H. Richard Milner | Vanderbilt University (original) (raw)

Papers by H. Richard Milner

Research paper thumbnail of Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens

Research paper thumbnail of Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens

Research paper thumbnail of Classroom Management in Diverse Classrooms

Urban Education, 2010

... of appro-priate behavior are culturally influenced, and conflicts are likely to occur when te... more ... of appro-priate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds” (p. 26). ... The teacher in Monroe and Obidah's study “drew on referents such as speech patterns, voice tones, facial ...

Research paper thumbnail of Culturally Relevant Pedagogy in a Diverse Urban Classroom

The Urban Review, 2011

While it is well established that the ability of teachers to build cultural competence is a criti... more While it is well established that the ability of teachers to build cultural competence is a critical aspect of their work especially in urban and highly diverse settings, the kinds of experiences that help them build cultural competence is less clear. The author attempts to contribute to this void by showcasing a White, science teacher’s experiences in building cultural competence in a highly diverse urban school. Culturally relevant pedagogy is used as an analytic tool to explain and uncover the ways in which the teacher develops cultural knowledge to maximize student learning opportunities. The basic premise of the article is that this White teacher was able to build cultural congruence with his highly diverse learners because he developed cultural competence and concurrently deepened his knowledge and understanding of himself and his practices. Practicing teachers, teacher educators, and researchers are provided a picture of how the teacher builds relationships with his students, how he deepens his knowledge about how identity and race manifest in the urban context, and how he implements a communal and collective approach to his work as he builds cultural knowledge and cultural competence about himself, his students, and his practices.

Research paper thumbnail of African American Males in Urban Schools: No Excuses—Teach and Empower

Theory Into Practice, 2007

... McAllister and Irvine (2002)17. McAllister, G. and Irvine, JJ 2002. The role of empathy in te... more ... McAllister and Irvine (2002)17. McAllister, G. and Irvine, JJ 2002. The role of empathy in teaching culturally diverse students: A qualitative study of teachers' beliefs. ... Empathetic teachers, according to McAllister and Irvine, “take on the perspective of another culture” (p. 433). ...

Research paper thumbnail of This Issue

Theory Into Practice, 2003

Research paper thumbnail of Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education

Teaching and Teacher Education, 2008

The author reports on research conducted of teachers and their instruction in a US urban public s... more The author reports on research conducted of teachers and their instruction in a US urban public school, with narrative and counter-narrative employed as analytic tools. Central questions guiding the study included: How do teachers’ counter-narratives and experiences influence them in their urban school classrooms? How do teachers’ multiple and varied identities, especially their racial and cultural backgrounds, emerge in their counter-narratives and in their conceptions of and representations of their teaching? And how do teachers’ stories “counter” ways of knowing urban education in the US and influence their interactions with their students and the learning opportunities available in their classrooms? The evidence in the study suggests that although teachers in urban schools may employ pedagogical and curricular tools that differ from many mainstream classrooms, different does not necessarily mean deficit or deficient. The study does not present a romanticized version of the school or those in it; the teachers and students in the study experience adversity and difficulty as is the case with teachers and students in other contexts. However, implications are drawn from the teachers’ successful practices in urban schools to counter, disrupt, and interrupt pervasive discourses that only focus on the negative characteristics of teachers and students in urban schools.

Research paper thumbnail of Culture, race and spirit: a reflective model for the study of African‐Americans

International Journal of Qualitative Studies in Education, 2006

The author introduces a reflective model of racial, cultural and spiritual engagement for researc... more The author introduces a reflective model of racial, cultural and spiritual engagement for researchers and research participants in an attempt to guide them in the development of perhaps more empowering research about African‐Americans. The model focuses on three essential areas to help guide researchers and participants: the cultural self, the racial self and the spiritual self. Maintaining and centralizing these areas in the study of African‐Americans can be critical in developing empowering research that produces knowledge to inform theory, research and practice. The interrelated phases of reflection in the model are (a) researcher/participant racial and cultural identity reflection; (b) spiritual reflection; (c) history/literature on race, culture and spirit; and (d) situational context. After a review of the literature on the cultural, racial and spiritual line, the author introduces the model and concludes with examples of the model in practice.

