ABSTRACT

In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key article, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.

Carl A. Grant has spent the last 35 years researching, teaching, thinking and writing about some of the key enduring issues in multicultural education. He has contributed to a multitude of books and articles, and is former President of the National Association for Multicultural Education.

In his selected works, Carl Grant brings together 14 of his key writings in one place. Starting with a specially written Introduction, which gives an overview of his career and contextualises his selection within the development of the field, the book is divided into three parts:

- Race and Educational Equity

- Theorizing Multicultural Education

- Multicultural Teacher Education.

This book not only shows how Carl Grant’s thinking developed during his long and distinguished career, it also gives an insight into the development of the fields to which he contributed.

chapter |4 pages

Introduction

section |2 pages

Race and Educational Equity

chapter |6 pages

A Carrot in a Pot of Water is not Vegetable Soup

Racism in school and society

chapter |17 pages

Escaping Devil's Island

Confronting racism, learning history

section |2 pages

Theorizing Multicultural Education

chapter |14 pages

Education that is Multicultural as a Change Agent

Organizing for effectiveness

chapter |20 pages

“The Path of Social Justice”

A human rights history of social justice education

section |2 pages

Multicultural Teacher Education

chapter |16 pages

Culture and Teaching

What do teachers need to know?

chapter |16 pages

Student Teachers, Cooperating Teachers, and Supervisors

Interrupting the multicultural silences of student teaching