ABSTRACT
Affirming diversity, as you know from the readings you have encountered in this book, is not simply a question of having a special assembly about Chinese New Year or making a few curricular changes. It is, instead, a transformative project that concerns our society’s commitment to social justice; our schools’ responsibility to fulfill its pledge of equal opportunity for all students; and the knowledge, attitudes, values, and beliefs of teachers concerning their students’ identities and abilities. If this is the case, then the question that is the title of this short chapter you are about to read needs to be answered in a more broad-based way than might be evident at first glance. That is, affirming diversity needs to be approached as personal, collective, and institutional change.