Research paper thumbnail of How teacher educators created a course curriculum to challenge and enhance preservice teachers' thinking and experience with diversity

Teaching Education, 2003

Recognizing that students of color often do not achieve as well as their White counterparts, the ... more Recognizing that students of color often do not achieve as well as their White counterparts, the authors of this article acknowledged the need for preservice teachers to study racial and cultural issues as they relate to teaching in diverse classrooms. For four months prior to the beginning of the course that the authors would co-teach, they systematically read multiple articles and book chapters about racial and cultural issues in schools and met weekly to discuss, from their own perspectives and experiences, their reactions to the readings. Simultaneously, they considered emerging possibilities for a course curriculum where preservice teachers would explore issues important to what they called creating culturally celebratory pedagogy and classrooms. The authors, a Black faculty member and a White faculty member in a teacher education program, share key questions that emerged from their readings and discussions, describe four major components they integrated into the course curriculum, and present assignments that may reduce preservice teachers' deficit knowledge and thinking about racial and cultural issues in classrooms and schools. The authors also consider students' initial reactions to the course content and what the students' reactions might mean for the structure and restructure of the course.

Research paper thumbnail of Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen

Educational Researcher, Jan 1, 2007

This author introduces a framework to guide researchers into a process of racial and cultural awa... more This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized and cultural systems of coming to know, knowing, and experiencing the world. Education research is used as an analytic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflection and representation, and shifting from the self to system.

Research paper thumbnail of What does teacher education have to do with teaching? Implications for diversity studies

Journal of Teacher Education, Jan 1, 2010

Abstract Several concepts that are important for inclusion in any teacher education curriculum re... more Abstract Several concepts that are important for inclusion in any teacher education curriculum regarding diversity studies are elucidated in this article. The framing question of the discussion is: What are some relevant conceptions regarding issues of diversity that ...

Research paper thumbnail of Critical race theory and interest convergence as analytic tools in teacher education policies and practices

Journal of teacher education, Jan 1, 2008

... Teacher Education Volume 59 Number 4 September/October 2008 332-346 © 2008 Sage Publications ... more ... Teacher Education Volume 59 Number 4 September/October 2008 332-346 © 2008 Sage Publications ... can offer teacher education added language and tools to discuss race, its presence ... A critical race theory perspective would suggest that the ability, will, and fortitude of Whites ...

Research paper thumbnail of Preservice teachers' learning about cultural and racial diversity Implications for urban education

Urban Education, Jan 1, 2006

Several essential interactions or experiences that had an influence on preservice teachers' learn... more Several essential interactions or experiences that had an influence on preservice teachers' learning and understanding about urban education and diversity are described and discussed. In particular, the author introduces a developmental typology that was used to analyze the preservice teachers' learning and understanding as a result of a course designed to help preservice teachers develop the knowledge, skills, dispositions, and attitudes necessary to teach in highly diverse and urban school contexts. These developmental interactions that made a critical difference in the preservice teachers' learning included cultural and racial awareness and insight, critical reflection, and a bridge between theory and practice. Understanding the influence of courses in teacher education that endeavor to provide learning spaces for preservice teachers is especially important as we document the most salient ways to provide all prospective teachers with what they need to make meaningful and significant differences in P-12 urban classrooms.

Research paper thumbnail of A contemporary study of teacher planning in a high school English class

Teachers and Teaching: Theory and …, Jan 1, 2002

... of technology. The Kelby faculty decided to add another computer course, but I think it&#... more ... of technology. The Kelby faculty decided to add another computer course, but I think it's better to integrate it into courses like this so you'll see and learn how to Page 7. Teacher Planning in High School English 87 use it. The ...

