Description
Foreword; J.J.Irvine Introduction; H.R.Milner PART I: IDENTITY AND P-12 CURRICULUM IN MULTIPLE CONTEXTS The Identity-Perception Gap: Teachers Confronting the Difference between Who They (Think They) are and How They are Perceived by Students; E.Toshalis Developing a Multicultural Curriculum in a Predominantly White Teaching Context: Lessons from an African American Teacher in a Suburban English Classroom; H.R.Milner PART II: CULTURE, CURRICULUM, AND IDENTITY WITH IMPLICATIONS FOR ENGLISH LANGUAGE LEARNERS AND IMMIGRATION Promoting Educational Equity for a Recent-Immigrant Mexican Student in an English-Dominant Classroom: What Does it Take?; A.C.DaSilva Iddings As Cultures Collide: Unpacking the Sociopolitical Context Surrounding English Language Learners; J.G.Irizarry Schooling and the University Plans of Immigrant Black Students from an Urban Neighborhood; C.E.James PART III: SPIRITUALITY AS IDENTITY WITH IMPLICATIONS FOR RESEARCH AND TEACHING Leadership and a Critical Spirit of Resistance: New Ways to Conceptualize Qualitative Research on Leadership and Spirituality; M.E.Dantley Illuminating Pathways from Moral Bankruptcy to a Spiritual Awakening; S.D.Hancock PART IV: CULTURE, CURRICULUM, AND IDENTITY WITH IMPLICATIONS FOR TEACHER EDUCATION Race, Narrative Inquiry, and Self-Study in Curriculum and Teacher Education; H.R.Milner Messages to Teacher Educators from the Margins: Teachers of Color on Equity in Diverse Classrooms; B.Cross Afterword; S.Nieto
