifically, we would like to thank Carolyne Ali-Khan, Kumari
Beck,
Rochelle Brock, Ann Chinnery, Sumi Colligan, Cheryl Cooke,
Darlene
Flynn, Paul Gorski, Aisha Hauser, Michael Hoechsmann,
Rodney Hunt,
Mark Jacobs, Byron Joyner, Yoo-Mi Lee, Darren Lund,
Elizabeth
Marshall, Anika Nailah, Deborah Terry-Hayes, Jason Toews,
and Gerald
Walton.
We thank the reviewers who have been involved in the first and
second
edition for their guidance and insightful suggestions.
Thank you to Katherine Streeter for her artwork.
Thank you to Brian Ellerbeck, Karl Nyberg, Lori Tate, and the
entire
publication team at Teachers College Press.
And finally, we extend our deepest appreciation to James Banks
for his
trust in us to produce a text worthy of joining the Multicultural
Education

31. Series, and for his lifelong courage and commitment to building
a more
just world.
20
Map of Indigenous Communities Throughout North America
Source: en.wikipedia.org/wiki/File:Langs_N.Amer.png
21
http://en.wikipedia.org/wiki/File:Langs_N.Amer.png
Preface
We are educators who collectively bring …