Research paper thumbnail of Developing a multicultural curriculum in a predominantly white teaching context: Lessons from an African American teacher in a suburban English classroom

Curriculum Inquiry, Jan 1, 2005

The author sought to understand an African American English teacher's multicultural curriculum tr... more The author sought to understand an African American English teacher's multicultural curriculum transformation and teaching in a suburban, mostly White, high school. Building on Banks's (1998) model of multicultural curriculum integration, the study focused on a context that might otherwise be ignored because there was not a large student-of-color representation in the school. The teacher in the study was operating at one of the highest levels of Banks's model, the transformational approach. Although the teacher shared characteristics with many of the Black teachers explored in the literature, there was one important difference: much of the research and theory about Black teachers and their instruction focus on Black teachers and their effectiveness in predominantly Black settings. The Black teacher in this study taught in a predominantly White teaching context. The study suggested that even teachers highly conscious of race, culture, gender, and ethnicity may find it difficult to reach the highest level of Banks's model: the social action approach. Implications of this study suggest that multicultural curricula can be well developed and received in a predominantly White setting as long as the curriculum is thoughtfully and carefully transformed. However, the study pointed out that the pervasive discourses and belief systems against multicultural education in a school can discourage highly effective curriculum transformers, and there is a great need to help critically minded teachers persevere in the face of such adversity.

Research paper thumbnail of A case study of an African American Teacher's self-efficacy, stereotype threat, and persistence

Teaching and Teacher Education, Jan 1, 2003

The purpose of this qualitative investigation was to understand the sources of self-efficacy (Ban... more The purpose of this qualitative investigation was to understand the sources of self-efficacy (Bandura, 1997) for an African American teacher in a suburban high school in the United States. As one of only three African American teachers in the school, she encountered many challenges that could have threatened her sense of efficacy and thus caused her to leave the school, yet she persevered. We attempted to identify and interpret the sources of efficacy that encouraged the teacher's persistence in an unsupportive environment. In addition, we considered how the concept of stereotype threat might help us better understand the teacher's situation. Findings of the case study have implications for teacher self-efficacy theory and research, as well as teacher persistence. r

Research paper thumbnail of Reflection, racial competence, and critical pedagogy: How do we prepare pre-service teachers to pose tough questions?

Race, Ethnicity and Education, Jan 1, 2003

... extending good interactive teaching and learning beyond the classroom and into the real world... more ... extending good interactive teaching and learning beyond the classroom and into the real world, all ... ser-vice teachers' thinking, and dialogue in other facets of their work (not only in the ... Race reflective journaling may allow pre-service teachers to attend to issues of race that they ...

Research paper thumbnail of Race, narrative inquiry, and self-study in curriculum and teacher education

Education and Urban Society, Jan 1, 2007

... Elsewhere, I have discussed this skepti-cism, particularly around diversity and race, which I... more ... Elsewhere, I have discussed this skepti-cism, particularly around diversity and race, which I have experienced time and ... I deliberately wanted to make my experiences around race an integral part of the curriculum that evening ... Milner / Race, Narrative Inquiry, and Self-Study 597 ...

Research paper thumbnail of Black teachers, Black students, Black communities, and Brown: Perspectives and insights from experts

Journal of Negro Education, Jan 1, 2004

Page 1. The Journal of Negro Education, 73(3), 285-297 Black Teachers, Black Students, Black Comm... more Page 1. The Journal of Negro Education, 73(3), 285-297 Black Teachers, Black Students, Black Communities, and Brown: Perspectives and Insights From Experts H. Richard Milner Peabody College of Vanderbilt University ...

Research paper thumbnail of Preservice teachers' awareness of multiculturalism and diversity

The High School …, Jan 1, 2003

The High School Journal is published by the University of North Carolina at Chapel Hill as a serv... more The High School Journal is published by the University of North Carolina at Chapel Hill as a service to the education profession. It seeks to further the reflective examination of the broad field of secondary education by reporting research, informed opinion, and -occasionally -successful practices. The Journal solicits articles on particular topics but also welcomes manuscripts from interested persons who are researching matters dealing with adolescent growth and development and the secondary school. Unsolicited manuscripts will be submitted to an ad hoc panel of reviewers.

Research paper thumbnail of Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens

Research paper thumbnail of Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens

Research paper thumbnail of Classroom Management in Diverse Classrooms

Urban Education, 2010

... of appro-priate behavior are culturally influenced, and conflicts are likely to occur when te... more ... of appro-priate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds” (p. 26). ... The teacher in Monroe and Obidah's study “drew on referents such as speech patterns, voice tones, facial ...

Research paper thumbnail of Culturally Relevant Pedagogy in a Diverse Urban Classroom

The Urban Review, 2011

While it is well established that the ability of teachers to build cultural competence is a criti... more While it is well established that the ability of teachers to build cultural competence is a critical aspect of their work especially in urban and highly diverse settings, the kinds of experiences that help them build cultural competence is less clear. The author attempts to contribute to this void by showcasing a White, science teacher’s experiences in building cultural competence in a highly diverse urban school. Culturally relevant pedagogy is used as an analytic tool to explain and uncover the ways in which the teacher develops cultural knowledge to maximize student learning opportunities. The basic premise of the article is that this White teacher was able to build cultural congruence with his highly diverse learners because he developed cultural competence and concurrently deepened his knowledge and understanding of himself and his practices. Practicing teachers, teacher educators, and researchers are provided a picture of how the teacher builds relationships with his students, how he deepens his knowledge about how identity and race manifest in the urban context, and how he implements a communal and collective approach to his work as he builds cultural knowledge and cultural competence about himself, his students, and his practices.

Research paper thumbnail of African American Males in Urban Schools: No Excuses—Teach and Empower

Theory Into Practice, 2007

... McAllister and Irvine (2002)17. McAllister, G. and Irvine, JJ 2002. The role of empathy in te... more ... McAllister and Irvine (2002)17. McAllister, G. and Irvine, JJ 2002. The role of empathy in teaching culturally diverse students: A qualitative study of teachers' beliefs. ... Empathetic teachers, according to McAllister and Irvine, “take on the perspective of another culture” (p. 433). ...

Research paper thumbnail of This Issue

Theory Into Practice, 2003

Research paper thumbnail of Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education

Teaching and Teacher Education, 2008

The author reports on research conducted of teachers and their instruction in a US urban public s... more The author reports on research conducted of teachers and their instruction in a US urban public school, with narrative and counter-narrative employed as analytic tools. Central questions guiding the study included: How do teachers’ counter-narratives and experiences influence them in their urban school classrooms? How do teachers’ multiple and varied identities, especially their racial and cultural backgrounds, emerge in their counter-narratives and in their conceptions of and representations of their teaching? And how do teachers’ stories “counter” ways of knowing urban education in the US and influence their interactions with their students and the learning opportunities available in their classrooms? The evidence in the study suggests that although teachers in urban schools may employ pedagogical and curricular tools that differ from many mainstream classrooms, different does not necessarily mean deficit or deficient. The study does not present a romanticized version of the school or those in it; the teachers and students in the study experience adversity and difficulty as is the case with teachers and students in other contexts. However, implications are drawn from the teachers’ successful practices in urban schools to counter, disrupt, and interrupt pervasive discourses that only focus on the negative characteristics of teachers and students in urban schools.

Research paper thumbnail of Culture, race and spirit: a reflective model for the study of African‐Americans

International Journal of Qualitative Studies in Education, 2006

The author introduces a reflective model of racial, cultural and spiritual engagement for researc... more The author introduces a reflective model of racial, cultural and spiritual engagement for researchers and research participants in an attempt to guide them in the development of perhaps more empowering research about African‐Americans. The model focuses on three essential areas to help guide researchers and participants: the cultural self, the racial self and the spiritual self. Maintaining and centralizing these areas in the study of African‐Americans can be critical in developing empowering research that produces knowledge to inform theory, research and practice. The interrelated phases of reflection in the model are (a) researcher/participant racial and cultural identity reflection; (b) spiritual reflection; (c) history/literature on race, culture and spirit; and (d) situational context. After a review of the literature on the cultural, racial and spiritual line, the author introduces the model and concludes with examples of the model in practice.

Research paper thumbnail of How teacher educators created a course curriculum to challenge and enhance preservice teachers' thinking and experience with diversity

Teaching Education, 2003

Recognizing that students of color often do not achieve as well as their White counterparts, the ... more Recognizing that students of color often do not achieve as well as their White counterparts, the authors of this article acknowledged the need for preservice teachers to study racial and cultural issues as they relate to teaching in diverse classrooms. For four months prior to the beginning of the course that the authors would co-teach, they systematically read multiple articles and book chapters about racial and cultural issues in schools and met weekly to discuss, from their own perspectives and experiences, their reactions to the readings. Simultaneously, they considered emerging possibilities for a course curriculum where preservice teachers would explore issues important to what they called creating culturally celebratory pedagogy and classrooms. The authors, a Black faculty member and a White faculty member in a teacher education program, share key questions that emerged from their readings and discussions, describe four major components they integrated into the course curriculum, and present assignments that may reduce preservice teachers' deficit knowledge and thinking about racial and cultural issues in classrooms and schools. The authors also consider students' initial reactions to the course content and what the students' reactions might mean for the structure and restructure of the course.

Research paper thumbnail of Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen

Educational Researcher, Jan 1, 2007

This author introduces a framework to guide researchers into a process of racial and cultural awa... more This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized and cultural systems of coming to know, knowing, and experiencing the world. Education research is used as an analytic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflection and representation, and shifting from the self to system.

Research paper thumbnail of What does teacher education have to do with teaching? Implications for diversity studies

Journal of Teacher Education, Jan 1, 2010

Abstract Several concepts that are important for inclusion in any teacher education curriculum re... more Abstract Several concepts that are important for inclusion in any teacher education curriculum regarding diversity studies are elucidated in this article. The framing question of the discussion is: What are some relevant conceptions regarding issues of diversity that ...

Research paper thumbnail of Critical race theory and interest convergence as analytic tools in teacher education policies and practices

Journal of teacher education, Jan 1, 2008

... Teacher Education Volume 59 Number 4 September/October 2008 332-346 © 2008 Sage Publications ... more ... Teacher Education Volume 59 Number 4 September/October 2008 332-346 © 2008 Sage Publications ... can offer teacher education added language and tools to discuss race, its presence ... A critical race theory perspective would suggest that the ability, will, and fortitude of Whites ...

Research paper thumbnail of Preservice teachers' learning about cultural and racial diversity Implications for urban education

Urban Education, Jan 1, 2006

Several essential interactions or experiences that had an influence on preservice teachers' learn... more Several essential interactions or experiences that had an influence on preservice teachers' learning and understanding about urban education and diversity are described and discussed. In particular, the author introduces a developmental typology that was used to analyze the preservice teachers' learning and understanding as a result of a course designed to help preservice teachers develop the knowledge, skills, dispositions, and attitudes necessary to teach in highly diverse and urban school contexts. These developmental interactions that made a critical difference in the preservice teachers' learning included cultural and racial awareness and insight, critical reflection, and a bridge between theory and practice. Understanding the influence of courses in teacher education that endeavor to provide learning spaces for preservice teachers is especially important as we document the most salient ways to provide all prospective teachers with what they need to make meaningful and significant differences in P-12 urban classrooms.

Research paper thumbnail of A contemporary study of teacher planning in a high school English class

Teachers and Teaching: Theory and …, Jan 1, 2002

... of technology. The Kelby faculty decided to add another computer course, but I think it&#... more ... of technology. The Kelby faculty decided to add another computer course, but I think it's better to integrate it into courses like this so you'll see and learn how to Page 7. Teacher Planning in High School English 87 use it. The ...

Research paper thumbnail of Developing a multicultural curriculum in a predominantly white teaching context: Lessons from an African American teacher in a suburban English classroom

Curriculum Inquiry, Jan 1, 2005

The author sought to understand an African American English teacher's multicultural curriculum tr... more The author sought to understand an African American English teacher's multicultural curriculum transformation and teaching in a suburban, mostly White, high school. Building on Banks's (1998) model of multicultural curriculum integration, the study focused on a context that might otherwise be ignored because there was not a large student-of-color representation in the school. The teacher in the study was operating at one of the highest levels of Banks's model, the transformational approach. Although the teacher shared characteristics with many of the Black teachers explored in the literature, there was one important difference: much of the research and theory about Black teachers and their instruction focus on Black teachers and their effectiveness in predominantly Black settings. The Black teacher in this study taught in a predominantly White teaching context. The study suggested that even teachers highly conscious of race, culture, gender, and ethnicity may find it difficult to reach the highest level of Banks's model: the social action approach. Implications of this study suggest that multicultural curricula can be well developed and received in a predominantly White setting as long as the curriculum is thoughtfully and carefully transformed. However, the study pointed out that the pervasive discourses and belief systems against multicultural education in a school can discourage highly effective curriculum transformers, and there is a great need to help critically minded teachers persevere in the face of such adversity.

Research paper thumbnail of A case study of an African American Teacher's self-efficacy, stereotype threat, and persistence

Teaching and Teacher Education, Jan 1, 2003

The purpose of this qualitative investigation was to understand the sources of self-efficacy (Ban... more The purpose of this qualitative investigation was to understand the sources of self-efficacy (Bandura, 1997) for an African American teacher in a suburban high school in the United States. As one of only three African American teachers in the school, she encountered many challenges that could have threatened her sense of efficacy and thus caused her to leave the school, yet she persevered. We attempted to identify and interpret the sources of efficacy that encouraged the teacher's persistence in an unsupportive environment. In addition, we considered how the concept of stereotype threat might help us better understand the teacher's situation. Findings of the case study have implications for teacher self-efficacy theory and research, as well as teacher persistence. r

Research paper thumbnail of Reflection, racial competence, and critical pedagogy: How do we prepare pre-service teachers to pose tough questions?

Race, Ethnicity and Education, Jan 1, 2003

... extending good interactive teaching and learning beyond the classroom and into the real world... more ... extending good interactive teaching and learning beyond the classroom and into the real world, all ... ser-vice teachers' thinking, and dialogue in other facets of their work (not only in the ... Race reflective journaling may allow pre-service teachers to attend to issues of race that they ...

Research paper thumbnail of Race, narrative inquiry, and self-study in curriculum and teacher education

Education and Urban Society, Jan 1, 2007

... Elsewhere, I have discussed this skepti-cism, particularly around diversity and race, which I... more ... Elsewhere, I have discussed this skepti-cism, particularly around diversity and race, which I have experienced time and ... I deliberately wanted to make my experiences around race an integral part of the curriculum that evening ... Milner / Race, Narrative Inquiry, and Self-Study 597 ...

Research paper thumbnail of Black teachers, Black students, Black communities, and Brown: Perspectives and insights from experts

Journal of Negro Education, Jan 1, 2004

Page 1. The Journal of Negro Education, 73(3), 285-297 Black Teachers, Black Students, Black Comm... more Page 1. The Journal of Negro Education, 73(3), 285-297 Black Teachers, Black Students, Black Communities, and Brown: Perspectives and Insights From Experts H. Richard Milner Peabody College of Vanderbilt University ...

Research paper thumbnail of Preservice teachers' awareness of multiculturalism and diversity

The High School …, Jan 1, 2003

The High School Journal is published by the University of North Carolina at Chapel Hill as a serv... more The High School Journal is published by the University of North Carolina at Chapel Hill as a service to the education profession. It seeks to further the reflective examination of the broad field of secondary education by reporting research, informed opinion, and -occasionally -successful practices. The Journal solicits articles on particular topics but also welcomes manuscripts from interested persons who are researching matters dealing with adolescent growth and development and the secondary school. Unsolicited manuscripts will be submitted to an ad hoc panel of reviewers.

Research paper thumbnail of Race, Ethnicity and Education: Racial Identity in Education (REE Volume 3)

Race, Ethnicity and Education (Vols 1-4) General Editors: E. Wayne Ross and Valerie O. Pang. ... more Race, Ethnicity and Education (Vols 1-4)
General Editors: E. Wayne Ross and Valerie O. Pang.

Volume 1
Principles and Practices of Multicultural Education
Edited by Valerie Ooka Pang
Volume 2
Language and Literacy in Schools
Edited by Robert T. Jiménez and Valerie Ooka Pang
Volume 3
Racial Identity in Education
Edited by H. Richard Milner and E. Wayne Ross
Volume 4
Racism and Antiracism in Education
Edited by E. Wayne Ross